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Now, because I am able to work with each group, it is much easier and that has come through the EPD course (Teacher, primary, year 2 case-study data). Eve been on courses about teaching A-level geography and their exams that order cheap essay online they sat in January, they were very good results, Em very pleased with that (Teacher, secondary, year 3 case-study data).

And the more confident I am and the more enthusiastic I am, the more engaged they are and my confidence comes from having a vast base, foundation of knowledge of how to do it (Teacher, secondary, year 3 case- study data).

Examples here included a lack of knowledge about the scheme amongst those not participating and an absence do my college paper of whole-school links. The second most common reason for a lack of wider-school impact was the perception that the scheme was focussed on the individual needs of the teachers involved. This section of the report has already described how other EPD teachers - who would also have been pursuing their individual areas of need and interest - had been able to take on additional whole-school responsibilities and implement new practices or policies as a result of EPD with far-reaching consequences. Organisational difficulties, particularly the time constraints of school life, were also cited as reasons for limited school outcomes. Other reasons given included the view that professional development was already well-developed and supported in the school to the extent that EPD had made no perceptible difference, or that it was too early to tell what the consequences of EPD might be, the implication being that whilst 45 PART TWO EPD teachers experience outcomes first, whole-school developments may take longer to become established. In the final year of the pilot, three-quarters of teachers surveyed registered that EPD had considerably affected the contribution they made to their colleagues and the school. In a further enquiry, over half of the mentor survey sample in year 3 identified a wider impact of EPD within the school, with mentors who were headteachers or deputy heads most frequently expressing this view. Virtually all of the impacts described were positive and included the following. EPD spurring others to consider more keenly their own development and the opportunities available, or changing systems for provision of professional development within the school. Impacts on the management and structures of the school occurred since the pilot gave teachers opportunities to enhance directly both academic and pastoral aspects of school life for their colleagues and pupils. The outcomes teachers derived from EPD activities increased their confidence, improved their practice and gave a clearer idea of their preferred career path, which then served as the vital step towards teachers becoming more active within the school and, beyond that, to further impacts at a wider school level. For teacher survey respondents, this was the highest ranking outcome in 2004 from a list of 12. This is a notable finding and it confirms that EPD was not solely benefiting 46 PART TWO participating teachers. In addition to the qualitative evidence from the case-study schools, the annual questionnaire survey to mentors sought to gauge the impact on themselves of their involvement in EPD in two ways.

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Mentors were given a list of pre-selected outcomes and asked to rate on a six- point scale the extent to which EPD had affected their attitudes and practices in these areas. And in the first two annual questionnaires only - 2.

Mentors were also asked whether or not being an EPD mentor had had any impact on them.

If they answered negatively, they were invited to explain the reasons why EPD had had no outcomes for them.

The responses to these items and order cheap essay online order cheap essay online the qualitative evidence are presented below in the following sections. Two-thirds of respondents reported an impact, with 80 per cent citing positive outcomes. In addition, in all three years of the evaluation, mentor survey respondents were presented with a list of pre-selected potential outcomes and asked to rate the extent to which they had experienced each as a result of their involvement with EPD. In years 2 and 3, three-quarters registered that EPD had had a considerable effect on their knowledge of other teachers.

Case-study interviews with mentors explored the extent of the impact of their EPD mentoring for them. Almost 80 per cent of mentors reported an impact in the second and third years of the scheme.

All reported impacts were positive and, in cases where negative impacts were mentioned, positive effects were also order cheap essay online cited. To some degree, the outcomes experienced by mentors themselves were more variable than those experienced by teachers and, to a lesser extent, schools.

This could be explained by the characteristics of the mentoring sample - predominately long- 48 PART TWO serving, senior members of staff with previous mentoring experience - and the manageability issues associated with the role. In years 2 and 3, this increased - to six, then seven respectively - as new items were introduced based on their frequency of occurrence in response to an open-ended enquiry to mentors on the impact of EPD and citation during the interviews conducted in the case-study schools.

The proportions of respondents indicating a considerable effect show some increase year-on-year, with the exception of improvements to morale and wellbeing. Neither of these items featured in the first annual questionnaire but both were added in later years since they had been commonly cited responses to the open-ended question on mentor impacts in years 1 and 2 respectively. That the outcomes reported by mentors were variable can partly be explained by the constituents of the mentor sample.

Mentors were most often experienced members of staff who had been teaching for many years (as Part one relayed, the mean length of service order cheap essay online in the teaching profession was approaching two decades). They tended to hold positions of considerable responsibility in their schools, for example, in all three years of the pilot, around a third of mentors surveyed were deputy heads. It is reasonable to suggest that for these mentors, there was less room need help with paper for development through promotion, as they had already achieved a senior position, or in regard to classroom practice, as they were perhaps spending more of their working day carrying out their management responsibilities.

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