Proquest thesis database
However, a number of contextual factors appeared to be instrumental in taking impacts beyond the improvements in the EPD teacher to the school as a whole. The first of these relates to the EPD teacher - their ability to recognise a potential for their professional learning to reach an audience beyond the classroom and their capability to take initiative in developing a wider role for themselves within the school. As discussed in Part three, for teachers to recognise career development opportunities, progress in their career and contribute to their colleagues and the school, the factors of having a mentor and support of the school were significant. Further, schools needed support systems to be in place in order to encourage the teacher to grow into a particular role, whether it be to disseminate or take on an area of responsibility. Where there was a senior management team who recognised the interests of their teachers, observed the developments in their teacher, the potential for impact on help with thesis writing the school and were able to pursue and facilitate it - the outcome route penetrated beyond the participating teacher to the wider school. Rather, there was evidence that schools in all circumstances could maximise the benefits of EPD if they demonstrated a commitment to meeting the professional development needs of their teachers. Through more detailed analysis of case-study interviews and in particular, data from the highest-scoring schools, certain contextual factors were found to have been 103 PART FOUR significant in contributing to the success of EPD in delivering outcomes for teachers, pupils and the school. Amongst the cohort of highest-scoring schools, professional development activities were frequently delivered within proquest thesis database and by the school themselves.
This was thought to signal the ability of the initiative to act as an impetus for schools to develop as professional learning communities.
Schools that achieved the highest levels of outcomes for teachers, pupils and the school were all characterised by the level of autonomy they allowed their teachers (both EPD and in general) proquest thesis database in selecting development activities. Further, and related to experiences of proquest thesis database EPD, there was widespread recognition that allowing teachers to pursue their interests brought longer-term benefits to the school.
Having support systems in place to facilitate professional development activities were also found to be important in generating outcomes for those involved. A number of contextual factors appeared to be instrumental in taking impacts beyond the teacher. In schools already working effectively as professional learning communities, the chain of outcomes developed naturally, for those schools on the journey, a commitment to supporting professional development was crucial. The discussion is presented in the following sections: Section 4.
In the first year, 86 per cent of teacher survey respondents reported having a mentor. Over the following years, the proportion of teachers with a mentor declined somewhat, though in the final year it remained slightly more than three-quarters.
When asked, one of the most common reasons given by EPD teachers for not having an official mentor was that they had an informal mentoring relationship. This was the most common response in an LEA where mentoring was optional and therefore least prevalent.
Another frequently cited reason was that no mentor had been proquest thesis database offered.
The proportion of EPD teachers who cited colleagues being too busy as a reason for not having a proquest thesis database mentor declined steadily over the course of the pilot. This may signal that mentoring gained in status and was more able to compete with other demands for time. The majority of those teachers who did not have a mentor, or who experienced very little mentoring, believed that they might have benefited to some extent from the additional support that a mentor could have provided. Part three has already outlined the positive relationship between having a mentor and the outcomes experienced as a result of the EPD scheme, particularly for teachers in the second year of their careers. This would further suggest that mentoring had a very positive role to play in paraphrasing dictionary supporting EPD teachers and, in turn, helping them to gain maximum benefit from professional development opportunities. In case-study schools, the EPD teachers interviewed were also, on the whole, positive about the concept of mentoring and their experiences of it. Their description of the benefits it brought them fell into four main categories. The quotations below illustrate the advantages of the mentoring relationship. She actually looked on the internet for me and found something that I had had trouble finding, and she found it just straightaway. Although none of the case-study teachers believed that mentoring had had a negative effect on them, a small minority of teachers each year did suggest that having a mentor as part of the EPD scheme had had little impact on them, with four main reasons being proposed. For example, time set aside for formal meetings on a regular basis to provide increased levels of support. To sum up, based on the benefits reported, it would appear that providing teachers in the early stages of their careers - and indeed perhaps all teachers - with additional mentor support could enable them to maximise the outcomes from the professional development activities in which they participate. In turn, this may result in teachers developing their role in school and advancing further and more quickly within the teaching profession (Part three reported the link between mentoring and career-related outcomes for teachers). Flaving considered the many benefits of mentoring, we now move on to look at the practicalities of the mentoring process within the EPD scheme, in order to identify the key features of effective practice. The organisation and management of mentoring Across the 12 pilot authorities, different arrangements were found for the selection of mentors and the number of teachers allocated to each mentor. Selection of mentors In all but one of the 12 LEAs, responsibility for the provision and management of EPD mentors was delegated to individual schools.