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Such developments were not limited to those mentors lower in the management hierarchy - headteachers also spoke of career help with writing a thesis development opportunities as an outcome of the EPD scheme. Mentoring as a career development opportunity It was a career opportunity — to do something outside the remit of my own headship (Coordinator, primary, year 3 case-study data). I recently did my NPQH and part of that is monitoring and bringing people on write my essay paper and developing ideas with them.
So it enabled me to complete that as well (Mentor, special school, year 3 case-study data). No impact on mentors Mentors who responded to the questionnaire open-ended item by indicating that they had not experienced any impact as a result of EPD, predominantly gave the reason that they had previous experience of mentoring.
In addition, in the first year of the best website to buy a research paper pilot, mentors who had not been affected by EPD explained that they had not carried out any mentoring activities. In the second year, other reasons stated for reporting no impact included being mentor to a teacher who did not require support, and a lack of training or information about the role. The minority (one in five over years 2 and 3 of the pilot) of case-study mentors who believed that EPD had had no impact on them tended to view mentoring as part of their overall role, such that being a mentor for the EPD scheme specifically did not have a separate impact. The write my essay paper case-study mentors citing no effect had not received training for their role as an EPD mentor. All were more senior members of staff, often line-manager to the teacher they mentored and, while the number of teachers that they mentored varied, all had previously mentored. Thus, it may be unrealistic to seek extensive effects on many mentors in these areas. Case-study data indicated that the motives for 56 PART TWO undertaking the role could be various and it was not necessarily the case that mentors had expected impacts on themselves.
The questionnaire also contained a closed item that invited mentors to rate the effect of EPD on themselves in six given areas.
Knowledge of other teachers and their needs was again the most prominent outcome, with four out of five mentors experiencing a considerable effect. However, in response to this question, mentors indicated that other outcomes had been more limited: for example, in their classroom practice and their desire to seek further promotion. This was largely owing to the characteristics of the mentor survey sample - predominately long-serving, senior members of staff with previous mentoring experience.
A further factor to have inhibited the generation of outcomes for mentors related to the manageability of the role. However, there was evidence that non-contact time and effective training for mentors increased their perception of the number and extent of impacts on them. In particular, in many schools, the mentor played a vital role in the transposition of improvements in the teacher to benefits for the wider school community. However, were the effects of EPD attributable to the particular approach of the scheme or were they simply what would ordinarily be achieved through any professional development opportunity? The unique contribution of the scheme will be determined by examining two key areas - firstly, the outcomes of professional development for EPD and comparative teachers and secondly, whether these two groups varied in their intentions to remain in teaching long term. In the second year of the EPD evaluation, a postal survey was write my essay paper administered to a sample of second and third year teachers outside the pilot LEAs, the purpose of which was to compare the experiences of and attitudes towards professional development of teachers who had not been part of the EPD pilot with those who had participated.
For these - all affective, motivational and career-related impacts - around 15 per cent more EPD teachers than comparative teachers cited a considerable effect. For example, almost half of EPD teachers (46 per cent) but nearer write my essay paper a third of comparative teachers (34 per cent) rated the impact on their contribution to the school at 5 or 6 out of 6 - the two highest levels. The comparative survey contained a parallel question inviting respondents to give an overall rating for the effect of their professional development on their practices. Again, EPD teachers rated the overall effect of all their professional development significantly higher than comparative teachers. In terms of the usual demarcation of 4, 5 or 6 out of 6 - indicative of a considerable effect on practice - there was a difference of around 20 percentage points between the two groupings.
However, this, in some ways, disguises the true magnitude of the contrast between the EPD and comparative teachers. The corresponding proportion of EPD teachers was more than three times higher, at 1 8 per cent. Further, taking the top two ratings (5 and 6), 27 per cent of comparative teachers graded the overall effect on their professional practices thus, compared with more than double this proportion of EPD teachers - 63 per cent. The endorsement of EPD continued when both samples were invited to assess the extent to which they felt their professional development needs had been met over the school year. Thus, in whatever way the effects on the EPD and comparative samples were measured - across 12 given areas, in terms of the overall impact on professional practice or regarding the extent to which professional development needs were met - it was the EPD teachers who consistently responded more positively. To take this further and to try to determine whether EPD could impact on retention in the teaching profession, both the EPD and comparative samples were asked directly about the likelihood of their staying in teaching.
On the five -point scale, 70 per cent of the EPD teachers circled 4 or 5, the top two ratings, compared with 59 per cent of the comparative sample. Therefore, 1 1 per cent more EPD teachers than comparative teachers registered a strong likelihood that they would be members of the teaching profession in five years. Considered in terms of the 420,000-strong teacher workforce or in terms of the 96,000 teachers in the early stages of their career in England (DfES, 2003), then this difference of 1 1 percentage points might be seen to represent a sizeable number. When the responses were examined according to the type of LEA in which teachers worked (Inner London, Outer London, metropolitan, unitary, county), without exception, the differences between the ratings of the EPD and comparative samples were marked and highly statistically significant.