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ERIC Number: ED502602
Record Type: Non-Journal
Publication Date: 2005
Pages: 166
Abstractor: ERIC
Reference Count: 17
ISBN: ISBN-1-8447-8390-1
Professional Development for Teachers Early in Their Careers: An Evaluation of the Early Professional Development Pilot Scheme. Research Report RR613
Moor, Helen; Halsey, Karen; Jones, Megan; Martin, Kerry; Stott, Alison; Brown, Celia; Harland, John
National Foundation for Educational Research
This report presents findings from the three-year evaluation of the Early Professional Development (EPD) pilot scheme. The research was conducted by the National Foundation for Educational Research (NFER) on the behalf of the Department for Education and Skills (DfES) and the General Teaching Council for England (GTC). Building on the results of two interim, unpublished reports produced at the end of the first and second years of the pilot (Moor et al., 2002 and 2003), this final report draws together evidence from across its three-year duration and chronicles the success of the EPD pilot scheme. Among the key factors associated with effective professional development were: autonomy for teachers, mentoring, a school ethos that embraces the professional development of its staff, and an LEA role in support and promotion. In the absence of the scheme itself, these are the attributes that would perhaps benefit from particular attention so the philosophy of EPD--autonomy, mentoring, school and LEA support--can be used to nurture and develop new cohorts of teachers entering the profession. This report contains four parts. Following an introductory section, Part Two, "What Teachers and Schools Gained from Early Professional Development," examines the outcomes of EPD for teachers early in their careers, for schools, for mentors and for the teaching profession. Part Three, "Achieving Outcomes from Early Professional Development," examines the factors found to be instrumental in attaining outcomes for second and third year teachers. Finally, Part Four, "Effective Practices in Early Professional Development," presents a discussion of the preceding factors influential in generating outcomes for teachers, setting out the elements found to work well, and any associated issues. Appended to this report are: (1) A cost-effectiveness analysis of the EPD scheme in the 12 pilot LEAs; (2) EPD and comparative sample response rates; (3) Characteristics of the EPD and comparative samples; and (4) Teachers' ratings of the effect of the EPD scheme on themselves in specified areas in each of the three years of the pilot. (Contains 29 tables and 1 figure.) [This report was produced by the Department for Education and Skills.]
National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Foundation for Educational Research
Identifiers - Location: United Kingdom (England)