Network of Excellence - Impact of Master Teacher Training
The evaluation of the NOE programme consists of a range of different elements:
- Feedback forms which tell us the level of satisfaction from a course immediately after it has taken place
- Impact forms which tell us the impact that the training has had 10 weeks on
- Broad-based surveys which capture how many of the general CAS membership are engaging with Master Teacher training
Feedback data is taken from teachers who attended Master Teacher training courses and a small number of universities who advertise their courses through the Network of Excellence systems.
Quality of training at Master Teacher training events
We have undertaken a similar analysis to that produced in the July 2014 report and the feedback received is equally or more positive about Master Teacher events than at that point in time. 752 feedback forms have now been received of which 63 referred to events held at universities in the NOE; the remaining 689 referred to sessions held by one of 68 different Master Teachers.
- At the beginning of training the average confidence of teachers scored out of 10 was 4.1. After training the average confidence was 7.4. So on average the master teacher training raised teachers' confidence by 3.3 points on this scale (1-10)
- 99.5% of respondents said they agreed or strongly agreed that the course was enjoyable
- 99% of respondents agreed or strongly agreed that the course was good value for money
- 99% of respondents either agreed or strongly agreed that the trainer was well informed and well prepared - this is an excellent recommendation for our Master Teachers and the Network of Excellence training
- In addition 99% felt there was a good range of activities and that engagement/direction was well-balanced
- 96% of teachers felt that they could now implement what they had learned and 98% of respondents felt the course would have an impact on their practice
- 98% then said they would recommend the training they had received to others
Contact with Master Teachers
We carried out surveys of CAS members in February 2014 and February 2015. Our wide scale survey is used for a number of different purposes to find out how teachers are interacting with CAS and what kinds of professional development they find useful.
We were able to extract just the data for teachers in England to find out how many are in contact with their local Master Teachers.
The table above shows that more teachers are now in contact with a Master Teacher in just the last 12 months, and a high percentage are attending Master Teacher training. 54% of the teachers in England who completed the survey had attended some Master Teacher training, which was an increase in 20% from the previous year. This shows the increased numbers of Master Teachers are making a greater impact.
The table above shows the number of hours the teachers participating in our survey said that they had spent on their professional development. We also asked about other types of event and the most attended were CAS Hub meetings, Master Teacher training and university NOE events. This was also reflected in how useful the teachers found the events as shown in Figure 2. That shows Primary, Middle teachers and Secondary teachers and compares data from the previous years' survey. This shows that teachers are continuing to find Master Teacher training the most useful type of CPD that they are involved with, even when compared to an increasing number of MOOCs that are available.
Overall 329 teachers out of 429 completing the latest survey in February 2015 CAS Master Teacher training (76%) said it was useful or very useful and another 98 saying that parts of it were useful (only 2 out of 429 said it wasn’t useful to their professional development).
Impact of Master Teacher training on learners
We have been collecting data on the impact that Master Teacher Training has on different aspects of teaching and learning during the programme by asking teachers to comment on this 10 weeks after a session (i.e. effectively a term after attending the session).
Examining this data and comparing responses this academic year to last academic year we can see that although the impact on knowledge and skills is more or less the same in both academic years (see Figure 3), the impact on the learners is much greater (see Figure 4).
As the new curriculum has been implemented this gives a direct indication that the teachers feel that the training that they are receiving from Master Teachers is having an impact directly in the classroom. Comments made by teachers support this:
"It gave me confidence to know that I am covering the curriculum for my pupils and where I can extend them to if possible. Also networking with others on the course and the course leader gave me new ideas for using other software with the children" (Primary teacher, South West region)
"Students accessed a wider range of programmes and I was able to push higher ability children as I knew what steps of progress were expected." (Primary teacher, North West region)
"[Students are] More motivated due to increasing the range of practical ideas" (Secondary teacher, North East)
Note that these comments are made 10 weeks after the event, and almost half of the teachers completing the survey voluntarily added a comment here.
What is also interesting is the type of impact the teachers say that the training has had on their learners (see table below). Last year the impact on learners was more likely to be in the form of different classroom activities that they could participate in. This year teachers are increasingly reporting that the training has had an impact on student learning. This is a very encouraging finding.
Teachers who complete the CAS survey are increasingly more confident with teaching Computing. This may not reflect the country at large but demonstrates the impact that CAS has on teachers' confidence in this subject area (see Figure 6).