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Evaluating the Impact of Continuing Professional Development (CPD)

Evaluating the Impact of Continuing Professional Development (CPD)

Evaluating the Impact of Continuing Professional Development

RESEARCH Evaluating the Impact of Continuing Professional Development (CPD) Janet Goodall, University of Warwick, Christopher Day, University of Nottingham, Geoff Lindsay, University of Warwick, Daniel Muijs, University of Newcastle Alma Harris, University of Warwick Research Report RR659

  • Page 2 and 3: Research Report No 659 Evaluating t
  • Page 4 and 5: 6.7. Barriers to Participation in C
  • Page 6 and 7: schools involved in the study were
  • Page 8 and 9: 3. Organisational support and chang
  • Page 10 and 11: Teachers expressed high levels of d
  • Page 12 and 13: dissemination: cascade training, sh
  • Page 14 and 15: 2. Introduction 2.1. Aims The broad
  • Page 16 and 17: These have been met in the followin
  • Page 18 and 19: Figure 1. Expanded Project Diagram
  • Page 20 and 21: • Support from the school • Par
  • Page 22 and 23: data sets (Glaser and Strauss, 1967
  • Page 24 and 25: The final complement of interview p
  • Page 26 and 27: opportunities are poorly conceptual
  • Page 28 and 29: It is clear from this definition th
  • Page 30 and 31: or frameworks for understanding tea
  • Page 32 and 33: Figure 3. Orientations and Benefits
  • Page 34 and 35: It takes significant on the job pra
  • Page 36 and 37: 4.3.b. Level 2: Participants’ lea
  • Page 38 and 39: developed in a particular way, poli
  • Page 40 and 41: CPD that have little or no impact o
  • Page 42 and 43: Table 3. Effectiveness of different
  • Page 44 and 45: Table 4. Effectiveness of different
  • Page 46 and 47: Table 5. Mean effectiveness scores
  • Page 48 and 49: Table 7 illustrates again the posit
  • Page 50 and 51: Table 9. Methods used to evaluate p
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    Table 14. Methods used to evaluate

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    Typically, questionnaires required

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    On a more positive level, evaluatio

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    ‘The evaluation had a direct infl

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    always. Value for money was most fr

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    were of particular interest, in tha

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    ‘I can’t think of an evaluation

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    evaluation was compared favourably

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    ‘It enabled senior management tea

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    ‘Very often you have ideas for ch

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    5.2.b. Views of CPD providers 5.2.b

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    For HEI staff, the most common cate

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    5.2.b.b CPD Providers views on eval

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    5.2.b.c Use of Evaluation methods r

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    5.3. Conclusions In this section we

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    All interviews were recorded; Table

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    development. ...twelve-and-a-half -

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    Leaders also reported arranging wor

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    6.4. Providers of CPD Four provider

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    there, it’s not just about going

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    However, respondents in different c

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    “Basically, they want something p

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    Not all views of observation were p

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    6.7. Barriers to Participation in C

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    as a means of needs identification

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    Line management and performance man

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    go on a course, you are privileged

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    Some schools use the original evalu

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    from observation in the classroom o

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    it’s moved people on. It gets qui

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    Characteristics of “high” bande

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    assistants often mentioned pupil ch

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    Throughout the document, indicative

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    This group identified a number of f

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    7.2. Piloting of materials The mate

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    ! “Pragmatic”, “teacher-centr

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    8. Summary A number of key themes a

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    8.1.b.b National guidelines for app

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    practices in some schools which inv

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    Appendix 1. A framework for Evaluat

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    Participant focussed stakeholders (

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    No statistically significant differ

  • Page 136 and 137:

    KS2 Maths 01 70.53 70.29 0.117 0.91

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    Appendix 5. Range of Provision and

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    3. How do you feel about CPD in thi

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    iv. Cost effectiveness? 17. Is ther

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    • Joint discussion with staff?

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    9. What in your view is the most ef

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    12. Are there any new areas of CPD

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    1. How effective are the following

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    Always Usually Sometimes Rarely Nev

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    9b. When participants’ use of new

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    Please indicate whether you agree o

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    For further information about this

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    1. How effective are the following

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    4. When participating in CPD events

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    CPD Provider Questionnaire THE IMPA

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    Questionnaires Interviews Reflectiv

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    Appendix 8. Route Map Evaluating th

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    The Impact of Continuing Profession

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    shown in this diagram. The purposes

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    As with any vibrant process, trying

  • Page 176 and 177:

    Evaluation of Impact Evaluation of

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    Participant learning In our survey

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    Self observation is part and parcel

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    Evaluating Evaluation Practices: Wh

  • Page 184 and 185:

    Moving on: Participant Reaction Mos

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    Participant learning Self-rating of

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    to the CPD Leader. Most ticks in th

  • Page 190 and 191:

    Moving on: Organisational Support a

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    Participant use of new knowledge an

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    Consider how you might involve your

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    Moving on: Pupil Learning Outcomes

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    Moving on: Evaluation of the Impact

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    Supportive Organisational Culture O

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    Appendix 9. Table of Figures Figure

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    Little, J. W. (1993). "Teachers pro

  • Page 206 and 207:

    Harland, J. and Kinder, K. (1997).

  • Page 208:

    Copies of this publication can be o

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