Evaluating the Impact of Continuing Professional Development (CPD)

The Route Map is published here as a part of the overall report of the project.
However, it will not be published separately in this form. The Teacher Training
Authority, which now holds the remit for teachers’ CPD as well as initial training,
will take the information in the Route Map forward into its future publications.
7.1.a. Developmental days
Three “Developmental days” were held, on March 26, July 9, and 20 November
2004. All schools in the interview phase were invited to days one and two, along
with a number of providers. Day three was a much more concentrated event,
which included only those schools who had been actively involved in the process.
Ten people attended day one, 12 attended the second day, and four, day three.
Day one took place at the University of Nottingham; days two and three at the
University of Warwick. All phases and types of schools were represented at days
one and two; day three had no representation from special schools.
Developmental days for the project were not included specifically in the original
specification; however, during the interview phase of the project it became clear
that such meetings of schools and providers would be invaluable to direct the
progress of creation of materials. This was, in part, in response to the lack of
materials found in the field. Developmental days were also ways of continuing to
engage stakeholders in the project.
7.1.a.a
Day One
This first developmental day served a number of purposes. The first was to
introduce various stakeholders (LEA personnel, teachers, head teachers) to each
other and to the project so far, as well as to the general information available on
the evaluation of the impact of CPD.
Secondly, participants were asked to contribute to the project in specific ways, by
working in groups. The outcomes of those groups were:
! Cultural imperatives for CPD
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