Evaluating the Impact of Continuing Professional Development (CPD)

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8. Summary A number of key themes arose from the data above, regarding the evaluation of the impact of CPD. In this final section these will be summarised and some recommendations made on the basis of these findings and implications. We will do this under three headings: Implications for Practitioners, Implications for Policy Makers, and Implications for Researchers. 8.1.a. Implications for Practitioners 8.1.a.a Need for training for CPD leaders’ role The research project has shown that CPD leaders require targeted training for the role. Many leaders felt unprepared for the role, both in terms of knowledge of the field (what opportunities were available for staff, how best to match members of staff with known opportunities, needs analysis, etc.) and in particular in terms of evaluation of the impact of CPD undertaken. Appropriate training should therefore be provided for CPD leaders in schools. Where possible and appropriate, this training should include input from experienced practitioners. It should include issues relating to needs analysis, to the breadth of CPD activities (e.g. that CPD is wider than INSET days and off site courses), to the place of planning in relation to CPD, and particularly to the evaluation of the impact of CPD. 8.1.a.b Need for adequate time and resources for the evaluation of CPD The research has shown that while many feel that the evaluation of the impact of CPD is important, this evaluation often does not happen due to constraints of time (on CPD leaders as well as other members of staff), and lack of resources (in terms of joint time, structures for peer observation, etc.). While time is often made for dissemination of learning through CPD, the process often stops there, with no further investigation as to the effect of that learning. - 123 -
The implication of this for schools is that time and resources for the evaluation of CPD must be factored into the school development plan, the budget and into all planning for CPD events. As we have highlighted above, not every instance of CPD needs to be rigorously evaluated; schools must make an informed choice of which elements of CPD to evaluate, and what processes to use to do so. Time and resources must then be allocated to that evaluative process, so that it is not a “bolt on extra” to the events or activities, but integral to them. 8.1.a.c Clear role specification for CPD leader The research found that what CPD leaders do and the responsibilities they have varied widely across the field work. While some of this variation might be expected as a reflection of different sizes, phases and types of schools, there is clearly more variation than can be explained in this way. Some leaders had no financial responsibilities in relation to CPD, others had a great deal. Some leaders were involved in planning for individuals’ CPD, others were not. This lack of clarity about the role of CPD leader, on a national basis, left individual schools and individual CPD leaders in the position of recreating the wheel, time and again. Findings suggest there is a need for a nationally accepted generic role specification for the post of CPD leader. This specification must relate to the training required for the role, as well as to the place of the CPD leader within the school. Such specifications must have the flexibility to be applied to very small schools as well as very large ones, but they must also set out clearly what is expected of the CPD leader in terms of needs identification, planning, and evaluation of and for CPD and what resources are available to support the role, and how the rule holders’ work relates to the strategic, whole school planning. 8.1.b. Implications for Policy Makers 8.1.b.a National standards for CPD leader role - 124 -
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RESEARCH Evaluating the Impact of C
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1. Executive Summary...............
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1. Executive Summary 1.1. Introduct
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The fourth phase of the project was
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expertise within the school and dir
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The interview phase found some enth
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• Schools should be supported in
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• The current arrangements for ev
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3. Methodology A mixed method appro
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3.1. Literature review The literatu
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school size (pupil roll), and demog
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3.3.a. Interview Phase design proce
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4. Literature review 4.1. Introduct
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improvement’ (DfEE, p3) and it of
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Figure 2. Evaluating CPD at Three L
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Day (1999) (see Figure 3) although
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4.2. Effective Continuing Professio
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professional development activities
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acquired. Evaluation of this level
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data needs to be collected from a v
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5. 5. Questionnaire Findings 3 5.1.
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sabbaticals/secondments. Job shadow
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projects, school university partner
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While ratings of CPD leaders and te
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Table 8. Evaluation of different ou
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Table 12. Methods used to evaluate
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CPD leaders also provided more info
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“questionnaires were collated and
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Finally, some respondents linked ev
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5.2.a.f Conclusions on evaluation m
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Table 19. Methods used to evaluate
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‘Following the course on KS3 stra
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2. Discussion Discussion among coll
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CPD experience to subsequent though
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Evaluation that was spread over tim
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‘All my responses to the first qu
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Page 75 and 76: Table 22. CPD Providers use of eval
Page 77 and 78: Table 24. CPD providers’ views on
Page 79 and 80: Table 26. CPD providers’ views on
Page 81 and 82: 6. Interview Phase Findings The fin
Page 83 and 84: exemplifies the point that there wa
Page 85 and 86: “When I first got the role there
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Page 89 and 90: new teaching strategies or introduc
Page 91 and 92: “Children’s learning - that’s
Page 93 and 94: workers”. If you don’t offer pe
Page 95 and 96: To this end, a number of respondent
Page 97 and 98: value to the work of the school: bu
Page 99 and 100: Lack of time, however, was highligh
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Page 103 and 104: of chipping away: “Yeah, but what
Page 105 and 106: Participant Reaction In the intervi
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Page 109 and 110: the children’s work reflect that
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Page 113 and 114: “When you get back to school, so
Page 115 and 116: 7. Route Map Development 7.1. Route
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Page 119 and 120: Outcomes of Day Two: The outcomes o
Page 121 and 122: Use of the materials ranged from in
Page 123: 7.3.e. Inner Circle Responses There
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Page 129 and 130: school outcome, so that evaluation
Page 131 and 132: School focussed questionnaires duri
Page 133 and 134: Appendix 2. Respondent and Non Resp
Page 135 and 136: Appendix 3. Comparison of responden
Page 137 and 138: Appendix 4. Interview Phase Schools
Page 139 and 140: Appendix 6. Interview Schedules EVA
Page 141 and 142: Needs Analysis and Effective CPD Pr
Page 143 and 144: Head of Department/ Team Leader Rol
Page 145 and 146: Teacher Provision and Role 1. How w
Page 147 and 148: CPD Provider Provision and Role 1.
Page 149 and 150: Appendix 7. Questionnaires CPD Lead
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Page 153 and 154: 8c. When support from the school fo
Page 155 and 156: Always Usually Sometimes Rarely Nev
Page 157 and 158: 21. Would you be interested in work
Page 159 and 160: Teacher Questionnaire EVALUATING TH
Page 161 and 162: 2. When you have participated in CP
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Page 165 and 166: 2. Has the effectiveness of CPD act
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Page 169 and 170: Preface These materials are intende
Page 171 and 172: Capacity building in a school must
Page 173 and 174: Summative evaluation, on the other
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Figure 2: A Range of CPD Activities
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Participant reaction This is the mo
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anch”, or if the usual response t
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Assessment scores are one way of as
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Participant Reaction Immediate eval
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! Consider how current procedures m
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Moving on: Participant Learning Mos
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Organisational support and change I
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Most ticks in the “Enhancing” c
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Moving on: Participant Use of New K
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Pupil learning outcomes Scrutiny of
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Evaluation of the Impact of CPD Eva
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Most ticks in the “Enhancing” c
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superficially very much alike - in
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Appendix 10. Citations Benfield, C.
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Citations for Report Benfield, C. R
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Smith, C. L. (2002). "Using continu
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Evaluating the Impact of Continuing Professional Development (CPD)

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