Evaluating the Impact of Continuing Professional Development (CPD)

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dissemination: cascade training, sharing new knowledge and skills. These activities often focused upon sharing the content of the CPD rather than gauging the impact of the CPD. In the interview phase the study found that the most widely used evaluation tool was a survey or questionnaire. The use of this method across schools however was found to be highly variable. In many cases the completion of the survey or questionnaire was viewed as an end in itself. Schools identified a need for focused professional development and training that could assist them in evaluating CPD more effectively. 1.8. Recommendations • CPD in schools needs to be evaluated more effectively and needs to be extended to include the impact on student outcomes. • Evaluation of CPD should be appropriate to the events and experience(s) evaluated as not all events need formal evaluation. • Training and development in the use of tools for effective and appropriate evaluation of CPD should be made available to schools. (n.b. a range of approaches and tools which have been piloted with schools can be found in the Route Map which is published as part of the overall report of the project). • Evaluation of the impact of CPD should be linked more explicitly to school development and developmental planning. • The leadership and management roles of the CPD leader need to be clearly defined. • Where possible the CPD leader role should be undertaken by a senior member of staff. • Dedicated training for the role of CPD leader should be made available to all who fulfil this role. - 11 -
• Schools should be supported in providing opportunities for all staff to access a range of CPD. • This range of experiences should be related to the needs of the individual, the school and national policy. • Greater differentiation of provision is needed in CPD to ensure the needs of all staff are adequately met. - 12 -
Page 1 and 2: RESEARCH Evaluating the Impact of C
Page 3 and 4: 1. Executive Summary...............
Page 5 and 6: 1. Executive Summary 1.1. Introduct
Page 7 and 8: The fourth phase of the project was
Page 9 and 10: expertise within the school and dir
Page 11: The interview phase found some enth
Page 15 and 16: • The current arrangements for ev
Page 17 and 18: 3. Methodology A mixed method appro
Page 19 and 20: 3.1. Literature review The literatu
Page 21 and 22: school size (pupil roll), and demog
Page 23 and 24: 3.3.a. Interview Phase design proce
Page 25 and 26: 4. Literature review 4.1. Introduct
Page 27 and 28: improvement’ (DfEE, p3) and it of
Page 29 and 30: Figure 2. Evaluating CPD at Three L
Page 31 and 32: Day (1999) (see Figure 3) although
Page 33 and 34: 4.2. Effective Continuing Professio
Page 35 and 36: professional development activities
Page 37 and 38: acquired. Evaluation of this level
Page 39 and 40: data needs to be collected from a v
Page 41 and 42: 5. 5. Questionnaire Findings 3 5.1.
Page 43 and 44: sabbaticals/secondments. Job shadow
Page 45 and 46: projects, school university partner
Page 47 and 48: While ratings of CPD leaders and te
Page 49 and 50: Table 8. Evaluation of different ou
Page 51 and 52: Table 12. Methods used to evaluate
Page 53 and 54: CPD leaders also provided more info
Page 55 and 56: “questionnaires were collated and
Page 57 and 58: Finally, some respondents linked ev
Page 59 and 60: 5.2.a.f Conclusions on evaluation m
Page 61 and 62: 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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Table 21. Types of CPD do you provi
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Table 22. CPD Providers use of eval
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Table 24. CPD providers’ views on
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Table 26. CPD providers’ views on
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6. Interview Phase Findings The fin
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exemplifies the point that there wa
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“When I first got the role there
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“We have a number of young teache
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new teaching strategies or introduc
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“Children’s learning - that’s
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workers”. If you don’t offer pe
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To this end, a number of respondent
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value to the work of the school: bu
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Lack of time, however, was highligh
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in with their personal, class/depar
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of chipping away: “Yeah, but what
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Participant Reaction In the intervi
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It is interesting that most respond
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the children’s work reflect that
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One head teacher highlighted the va
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“When you get back to school, so
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7. Route Map Development 7.1. Route
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The Route Map is published here as
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Outcomes of Day Two: The outcomes o
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Use of the materials ranged from in
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7.3.e. Inner Circle Responses There
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The implication of this for schools
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is, through accredited courses, acc
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school outcome, so that evaluation
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School focussed questionnaires duri
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Appendix 2. Respondent and Non Resp
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Appendix 3. Comparison of responden
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Appendix 4. Interview Phase Schools
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Appendix 6. Interview Schedules EVA
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Needs Analysis and Effective CPD Pr
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Head of Department/ Team Leader Rol
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Teacher Provision and Role 1. How w
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CPD Provider Provision and Role 1.
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Appendix 7. Questionnaires CPD Lead
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Section 2: CPD evaluation in practi
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8c. When support from the school fo
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Always Usually Sometimes Rarely Nev
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21. Would you be interested in work
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Teacher Questionnaire EVALUATING TH
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2. When you have participated in CP
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……………………………
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2. Has the effectiveness of CPD act
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13. What is your role within the or
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Preface These materials are intende
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Capacity building in a school must
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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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