Evaluating the Impact of Continuing Professional Development (CPD)

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Appendix 1. A framework for Evaluation PURPOSES FOCUS Participant reaction Participant learning Organisational support and change Participant use of new knowledge and skills Student learning Outcomes Event focussed Satisfaction questionnaires at end of or during event Participant questionnaires at start and end of event or later Participant questionnaires following event (at remove) Participant questionnaires at start and end of event or later Tests (statemandated, standardised or specific) Participant interviews at end of or during event Learning logs during event - 129 - Participant interviews at start and end of event or later Learning logs during event Return to original participant questionnaire Questionnaires to other stakeholders (management, pupils) Participant interviews following event ( Interviews with other stakeholders (peers, management, pupils) Collection of documentary evidence (minutes, planning documents etc.) Direct observation following event Participant interviews at start and end of event or later Learning logs during event Interviews with pupils following event Tests at end of event (and start) Alternative forms of assessment (portfolios, performance etc.) Interviews with learners Pupil questionnaires – paper or online Non-cognitive outcome measures (self-esteem scales, attitude scales etc.) Direct observation following event Project focussed Ongoing Ongoing learner Ongoing Ongoing learner Tests (state-
School focussed questionnaires during project Ongoing participant interviews during project Reflective Learning logs and journals during project Questionnaires, either ongoing or at start/end of activity depending on nature of CPD (e.g. sabbaticals or networks) Interviews either ongoing or at start/end of activity depending on nature of CPD Reflective Learning logs and journals - 130 - questionnaires questionnaires questionnaires mandated, standardised or specific) Ongoing learner interviews Reflective Learning logs during project Questionnaires, either ongoing or at start/end of activity depending on nature of CPD (e.g. sabbaticals or networks) Interviews either ongoing or at start/end of activity depending on nature of CPD Reflective Learning logs and journals Questionnaires to other stakeholders (management, pupils) Ongoing learner interviews Interviews with other stakeholders (peers, management, pupils) Collection of documentary evidence (minutes, planning documents etc.) Ongoing questionnaires Questionnaires to other stakeholders (management, pupils) Ongoing learner interviews Reflective Learning logs Interviews with pupils Direct observation Questionnaires, either ongoing or at start/end of activity depending on nature of CPD (e.g. sabbaticals or networks) Interviews either ongoing or at start/end of activity depending on nature of CPD Reflective Learning logs and journals Alternative forms of assessment (portfolios, performance etc.) Interviews with learners Pupil questionnaires – paper or online Non-cognitive outcome measures (self-esteem scales, attitude scales etc.) Tests (statemandated, standardised or specific) Alternative forms of assessment (portfolios, performance etc.) Ongoing learner Interviews with interviews learners Interviews with other Tests where suitable Non-cognitive
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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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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
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
Page 87 and 88: “We have a number of young teache
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
Page 101 and 102: in with their personal, class/depar
Page 103 and 104: of chipping away: “Yeah, but what
Page 105 and 106: Participant Reaction In the intervi
Page 107 and 108: It is interesting that most respond
Page 109 and 110: the children’s work reflect that
Page 111 and 112: One head teacher highlighted the va
Page 113 and 114: “When you get back to school, so
Page 115 and 116: 7. Route Map Development 7.1. Route
Page 117 and 118: The Route Map is published here as
Page 119 and 120: Outcomes of Day Two: The outcomes o
Page 121 and 122: Use of the materials ranged from in
Page 123 and 124: 7.3.e. Inner Circle Responses There
Page 125 and 126: The implication of this for schools
Page 127 and 128: is, through accredited courses, acc
Page 129: school outcome, so that evaluation
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
Page 151 and 152: Section 2: CPD evaluation in practi
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
Page 167 and 168: 13. What is your role within the or
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
Page 175 and 176: Figure 2: A Range of CPD Activities
Page 177 and 178: Participant reaction This is the mo
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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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