Evaluating the Impact of Continuing Professional Development (CPD)

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3. How do you feel about CPD in this school? How do other teachers feel? (i.e. is it important? Is it valued? Is it high profile?) How seriously do you take your own professional development? How seriously do teachers take their own professional development? 4. What are the main barriers you encounter in undertaking your role? What do you think are the main reasons for resistance to CPD? Can this and other barriers be overcome? If so, how? 5. What would assist you to be more effective in your role? Who gives you the most support within the school/outside it? What relationship do you have with the SMT and how far are they supportive of your efforts? 6. How is CPD organised in this school? • Personnel • Timing • Who knows of the organisation? Do teachers know where to go? 7. What role do you play in this? • Allocation of time? 8. What sources of support and potential barriers do you encounter in undertaking your role? 9. What are teachers’ views of CPD in this school? How enthusiastic about their own professional development? • Is this across the board? Are there different groupings who feel differently about CPD (NQTs, different subject areas…?) 139
Needs Analysis and Effective CPD Provision 10. How are teachers’ professional development needs gauged and met? Do they have an entitlement? Re: entitlement • Do teachers know about their entitlement if there is one? • Who keeps the records? 11. Who are your key providers of CPD? How are they selected? Are some more effective than others? How do you assess? 12. What in your view is the most effective form of CPD for teachers? How do you judge? 13. What in your view are the features of effective and less effective CPD? Could you provide examples of both? Evaluating CPD 14. What evidence do you or the school collect about the impact of CPD provision at school, teacher and pupil level? • Examples…? 15. What are the main mechanisms of evaluating CPD in this school? (examples?) 16. In your view how effective are they in assisting you to gauge the appropriateness, effectiveness and impact of CPD? Why, why not? • Elicit here the measurement/gauging of impact on: i. Pupil attainment ii. Teacher attitudes iii. Pedagogical issues 140
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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
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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
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 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: Appendix 6. Interview Schedules EVA
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
Page 179 and 180: anch”, or if the usual response t
Page 181 and 182: Assessment scores are one way of as
Page 183 and 184: Participant Reaction Immediate eval
Page 185 and 186: ! Consider how current procedures m
Page 187 and 188: Moving on: Participant Learning Mos
Page 189 and 190: 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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