Evaluating the Impact of Continuing Professional Development (CPD)

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1. How effective are the following forms of CPD in improving the professional knowledge, skills and practice of your colleagues? Conferences/Lectures (local/regional/ national) Single Workshop (half day/ twilight/day) Series of workshops INSET days Demonstration lessons by CPD providers Coaching Classroom observation Mentoring/Critical friendships Job shadowing Demonstration videos Extended training programmes (e.g. provided by LEA/NCSL) Secondments/ Sabbaticals Accredited Higher Education Courses/Programmes Best Practice Research Scholarships School-University Partnerships Learning Networks with other schools Practitioner research projects Collaboration with other schools e.g. Specialist and Beacon schools Informal networking with colleagues in any of the above activities Highly effective Somewhat effective Somewhat ineffective Highly ineffective Never experienced this type of CPD Don’t know 149
Section 2: CPD evaluation in practice The following questions are about your experience of evaluation of CPD activities. This section may seem long, but you will find that you will not necessarily have to answer all the questions. 2. How often are CPD activities in which you/your colleagues have taken part evaluated for their effectiveness? 3. Do evaluation arrangements differ for different types of CPD? 4. Does feedback from evaluation influence future CPD activities in your school? 5. Does feedback from the evaluation of CPD inform school development/improvement planning? Always Usually Sometimes Rarely Never 6a. Following CPD activities, how often is participant satisfaction with the event evaluated? If you have answered never, please go to question 7a, otherwise go to question 6b. Always Usually Sometimes Rarely Never 6b. When participant satisfaction with the CPD activity is evaluated, what methods are usually used? Yes No Questionnaires to participants Interviews with participants Reflective Learning logs and journals completed by participants 150
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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
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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
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 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: Appendix 7. Questionnaires CPD Lead
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
Page 191 and 192: Most ticks in the “Enhancing” c
Page 193 and 194: Moving on: Participant Use of New K
Page 195 and 196: Pupil learning outcomes Scrutiny of
Page 197 and 198: Evaluation of the Impact of CPD Eva
Page 199 and 200: 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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