Evaluating the Impact of Continuing Professional Development (CPD)

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Evaluating Evaluation Practices: Where are you now? As seen above, the impact of Continuing Professional Development must be evaluated at a number of different levels. The following Self Assessment Charts will provide a means of assessing the practice at each level in any particular school. Each chart is followed by suggestions for Moving Forward. The aim of this exercise is not to end up with a tick in every box next to “Enhancing”, the highest level. Although the processes highlighted at this level do represent good practice, not all of them are appropriate for every school. 181
Participant Reaction Immediate evaluation method Immediate evaluations are used as quality control mechanisms Immediate evaluations are filed and available for others to see Immediate evaluations are sent back to participants after a certain period of time for re-evaluation, for quality control purposes and some evaluation Staff interviews Staff interviews are not used Staff interviews form part of occasional action research taking place in school Staff questionnaire Staff questionnaires are not Staff questionnaires sometimes used in used school Questionnaire and Information gleaned from staff interview data interviews/questionnaires is not fed back into planning cycle Information gleaned from staff interviews/questionnaires is used only as quality control Reflective logs Reflective logs or learning journals are not encouraged for staff Reflective logs or learning journals are encouraged for teaching staff There is some evidence of the use of reflective logs by some members of staff Immediate evaluations are sent back to participants after a given period of time, or participants are asked to revisit them in interviews, for the purpose of tracking changes in teaching/learning/other practice Staff interviews are a normal part of the evaluation of the impact of CPD Staff questionnaires are a normal part of the evaluation of the impact of CPD Information gleaned from staff interviews/questionnaires is fed back into planning cycle Information from staff interviews/questionnaires is used to evaluate impact, not just quality of presentation of CPD events Reflective logs or learning journals are encouraged for all staff Reflective logs or learning journals are used to provide evidence of ongoing development, and to link that development to instances of CPD There is clear evidence of the use of reflective logs throughout the school Emerging Establishing Enhancing 182
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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
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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
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
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
Page 163 and 164: ……………………………
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: Assessment scores are one way of as
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
Page 201 and 202: superficially very much alike - in
Page 203 and 204: Appendix 10. Citations Benfield, C.
Page 205 and 206: Citations for Report Benfield, C. R
Page 207 and 208: Smith, C. L. (2002). "Using continu
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Evaluating the Impact of Continuing Professional Development (CPD)

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