Evaluating the Impact of Continuing Professional Development (CPD)

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Participant learning Self-rating of use of knowledge and skills Portfolios – Files of evidence Observation - peer Observation - SMT There is no provision for self rating of skills and knowledge Portfolios of evidence are created by those who require them (GTs, Threshold applications, etc.). Little or no peer observation of teaching SMT (or equivalent) observation of teaching is not considered a supportive process by teachers Teachers complete a skills audit on a very occasional basis Portfolios of evidence are encouraged for teachers but not supported (e.g., no training given on their creation, not integral to PM process) There is some peer observation of teaching, but it does not feed into any other process Peer observation of teaching includes only teachers SMT (or equivalent) observation of teaching is considered supportive by some staff All staff complete skills/knowledge audit on a regular basis, and are able to relate increases in skills and knowledge to CPD undertaken Portfolios of evidence are encouraged for all teaching staff – training given, etc. Portfolios are used as evidence of impact of CPD – direct links are expected between instances of CPD and evidence provided in the portfolio Peer observation of teaching is taken for granted as part of CPD Peer observation of teaching feeds into PM, SIP, etc. Peer observation of teaching includes all teaching staff (teachers, TAs, LSAs, etc.) Peer observation makes use of videos SMT (or equivalent) observation of teaching is considered supportive by teachers SMT observation includes all teachers SMT observation includes all teaching staff (LSAs, TAs, etc.). Emerging Establishing Enhancing 185
Moving on: Participant Learning Most ticks in the “Emerging” category: ! Consider staff training events on the value of reflective logs, journals or blogs. This might be a useful time to involve new teachers in the process of delivery of training, as they may well have experience in such journals. Or the ICT team might be interested in a project concerning blogs – which could be extended into using blogs as classroom tools as well. (Perhaps logging class learning, to include teaching staff and pupils?). ! Consider training on the creation and upkeep of professional portfolios for all staff, not just NQTs. ! Consider instituting a skills audit of teaching staff – perhaps linked to the performance management cycle. ! Consider instituting a cycle of peer observation. (This may require training and time off timetable for staff). The Teachers’ Professional Learning Framework includes guidance on peer Most ticks in the “Establishing” category: observation; this is available from the Any of the suggestions above which would benefit your school GTC or for download at ! Consider extending the process of peer observation and SMT observation http://www.gtce.org.uk/pdfs/peer.pdf. to include TAs, LSAs, etc. The DfES have produced guidance on ! Consider extending the use of reflective techniques across the school producing your own Professional • Consider how, with due regard to confidentiality and the supportive nature of Development Record, peer review, training needs which are identified during this process can be http://www.teachernet.gov.uk/_doc/840 added to the needs analysis process in the school – this might be a form to go /Text-Help_to_Dev_T.pdf forward from the observation process, with the agreement of both participants, 186
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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
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School focussed questionnaires duri
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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 and 182: Assessment scores are one way of as
Page 183 and 184: Participant Reaction Immediate eval
Page 185: ! Consider how current procedures m
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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