Evaluating the Impact of Continuing Professional Development (CPD)

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Appendix 9. Table of Figures Figure 1. Expanded Project Diagram ................................................................. 17 Figure 2. Evaluating CPD at Three Levels ......................................................... 28 Figure 3. Orientations and Benefits of Career-Long Professional Development Planning......................................................................................................... 31 201
Appendix 10. Citations Benfield, C. R., Z. S. Morris, et al. (2001). "The Benefits and Costs of Continuing Professional Development (CPD) for General Dental Practice: A Discussion." European Journal of Dental Education 5: 47-52. Craft, A. (2000). Continuing Professional Development: A practical guide for teachers and schools. London, Routledge Falmer. Day, C. (1991). "Quality assurance and professional development." British Journal of In-service Education 17(3): 189 - 195. Day, C. (1999). Developing Teachers: The challenge of lifelong learning. London, Routledge Falmer. Day, C. (1999). "Professional development and reflective practice: purposes, processes and partnerships." Pedagogy, Culture and Society 7(2): 221 - 233. Galloway, S. (2000). Issues and challenges in continuing professional development. Continuous professional development: Looking ahead Proceedings of a symposium by the Centre on Skills, Knowledge and Organisational Performance. S. Galloway. Oxford. General Teaching Council (2003). A guide to peer observation. London, General Teaching Council for England. Grace, M. (2001). "Evaluating the training." British Dental Journal 191(5): 229 - 250. Gray, J. (2000). Causing Concern but Improving: A Review of Schools' Experience. London, DfEE. Guskey, T. R. (1994). Professional development in education. In search of the optimal mix. Annual Meeting of the American Educational Research Association, New Orleans. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, Ca., Corwin Press. Hargreaves, A. (1994). Changing Teachers: Changing Times,. Harland, J. and K. Kinder (1997). "Teachers’ Continuing Professional Development: framing a model of outcomes." British Journal of In-service Education 23(1): 71 - 84. Harris, A. (2001). "Building the capacity for school improvement." School Leadership and Management 21(3): 261–270. Harris, A. (2002). Leadership in Schools Facing Challenging Circumstances,. International Congress of School Effectiveness and School Improvement, Copenhagen. Harris, A., H. Busher, et al. (2000). Effective Subject Leadership: Final Report, Teacher Training Agency. Hopkins, D. and A. Harris (2001). Creating the Conditions For Teaching and Learning A Handbook of Staff Development Activities. Jones, N. and N. Fear (1994). "Continuing Professional Development: Perspectives from Human Resource Professionals." Personnel Review 23(8): 49 - 60. Joyce, B., E. Calhoun, et al. (1998). Models of Teaching: Tools For Learning. Buckingham, Open University Press. Knight, P. (2002). "A systemic approach to professional development: Learning as practice." Teaching and Teacher Education 18(3): 229 - 241. 202
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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
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Appendix 3. Comparison of responden
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Appendix 4. Interview Phase Schools
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Appendix 6. Interview Schedules EVA
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Needs Analysis and Effective CPD Pr
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Head of Department/ Team Leader Rol
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Teacher Provision and Role 1. How w
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CPD Provider Provision and Role 1.
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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 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: superficially very much alike - in
Page 205 and 206: Citations for Report Benfield, C. R
Page 207 and 208: Smith, C. L. (2002). "Using continu
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