Evaluating the Impact of Continuing Professional Development (CPD)

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opportunities are poorly conceptualised, insensitive to the concerns of individual participants and, make little effort to relate learning experiences to workplace conditions, they make little impact upon teachers or their pupils (Day 1999a). Research has shown that in order to achieve improvements in teaching and better learning outcomes for students, teachers need to be engaged in professional development that promotes inquiry, creativity and innovation. Using peer coaching, mentoring, sabbaticals and other forms of sustained professional learning has been shown to have positively affected teaching and learning outcomes (Joyce, Calhoun et al. 1998; Little 1993). Traditionally, professional development has been dominated by a transmission or course-led model of how teachers learn. However, the extent to which this form of training has resulted in changes in classroom practice has not been measured. INSET has relied upon teachers participating in courses delivered by external providers either at the school or at dedicated training centres. A national survey carried out in 2000 (Harris & Busher, 2001) of INSET provision for subject leaders found that provision varied substantially in quality and availability and that there was limited evidence about the impact of CPD on teaching and learning. In the majority of cases LEAs and other providers do not have robust mechanisms for evaluating the impact of CPD (Harris 2001; Harris, Busher et al. 2000). The limitations of traditional forms of INSET point quite clearly to the need for a richer repertoire of professional development opportunities for teachers (Joyce and Showers, 1988). The most recent acknowledgement and endorsement of the need for a broader and diverse set of professional development opportunities can be found in the ‘Learning and Teaching: A Strategy for Professional Development’ (DfEE/2001). This is a comprehensive framework that signals a step change in conceptualising and realising a richer repertoire of professional development for the duration of a teacher’s career. The ‘CPD Strategy’ offers an important departure from traditional forms of INSET by giving teachers a range of opportunities for relevant, focused and collaborative approaches to professional learning. The core aspiration for this strategy is to place ‘professional development at the heart of school - 25 -
improvement’ (DfEE, p3) and it offers a number of new initiatives to achieve this particularly important goal. This richer mix of professional development opportunities will allow teachers to focus upon their own learning, career and promotion ambitions and to consider new responsibilities within their own school context. The assumption is that this will lead to an improved and enhanced sense of professionalism for teachers, plus an increased motivation to stay within the profession. CPD is increasingly seen, then, as a key part of the career development of all professionals which is a shared responsibility with their employers because it serves the interests of both. The concept is often left ill-defined being in many cases conflated with the related concepts of in-service training and on the job learning. Both are more limited than CPD, as CPD can encompass a wide variety of approaches and teaching and learning styles in a variety of settings (inside or outside of the workplace). It is distinguishable from the broader concept of lifelong learning, which can include all sorts of learning. It is seen primarily as being related to people’s professional identities and roles and the goals of the organisation they are working for (Galloway 2000). Throughout this project, we have used Day's (1999) definition of CPD which focuses upon the teachers' learning within their broader change purposes, highlighting the complexities of these. It thus provides an extended conceptual framework within which to consider models for evaluating CPD. "Professional development consists of all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school, which constitute, through these, to the quality of education in the classroom. It is the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues throughout each phase of their teaching lives" (Day 1999b). - 26 -
Page 1 and 2: RESEARCH Evaluating the Impact of C
Page 3 and 4: 1. Executive Summary...............
Page 5 and 6: 1. Executive Summary 1.1. Introduct
Page 7 and 8: The fourth phase of the project was
Page 9 and 10: expertise within the school and dir
Page 11 and 12: The interview phase found some enth
Page 13 and 14: • Schools should be supported in
Page 15 and 16: • The current arrangements for ev
Page 17 and 18: 3. Methodology A mixed method appro
Page 19 and 20: 3.1. Literature review The literatu
Page 21 and 22: school size (pupil roll), and demog
Page 23 and 24: 3.3.a. Interview Phase design proce
Page 25: 4. Literature review 4.1. Introduct
Page 29 and 30: Figure 2. Evaluating CPD at Three L
Page 31 and 32: Day (1999) (see Figure 3) although
Page 33 and 34: 4.2. Effective Continuing Professio
Page 35 and 36: professional development activities
Page 37 and 38: acquired. Evaluation of this level
Page 39 and 40: data needs to be collected from a v
Page 41 and 42: 5. 5. Questionnaire Findings 3 5.1.
Page 43 and 44: sabbaticals/secondments. Job shadow
Page 45 and 46: projects, school university partner
Page 47 and 48: While ratings of CPD leaders and te
Page 49 and 50: Table 8. Evaluation of different ou
Page 51 and 52: Table 12. Methods used to evaluate
Page 53 and 54: CPD leaders also provided more info
Page 55 and 56: “questionnaires were collated and
Page 57 and 58: Finally, some respondents linked ev
Page 59 and 60: 5.2.a.f Conclusions on evaluation m
Page 61 and 62: Table 19. Methods used to evaluate
Page 63 and 64: ‘Following the course on KS3 stra
Page 65 and 66: 2. Discussion Discussion among coll
Page 67 and 68: CPD experience to subsequent though
Page 69 and 70: Evaluation that was spread over tim
Page 71 and 72: ‘All my responses to the first qu
Page 73 and 74: Table 21. Types of CPD do you provi
Page 75 and 76: 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
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Section 2: CPD evaluation in practi
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8c. When support from the school fo
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Always Usually Sometimes Rarely Nev
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21. Would you be interested in work
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Teacher Questionnaire EVALUATING TH
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2. When you have participated in CP
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……………………………
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2. Has the effectiveness of CPD act
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13. What is your role within the or
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Preface These materials are intende
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Capacity building in a school must
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Summative evaluation, on the other
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Figure 2: A Range of CPD Activities
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Participant reaction This is the mo
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anch”, or if the usual response t
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Assessment scores are one way of as
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Participant Reaction Immediate eval
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! Consider how current procedures m
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Moving on: Participant Learning Mos
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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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