Evaluating the Impact of Continuing Professional Development (CPD)

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Table 4. Effectiveness of different types of CPD according to teachers(%) 5 . Highly ineffective Somewhat ineffective Somewhat effective Highly Effective Conferences/lectures 1.5 6.9 74.1 17.5 11.6 Single workshops 0.8 5.8 69.6 23.8 1.8 Series of workshops 0.3 1.2 52.6 45.9 11.1 INSET days 1.3 8.7 58.0 32.0 0.0 Demonstration lessons 1.2 9.9 47.3 41.6 31.1 Coaching 0.0 11.8 50.3 37.9 45.7 Classroom Observation 2.2 11.4 50.4 36.0 3.5 Mentoring/Critical 2.0 6.4 49.2 42.4 18.9 friendships Job shadowing 2.0 5.2 57.2 35.3 50.3 Demonstration videos 7.3 36.3 51.8 4.5 6.1 Extended training 0.8 8.9 61.8 28.2 28.8 programmes Secondments/ 1.2 7.4 37.0 54.3 66.9 sabbaticals Accredited HE 1.5 5.1 50.3 43.1 41.4 courses/programmes BPRS 0.0 8.8 64.7 26.5 69.2 School University 3.5 10.4 67.4 18.8 51.8 partnerships Learning networks with 0.9 7.7 60.9 30.5 35.9 other schools Practitioner research 0.0 12.6 54.1 33.3 58.8 projects Collaboration with other 0.9 8.4 60.4 30.0 35.6 schools Informal networking with colleagues 0.0 2.6 47.7 49.4 7.8 Never experienced this type of CPD Examination of the ‘Never experienced this type of CPD’ column indicates that teachers have had less experience of different types of CPD than leaders (as one would expect). BPRS, secondments/sabbaticals, practitioner research 5 For the calculation of effectiveness, only valid responses (excluding don’t know, never experienced and nonresponse) were included. All given as percentages. - 43 -
projects, school university partnerships, and job shadowing have all been experienced by fewer than half of respondents. The activity most often rated as highly effective was informal networking, followed by series of workshops, mentoring and coaching. The activity most often rated as highly ineffective was again video demonstrations. Informal networking and series of workshops were rated as ineffective least often. 5.1.a.c Comparison of teachers and CPD leaders The mean response and the rankings by CPD leaders and teachers are compared in Table 5. - 44 -
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 and 26: 4. Literature review 4.1. Introduct
Page 27 and 28: improvement’ (DfEE, p3) and it of
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: sabbaticals/secondments. Job shadow
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
Page 77 and 78: Table 24. CPD providers’ views on
Page 79 and 80: Table 26. CPD providers’ views on
Page 81 and 82: 6. Interview Phase Findings The fin
Page 83 and 84: exemplifies the point that there wa
Page 85 and 86: “When I first got the role there
Page 87 and 88: “We have a number of young teache
Page 89 and 90: new teaching strategies or introduc
Page 91 and 92: “Children’s learning - that’s
Page 93 and 94: 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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Evaluating the Impact of Continuing Professional Development (CPD)

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