Evaluating the Impact of Continuing Professional Development (CPD)

Typically, questionnaires required staff to identify their goals and expectations
before a CPD experience, followed by their assessment of how far those
expectations had been met, and their assessment of how useful they felt the
CPD event/experience was. Less structured written reports, and, in some cases,
log books, were also utilised as a way of providing written evaluation:
‘Maintaining a log book that allowed you to evaluate how you felt each
session had added to your own knowledge and understanding.’ (Male
Deputy Headteacher)
Just as frequently as written evaluation, respondents noted that verbal reporting
was used to evaluate events. These took place at whole school staff meetings,
departmental staff meetings, in group discussions, and in informal conversations
between attendees and other members of staff. Examples noted by respondents
included:
‘More often informal class teacher/staff meeting discussion”,
“verbal feedback more useful than tick sheets etc...’ (Male Deputy
Headteacher)
Finally, among these most frequently utilised forms of evaluation were lesson
observations, when CPD was evaluated in terms of changes to classroom
teaching practice.
There was some combination of written and verbal evaluation, with several
respondents indicating that questionnaires were used as a basis for subsequent
discussion, at departmental or whole school level. One headteacher noted that
their school had undertaken an
‘Investment in excellence – 5 days in total over a term – whole staff
interview/questionnaire/ & lesson observation.’ (Female Headteacher)
Other responses included:
‘Questionnaire from the LEA about INSET and interview with appropriate
people”, (Female Assessment Manager/PSHE)
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