Evaluating the Impact of Continuing Professional Development (CPD)

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always. Value for money was most frequently mentioned as being rarely or never evaluated, by 36.8% of teachers. 5.2.a.h Usefulness of evaluating different outcomes of CPD according to teachers. Teachers clearly considered that evaluating CPD is useful, with all categories being deemed as at least somewhat useful by over 90% of respondents. Evaluating improvement in participant knowledge and skills, participant satisfaction and pupil outcomes were seen as most useful; evaluating value for money and organisational change as least useful. Table 18. Usefulness of evaluating different CPD outcomes according to teachers (%). Not useful at all Not very useful Somewhat useful Very useful Participant 0.0 2.3 25.8 71.9 satisfaction Participant 0.3 3.1 40.2 56.5 views/attitudes Improvement in 0.0 1.0 22.0 77.0 participant knowledge/skills Changes in 0.5 5.4 44.8 49.2 participant behaviour Organisations 0.5 6.2 48.1 45.2 changes Pupil outcomes 0.0 1.3 29.3 69.4 Value for money 0.8 7.7 49.6 41.9 5.2.a.i Use of evaluation methodologies used according to teachers. Questionnaires to participants were overwhelmingly the most common form of evaluation according to teachers, with 94.1% of respondents reporting their use. The only other category receiving over 50% yes responses was collection of documentary evidence. Pupil attitude measures, interviews of participants and reflective learning logs and journals were least frequently used. - 59 -
Table 19. Methods used to evaluate CPD according to teachers (%). No Yes Questionnaires to participants 5.9 94.1 Interviews of participants 81.6 18.1 Reflective learning logs and journals 71.8 28.2 Classroom observation 52.6 47.4 Pupil learning outcomes 60.9 39.1 Pupil interviews 77.9 22.1 Pupil attitude measures 84.8 15.2 Documentary evidence 46.5 53.5 5.2.a.j Usefulness of different evaluation methods according to teachers. Most evaluation methods were seen as at least somewhat useful by most teachers (over 70% for each item in Table 20). Interestingly, interviews, which teachers claimed were rarely used, were seen as most useful, followed by questionnaires and classroom observation. Pupil attitude measures and documentary evidence were least frequently mentioned as being very useful. Table 20. Usefulness of different evaluation methods according to teachers (%). Not useful at all Not very useful Somewhat useful Very useful Questionnaires to 1.0 9.8 53.6 35.5 participants Interviews of participants 0.6 4.6 47.7 47.2 Reflective learning logs 2.8 24.4 49.0 23.8 and journals Classroom observation 1.1 9.2 53.9 35.8 Pupil learning outcomes 3.1 23.8 55.2 18.0 Pupil interviews 3.3 15.2 54.0 27.4 Pupil attitude measures 5.1 24.6 55.4 15.0 Documentary evidence 3.3 21.6 58.8 16.4 5.2.a.k Teachers’ views on the usefulness of evaluations of CPD Teachers were asked to provide an example of the evaluation of a CPD event/experience that was particularly helpful in determining the usefulness of the event/experience for themselves/colleagues. Responses to this question - 60 -
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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
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 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: 5.2.a.f Conclusions on evaluation m
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
Page 95 and 96: To this end, a number of respondent
Page 97 and 98: value to the work of the school: bu
Page 99 and 100: Lack of time, however, was highligh
Page 101 and 102: in with their personal, class/depar
Page 103 and 104: of chipping away: “Yeah, but what
Page 105 and 106: Participant Reaction In the intervi
Page 107 and 108: It is interesting that most respond
Page 109 and 110: 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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