Evaluating the Impact of Continuing Professional Development (CPD)

All interviews were recorded; Table 29. Gender breakdown of interviews
approximately 25% of interviews
Women Men
All Schools 131 55
were transcribed (indicative Included Schools 98 41
quotations are mainly from the
Providers 1 3
Overall 132 58
transcribed interviews). On the
basis of the interviews, the original rating of schools as high, medium or low in
relation to the provision of CPD and to the evaluation of the impact of CPD was
revisited; some schools were reclassified in terms of either provision or
evaluative practice.
None of the schools were rated as “low” in provision of CPD; 14% were in the
medium range, and 86% were in the high range. Evaluation of impact of CPD
saw a different spread, with a much lower number of responding schools in the
high band (50%), 38% in the middle range, and 12% in the low range.
6.2. Background of CPD Leaders
The background of CPD leaders is highlighted here because of the importance of
the role in relation to the evaluation of the impact of CPD. Other roles,
headteacher, member of senior management team, teaching assistant, etc. are
not evaluated in terms of their background.
Although some CPD leaders had formal training for their roles (almost entirely
from the LEA), only two were satisfied with the training they received.. On the
other hand, fifteen leaders (45%) were enthusiastic about the opportunities their
role gave them to work closely with interested, supportive and experienced
headteachers and or senior colleagues.
One comment,
“Because you’re good in the classroom you’re good at
communicating and I think that’s probably a misconception, I’m
good at communicating with kids over a syllabus and getting the
point across and teaching that, however what might happen in a
group of thirteen members of staff [is very different]” (Female CPD
Leader Secondary School)
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