Top tips on evaluating teacher CPD in your school
How getting professional development right can boost teacher retention
Effective teacher CPD improves teaching and learning and has one of the largest impact on student outcomes (Hargreaves, 1994 and Craft, 2000). This means that getting it right is crucial. But, when it comes to CPD, how do we know we are getting it right? It’s a topic I regularly raise in my initial consultation meetings with schools and other educational institutions and it’s often the case that the answer I get tallies with research that states that CPD evaluation is often a neglected step and that many school leaders struggle to carry out any sophisticated, in-depth analysis (Porritt, 2005 and Goodall et al., 2005). It is understandable as there is a reported lack of knowledge and experience needed to carry out such evaluation (Guskey, 2000 and Goodall et al., 2005). Furthermore a report by the Department for Education and Skills on ‘Evaluating the Impact of Continuing Professional Development’ (2005) found that only 24% of schools evaluate changes in pupil attitudes and a fewer than 10% of evaluation taking place rarely influenced the planning of any future CPD.
Written by Costa Constantinou
Director of Educational Services at Veema Education