28 th April 2016 About me Bridget Clay bridget89ec Network Programme Manager Teacher Development Trust Former Maths teacher and education consultant for CfBT Education Trust BridgetClaytdtrustorg ID: 645183
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Slide1
How to evaluate the impact of CPD?
28
th
April 2016Slide2
About me
Bridget Clay
-
@bridget89ecNetwork Programme Manager, Teacher Development Trust. Former Maths teacher and education consultant for CfBT Education Trust.Bridget.Clay@tdtrust.org
2Slide3
3 minutes
- example(s) of evaluating the impact of CPD in your schoolSlide4
What do we actually mean by evaluation?
Has the CPD met its intended aims? (summative)
How can the CPD better meet those needs? (formative)
Its key to effective CPD – it is the process of checking that CPD meets its potential benefits in the best way possible.Slide5
What do we not mean by evaluation?
Not about ‘
generalisable
knowledge’.
Contextualised
Not looking at effect sizes and
generalisable
conclusions
Quantitative and qualitative, a range of measures
Constant and sustainedSlide6
Needs analysis and evaluation come hand in hand. All staff should be clear on the intended aim. Needs analysis and evaluation should be accounted and planned for.Slide7
Evaluation Level
What is measured?
How will the information
be used?Participant ReactionInitial satisfaction with experience
To improve programme
design and deliveryParticipant Learning
New knowledge and skills
of participants
To
improve programme content, format and organisation.
Organisation
support and challenge
The organisation’s support, accommodation,
facilitation etc.To document and improve organisational supportTo inform future change effortsParticipants’ use of new knowledge and skillsDegree and quality of implementationTo document and improve the implementation of programme content.Students’ learning outcomesStudent learning outcomes (performance and attainment, attitudes, skills and behaviour)To focus and improve all aspects of programme design, implementation and follow up.To demonstration the overall impact of professional development.
‘Evaluating Professional Development’, (2000) T. R.
Guskey
Slide8
As a table, can you think of examples of how you currently evaluate, or could evaluate each level?Slide9
Participant Satisfaction
Surveys (online/paper)
Informal feedback
Focus group discussionsPost it notesSlide10
Participant Learning
Surveys (immediate, short, long term)
Self-evaluations/knowledge audits
Performance management meetingsLine management conversationsBuilt into CPD timeReflective journalsDemonstrationsSlide11
Organisational support and challenge
Focus groups
Surveys
TDT CPD AuditInterviewsInformal feedbackPortfolios/appraisalSlide12
Participants’ use of new knowledge and skills
Questionnaires
Focus groups
Team meetingsLine management meetingsObservations (low stake)VideoStudent feedback/interviewsSlide13
Student Outcomes (achievement, behavioural and attitudinal)
Attainment data (micro and macro)
Pupil interviews
Pastoral data (e.g. behavioural points, attendance etc.)Student workLesson Study/joint practice development/ collaborative enquiryPractitioner enquiry/Action researchSlide14
Both needs analysis and evaluation should take place at a macro and a micro levelSlide15
How to include staff
Purpose
Has the CPD met its intended aims? (formative)
How can the CPD better meet those needs? (summative)Slide16
Including staff in evaluation
More likely to believe evaluation that they have taken part in
Benefits of evaluating their own practice
Evaluative practitioners
Understanding that its part of their own CPD
Handing over controlSlide17
Examples of formative assessment
Pupil attainment (ensure a very specific area of attainment)
Specific outcomes (e.g. use of certain tenses, use of certain vocabulary, use of key terms etc.)
Indicators of confidenceStandardised tests – often split into specific areas (e.g. part of a test relevant to your particular area)Compare pre- and post- workCompare with previous year groups or comparable groups of pupils
ResilienceHow many times a child asks for help
How many times a child looks for help themselves (e.g. uses text book, asks a peer, looks something up)Pupil interviewsLength of time before child appears to give up
Pupil questionnaireSlide18
Examples of formative assessment
Confidence
Tally the number of times a child puts their hand up
Tally the amount of times a child talks to their peers (on task)Time how long it takes to start workRecord the types of questions being askedPupil interviewsPupil questionnairesMake a scale 0 – 5 and refer to scale during
observationsEngagement
Tally number of times ‘on’ and ‘off’ taskTally number of times volunteers an answerTime how long it takes to start work
Measure the quantity of work completed
Pupil interviews
Pupil questionnairesSlide19
To conclude
Evaluation is not about
generaliseable
knowledge. It is both summative and formative.Evaluation should come hand in hand with needs analysis.Consider each of the 5 levels of evaluation.Evaluating the impact of CPD is CPD and is good practice. It should take place at a micro and macro level.Slide20