This domain recognises that staff CPD needs to be tailored to the specific needs of the pupils they work with through formative and summative evaluations.
Schools which perform well in this area prioritise pupil learning needs when they identify CPD processes and opportunities. They will also evaluate the impact of CPD in the short, medium and long term using a range of measures.
Guskey (2002) places evaluation as pivotal to enhancing the success of any professional development activities. This is also supported by research from Earley & Porritt (2009) involving over 670 schools which identified that a focus on pupil outcomes, feedback, and reflection are all essential to an effective professional development programme.
“Evaluating the Impact of CPD” (Goodall, J, Day, C, Lindsay, G, Muijs, D & Harris, A) highlighted that learning about effective needs analysis should be a key aspect of training for CPD leaders. Goodall et al also emphasise the importance of planning in time and resources for evaluation when planning professional development.
Our interactive e-learning module will support you to:
Learn through videos and case studies from real school leaders, reflect on your practice, and read breakdowns of the research behind how evaluation approaches work in different schools.
