The Evaluation of the Impact of CPD

Midwheb partnership hosted a discussion forum on "The evaluation of CPD in Education", guested by New Zealand Headteacher Roween Nickie, who is on a UK study visit. The discussion involved Elaine Wilmot, Carol Davis, Head of Education Gillian Hilton and Director of Midwheb Partnership, Ian Terrell.

We discussed UK based research and literature, dating back to Steadman's work in the 1990s on LEA inset, Harland and Kinder of a similar period and more recently, the "Logical chain"- Ofsted work. Our conclusion was that impact has many characteristics. It has covered a range of types including motivation of teachers, knowledge and skills, application to practice and indications of improved standards of learning. Midwheb programmes categorize impact for participants, and being long term professional development have a good track record. Each participants needs to show impact on themselves, their work and standards.
We be live the connection between impact and level 4 criteria needs to be explored, especially with regard to our participants showing they are at the forefront of best practice research and practical enquiry in their chosen field.

However, some schools and other agencies, Ofsted reports, are not good on evaluating impact of CPD. We were intrigued as to why this has endured since Steadman's work, or Hopkins 1988 book the Evaluation of School Improvement, for instance. Our discussions are going forward with a discussion with UCET colleagues about the theoretical framework underpinning impact. In September.