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Continuing professional development guidance(CPD)

Contents

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3 Effective continuing professional development (CPD)

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What does good CPD look like?

Reviewing your school policy

School self-evaluation

CPD impact evaluation

2

Effective continuing professional development (CPD)

3

The TDA developed a national strategy for teachers’ CPD as part of its advice to ministers in 2006. Part of that strategy is to develop guidance for schools on CPD.

This guidance will help:• individualstaffmemberswhoaredecidingwhatCPDwouldbestmeettheirdevelopmentneeds

• apersonplanningorleadingaCPDactivity

• schoolleadersreflectingonthequalityoftheCPDintheirschool.

eg. external courses or further study or advice offered by local authorities, further education colleges, universities, subject associations and private providers.

eg. cross-school and virtual networks.

eg. induction, coaching and mentoring, lesson observation and feedback, collaborative planning and teaching, shadowing, sharing good practice, whole school development events.

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2

3

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Examples of CPD activities include:• professionaldevelopmentmeetingsandprofessional

development items in staff and team meetings

• attendingexternalconferencesandcourses

• attendinginternalconferences,coursesandprofessional development events

• coachingandmentoring,shadowingand peer support

• participatinginnetworksorprojectsprovidingopportunities for professional development

• lessonobservations

• discussionswithcolleaguesorpupilstoreflect on working practices, and

• researchandinvestigation.

To be effective, CPD should be directly relevant to the participants, clearly identify intended outcomes, take account of previous knowledge and expertise, model effective teaching and learning strategies, and include impact evaluation designed as part of the activity from the outset.

1. Other external expertise

2. Sch

ool networks

3. Withinschool

What is CPD?Continuingprofessionaldevelopment(CPD)consistsofreflectiveactivitydesignedtoimproveanindividual’sattributes, knowledge, understanding and skills. It supports individual needs and improves professional practice.

There are many possible sources of CPD, as shown in the diagram below. Some forms of CPD may encompass elements from more than one of these sources. Continuing professional development can take many different forms. Whatever form it takes, there are certain features that determine if it is effective.

Effective continuing professional development (CPD)

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What does good CPD look like?

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There is a widespread consensus, backed up by research,1 about what is effective CPD. The key features of good CPD are set out below.

• Each activity is part of a coherent long-term plan that gives the participants opportunities to apply what they have learned, evaluate the effect on their practice, and develop their practice.

Research shows that CPD is most effective when it is sustained, as part of a deliberately planned process.

• It is planned with a clear vision of the effective or improved practice being sought. This vision is shared by those undertaking the development and by the people leading or supporting it.

The plan needs to show precisely what expertise, understanding or technique the CPD is intended to deliver. Sharply defined outcomes are also the starting point for evaluating the impact of the CPD.

• It enables the participants to develop skills, knowledge and understanding which will be practical, relevant and applicable to their current role or career aspiration – for example, in curriculum or subject content, teaching and learning strategies and the uses of technology.

CPD is only effective when it is directly relevant to each participant. Where CPD is provided for large groups, or for the whole staff, it may be useful to separate the participants into smaller groups so the CPD can be customised to suit each type of participant.

• It is provided by people with the necessary experience, expertise and skills.

These providers may sometimes be colleagues and peers. Other times they may be specialists from inside or outside the school.

• It is based on the best available evidence about teaching and learning.

The evidence needs to include current research and inspection evidence. Research shows that pupils learn best when staff are motivated, developed and updated. Research also indicates positive links betweenpupils’learningandsustainedCPD.

• It takes account of the participant’s previous knowledge and experience.

Professional learning needs to be tailored to the individual so that it provides experience and insights which build on their existing level of expertise. Professional learning journals and various forms of accreditationcanbeusefulinensuringaperson’sexisting expertise is properly taken into account.

• It is supported by coaching or mentoring from experienced colleagues, either from within the school or from outside.

Coaching is most effective when a staff member with a clearly identified need is paired with a colleague who has acknowledged expertise in that area.

• It uses lesson observation as a basis for discussion about the focus of CPD and its impact.

Conducted in a collaborative and supportive manner, observations of teaching can be particularly useful for identifying areas for development.

• It models effective learning and teaching strategies, eg. active learning.

To be effective, CPD needs to go beyond theory and exposition. Ideally, it demonstrates techniques and strategies and gives the participant opportunities to try them out in a supportive setting.

• It promotes continuous enquiry and problem-solving embedded in the daily life of schools.

A hallmark of effective CPD is an ethos in the school of lifelong learning and development. If the staff exemplify learning as an instinctive and continual activity, they will also act as role models for the pupils.

• Its impact on teaching and learning is evaluated, and this evaluation guides subsequent professional development activities.

The ultimate purpose of all CPD in a school is to maintain the highest possible standards of education and care for children and young people. CPD needs to be vigorously evaluated to ensure it is making the maximum contribution to this objective. The most effective evaluations are planned from the outset as an integral part of the CPD.

1What do teacher impact data tell us about collaborative CPD? EPPI (The Evidence for Policy and Practice Information and Coordinating Centre at the University of London Institute of Education: http://eppi.ioe.ac.uk/cms/ )HowdospecialistinputsinCPDaffectteachers,theirlearningandtheirpupils’learning?Cordingley,Petal,EPPIHow do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? EPPIHow does collaborative CPD for teachers of the 5-16 age range affect teaching and learning? EPPIWorking laterally: how innovation networks make an education epidemic, Hargreaves D, 2003The logical chain: CPD in effective schools, Ofsted, 2006Creating conditions for teaching and learning, Hopkins D, Harris A, Singleton C and Watts R, 2001

What does good CPD look like?

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Reviewing your school policy for continuing professional development

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Each school will have its own approach to CPD. Each school will also have its own particular view of the nature and role of CPD, and the form it will take in that school. So the policy, if it is to be useful, will be reasonably detailed and specific. An off-the-shelf policy which could be applied to any school is not likely to be very meaningful. A worthwhile policy is one which sets outtheschool’sowndistinctiveapproachtoCPD.

In reviewing existing practice, many schools may find that their current approaches to CPD require little amendment. This section gives some examples which could provide the foundation for the various sections ofaschool’sCPDpolicy.

A definition of CPD which might be a useful foundation for the review of a school CPD policy

• Continuingprofessionaldevelopmentconsists ofreflectiveactivitydesignedtoimproveanindividual’sattributes,knowledge,understanding andskills.Itsupportstheindividual’sneedsandimproves professional practice.

• TherearemanyopportunitiesforCPDinschools.These include (in no particular order):

– discussing professional development issues in staff and team meetings

– coaching and mentoring

– peer working

– e-networking and e-learning

– involvement in networks, development groups or projects (local, regional or national) which provide opportunities for professional development

– attending internal conferences, courses and professional development events

– attending external conferences and courses

– professional dialogue as part of the performance management process

– discussionswithcolleaguestoreflectonclassroom practice

– research and investigation

– skills-based training.

Reviewing your school policy for continuing professional development (CPD)

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• Allstaffcanbenefitfromreflectingonhowtheyundertake their work and extending their skills, knowledge and understanding.

• Allteachersplayanimportantroleinthefunctioningof the school, and are entitled to CPD.

• CPDisimportantbecauseithelpsstafftocarryouttheir work more effectively. This benefits:

– the school, because it secures high standards of teaching and learning, and enhances the general functioning of the school

– the member of staff, because their job satisfaction and career opportunities will be increased.

• Itisalsoimportantbecausetheschoolwantsitspupils to regard learning as a valuable, enjoyable lifelong activity. So the staff need to exemplify this attitude to learning in their approach to their work. The school is a community of learners.

• AlldecisionsabouttheprovisionofCPDwilltakeinto account:

– the needs of the school

– the professional needs, interests and aspirations of the member of staff

– theschool’sresourcesfortheprofessionaldevelopment of its staff.

CPD principles which might be a useful foundation for the review of a school CPD policy

This is an example, of how a policy might describe the principleswhicharethefoundationoftheschool’sapproach to CPD.

• CPDwhichiseffectiveinimprovingpracticeandraising standards of pupil achievement has the following characteristics:

– it is planned on the basis of a clear vision of the effective or improved practice being sought, shared by those undertaking the development and those who are leading or supporting it

– it is based on the best available evidence about teaching and learning

– it takes account of previous knowledge and experience, for example, by building on the NQT portfolio and the Career Entry and Development Profile (CEDP)

– it enables the participants to develop skills, knowledge and understanding that will be practical, relevant and applicable to their experience (for example, in subject content, in teaching strategies, or in uses of technology)

– each activity is part of a coherent long-term plan that will give participants opportunities to apply what they have learnt, and evaluate the effect on their practice

– it promotes continuous enquiry and problem solving

– it is supported by coaching or mentoring from experienced colleagues, either from within or from outside your school

– its impact on teaching and learning is evaluated, and this evaluation guides subsequent professional development activities.

Reviewing your school policy for continuing professional development (CPD)

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• TheCPDplanwillinclude: – a summary of the CPD undertaken in the

previous annual cycle

– an evaluation of the impact the CPD has made on the participants, on the functioning of the school and, most importantly, on pupils

– a plan for the CPD activities to be undertaken in the next annual cycle, showing how the CPD addresses the objectives of the school improvement plan and the needs of individual members of staff, and

– the resource implications of the CPD plan for the next school year.

• Atthegoverningbodymeetingwhichreceives the CPD plan, the governing body will also review the operation of this CPD policy and amend it as necessary.

• CPDmayleadtoaccreditation.TheCPDleaderwill provide guidance to staff on different forms of accreditation and record keeping, including personal portfolios of evidence and external accreditation.

CPD procedures which might be a useful foundation for the review of a school CPD policy

This is an example of how a policy could specify the school’sproceduresforCPD.

• Thisschoolhasdevelopedanappropriateleadershipand accountability structure for CPD leadership.

• CPDwillbepartofanannualcyclewhich links together:

– CPD and ongoing development

– performance management (for teachers)

– school self-evaluation

– the school improvement plan, and

– standards (for teachers) as shown in the diagram opposite.

• Performancemanagementplanningandreviewmeetings will take place from September to December. The objectives set in these meetings will focusonpriorities,andreflectanyrelevantteam,year or whole-school objectives1.

• Schoolself-evaluationwillfeedintotheannualschool improvement plan. School self-evaluation will take account of national, regional and local priorities.

• TheannualcycleofCPDwillbebasedontheCPDplan. The annual CPD plan will be produced by the CPD leader and submitted to the governing body. It will be based on:

– the outcomes of the performance management process, particularly the annexes to each teacher’splanningandreviewstatement

– the evaluation of the impact of the previous annual cycle of CPD, and

– theschool’sself-evaluationandhowitwillformpart of the school improvement plan.

1Teachers’andHeadteachers’PerformanceManagementGuidance,RewardsandIncentivesGroup,DfES2006,paragraph5.8.

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• Evaluationneedstoconsidertheimpactontheparticipant, the functioning of the school, and crucially, the effect on teaching and learning. It may include quantitative and qualitative data, and may take place over a period of time. The CPD leader will provide guidance to staff on the appropriate form of evaluation for each CPD activity.

• CPDmustbeevaluated,andtheevaluationneedstobe planned from the outset as an integral part of the CPD activity. The form that the evaluation takes will vary depending on the nature of the CPD. Evaluation will take place both at the level of the individual in each performance management planning and review meeting, and at the level of the whole school in formulating the CPD plan.

The annual cycle

Performance management

reports

Performance management

meetings

School self-evaluation

Schoolimprovementplan/CPD plan

Annual cycle of CPD

Reviewing your school policy for continuing professional development (CPD)

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School self-evaluation on continuing professional development

A self-evaluation on CPD allows schools to cast a critical eye over their approach to CPD. The process should bestraightforward,butit’simportantthattheprocesscovers all the essential aspects of CPD which a school needs to take into account.

Self-evaluations of CPD involve analysis and questionnaires – an example is provided in the following guidance ‘School self-evaluation on continuing professionaldevelopment’.Thissectionallowsschoolleaders to check that:• theyareaddressingallthestrategicaspectsofCPD

• aCPDpolicyisinplace

• suitablearrangementsexistfortheleadership of CPD, and

• thepolicyisbeingimplemented.

• Needsidentificationandtheextenttowhichthefollowing methods are used:

– school self-evaluation evidence

– performance management information

– thepreviousyear’sCPDevidence

– school performance and other data

– feedback from staff and others – including line managers, and team/section/department/faculty leaders

– feedback from pupils, parents and governors

– benchmarking information

– national and local priorities

– Ofsted data and inspection reports

– surveys of staff morale, confidence and job satisfaction.

• Thebalancebetweentheneedsoftheschool,theneeds of the individual, and the requirements of national and local priorities.

• ProcedurestoensureCPDprovisioniseffective and matched to the identified needs of staff.

• TherangeandeffectivenessofCPD.CPDmaytakemany different forms – for example, coaching and mentoring, meetings, lesson observation, research, involvement in projects, work-shadowing, conferences and courses, and so on. Different forms of CPD will be effective for different individuals and situations.

• Budgetallocationsandthemaincriteriausedtoallocate funding and support.

• Budgetallocationsfordifferentgroupsofstaff.

• WhethertheaimsofCPDarecleartotheparticipants and to the school.

• Accreditationopportunitiesforstaff.

• Impactevaluation.

• Valueformoneyprinciplesofeconomy,efficiency,effectiveness and equity.

• AccessibilityoftheCPDopportunitiesforstaff.

• Reviewoftheschool’spracticeregardingstaffdevelopment – for instance, through Investors in People.

• Thecontributionoftheevaluationfindingstothefollowingyear’splanning.

School leaders wanting to obtain a strategic overview oftheschool’sCPDmayfinditusefultoconductananalysis using the list below. The items can be used as headings in an evaluation, or as criteria in an analysis.

• AschoolpolicyonCPD:thecaseforapolicy,ortheeffectiveness of an existing policy. The implications for the policy of the revised performance management arrangements.

• LeadershipresponsibilityforCPDandthesuitabilityof the current structure of responsibilities and administration.

• CoordinationofCPDneedsarisinginperformancemanagement arrangements.

• Theawarenessof,andinvolvementoftheschoolleadership teams and the governing body in, CPD issues.

• TheextenttowhichthereisacultureofCPDin the school in which both staff and students value lifelong learning.

• EntitlementsorguaranteesforstafftoreceiveCPD.

• Whatmethodsexisttoregularlyandsystematicallyidentify the CPD needs of all staff?

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Strategic analysis

School self-evaluation on continuing professional development (CPD)

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This analysis will help the school leadership to evaluate the CPD provision for different categories of staff.

Category of staffPick the staff group whose CPD provision is being evaluated – for example, newly qualified teachers, teachers in their first five years of teaching, teachers with a specific role, new staff.

Analysis• WhatCPDisalreadyavailableforthisstaffcategory – within the school – within local learning networks – externally?

• WhatCPDhasbeenprovidedrecentlyfor this category of staff?

• WhatCPDmethodswereused?

• Whatweretheevaluationoutcomes of this provision?

• HowwasthelearningfromthisCPDdisseminated to others?

• Whataretheidentifiedneedsofthiscategory of staff for the forthcoming period?

• Whatprovisionshouldbemadetomeet these needs?

• DoesthisgroupofstaffhaveaccesstoCPDwhichisadequate and appropriate to their circumstances?

• ArethereanyissuesandconcernsaboutCPDprovision for this category of staff?

CPD for different groups of staff

School self-evaluation on continuing professional development (CPD)

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CPD impact evaluation

Continuing professional development has a valuable impact on the teaching and learning experiences of children and young people within a learning community. School leaders will want to evaluate this impact to identify if the CPD is effective and if it provides value for money.

Manyfactorsinfluencechildrenandyoungpeople’sachievement and it can be difficult to find evidence that isolates the link between CPD and achievement. But it is often possible to find evidence of observable changes in teaching that result from CPD. Children and young people themselves can provide valuable insights into the effects of CPD.

Evaluating CPD should not be a burden or require lots of paperwork. Evaluation should be built into the CPD from the start, rather than as an afterthought. If you use flexibleevaluationmethods,theycanbecustomisedtosuit different types of CPD. You may need a variety of data and methods for obtaining evidence.

Reflecting on learningParticipantsmayneedtimetoreflectonwhattheyhavelearnt and what the impact may be – this could be on their own or with others. Colleagues or children and young people in the school may be able to play a part inthiscollaborativereflection.

Muchimpactevaluationcanbeincorporatedintoperformancemanagementproceduresandtheschool’sevaluation of itself.

Thefollowingpagesprovide‘CPDimpactevaluation’,is a simple and straightforward approach to impact evaluation, which is ready to use and can be adapted to any form of CPD.

To evaluate the impact of professional development it is crucial to consider what was intended to be achieved, and what impact could reasonably be expected, in any given time-frame.

The principles set out below recognise that impact should be considered in its widest sense – in terms of the needs of the school, the children and young people, andtheindividual’sprofessionaldevelopment.Andaccepting that the weightings given to these different needs will not necessarily be consistent across all professional development activities.

The evidence base for impact evaluation needs to be broad – for instance, it could include enjoyment of learningorimprovementsinchildrenandyoungpeople’sattitudes to school work. The evaluation of impact is not the end of the process but a crucial link between the development activities completed, and what may follow as part of the long-term planning for CPD.

Linked to the principles for effective evaluation of impact there are suggestions for questions to consider and discuss before the development activities are agreed, and after they have been completed. The questions assume that individuals will be able to engage in professional dialogue with key school personnel as an element of their performance management. The accompanying tools provide prompts and formats for recording the questions and answers.

Principles underlying effective evaluation of the impact of CPD1 Planning for CPD and the evaluation of its impact

should be integral to performance management.

2 Impact evaluation should focus on what participants learn, how they use what they have learnt, and the effect on the learning of children and young people.

3 There should be an agreed timeline for evaluating outcomes, accepting that some outcomes, such as childrenandyoungpeople’simprovedperformance,may take longer to become evident than others. Unanticipated outcomes will also be considered by the review.

4 Planning and implementation of the impact evaluation should be a collaborative process between the individual and key staff involved in performance management and/or coaching and mentoring.

5 The evidence base and the success criteria for the evaluation of impact should be agreed.

6 Impact evaluation should be considered in the short, medium and long term. Longer-term professional development activities should involve formative reviews of impact at agreed stages.

7 The evaluation of impact should include a cost-benefit analysis of the professional development.

8 The processes for evaluating the impact of CPD activities need to be reviewed regularly to ensure that they are effective and proportionate.

18CPD impact evaluation

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This section contains questions for the individual undertaking CPD, their line manager, and the person responsible for leading CPD within the school. The questions are based on the underlying principles. They are designed specifically for evaluating impact on the assumption that the preliminary needs identification and planning have already been carried out. If these questions are used in the context of performance management, it is important to stress the supportive and developmental nature of the process.

Prior questionsThese are questions to be considered before the professional development is undertaken.

Prior questions for the participantParticipants should consider these questions with their line manager, or another identified person such as a mentor or coach.

1 Who have you discussed the potential impact of your intended learning outcomes with?

2 What specific outcomes will result from this professional development activity?

a) How will your practice be changed?

b) How will the professional development benefit you?

3 How will the professional development benefit the wider school, your colleagues, and children and young people?

4 When would it be appropriate to evaluate the evidence of outcomes? (There may be a need for staged reviews – short, medium, long term.)

Questions to guide consideration of impact evaluation

5 a) How will the evidence base for evaluating the impact of the professional development be collected?

b) How will children and young people contribute to this?

c) What will be the form of the evidence?

6 What would be appropriate criteria to judge the intended impact?

Prior questions for the CPD leader1 Is the strategy and time-scale for evaluating

impact appropriate?

2 Has the activity been costed, and does the expected impact suggest that the professional development is cost-effective?

3 How will the impact evaluation feed into performance management procedures?

4 Is there more the school could do to maximise the impact?

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Review questionsThese are questions to be considered at an agreed stage (or stages) after the professional development has been completed.

Review questions for the participantParticipants should consider these questions with their line manager, or another identified person such as a mentor or coach.

1 a) What is your evidence of impact?

b) Is there more evidence to be reviewed? If so, when will it be available for review?

2 a) Does the evidence suggest that the professional development had the intended impact on you, your colleagues, your school and your students, when judged against the agreed criteria?

b) If not, why might this be the case?

3 Were there any unexpected outcomes for you, for your colleagues, your school, or your students?

Review questions for the line manager, or another identified person such as a mentor or coach

1 a) Do you agree that the identified outcomes suggest that the intended impact has been achieved?

b) Would you like to see further evidence? If so, what should this be?

2 By considering the impact of the professional development and its cost, do you think that this activity has been cost-effective?

3 How should the participant follow up this particular professional development to maintain or increase the impact?

4 What should you or other key staff do to maximise the impact of this professional development on the participant, colleagues, the school and the students?

Review questions for the CPD leaderIn addition to the following questions, the CPD leader should also consider the responses to the review questions for the participant and the line manager.

1 What will the school do to follow up the professional development and maximise the impact?

2 How does the evaluation of impact lead to a greater understanding of what CPD is achieving for the school, the participants, and the children and young people?

3 Are the impact evaluations manageable and proportionate to the activities being undertaken? This tool is presented as a series of prompts for a professional dialogue between:

a) the individual teacher planning to undertake the CPD

b) the line manager (or coach/mentor) of the individual teacher.

The scenario assumes the preliminary CPD needs-identification and planning have already been carried out. The dialogue which reviews the impact of CPD may take place more than once (ie. at agreed stages following completion of the CPD activity). Prompts for considerationbytheschool’sCPDleaderarecontainedat the end of the tool (see overleaf).

The dialogue should take place within the context of revised performance management arrangements.

CPD impact evaluation

Teacher’s dialogue prompts

Before the professional development has been carried out:

Expected outcomes established

‘TheexpectedimpactofmyCPDwillbe…’

a) on children and young people

b) on colleagues

c) on me

d) on the school as a whole

Establishing ways to recognise and evidence outcomes of the CPD

‘I believe the best way of recognising outcomes fromtheCPDwillbeby…’

a)

b)

c)

d)

‘The specific evidence of outcomes I will look for willbe…’

a)

b)

c)

d)

Time-scale for discussing and evaluating outcomes

‘The time(s) when I will look to evaluate outcomes willbe…’

a) short term…

b) medium term…c) long term…

After the professional development has been carried out:

Expected impact of the CPD

‘Theimpactis/isnotwhatIexpectedittobe.Itis…’(If it is not what is expected, why might this be?)

a)

b)

c)

d)

A tool to guide impact evaluation of teachers’ CPD in schools

‘Iam/amnotawareofanyunexpectedoutcomes…’

a) for my students

b) for my colleagues

c) for my school

d) for me

Progress made towards the intended outcomes

‘The progress I have made towards the intended outcomesis…’

a) none

b) some

c) achieved

Cost-effectiveness of the CPD

‘Have the expected outcomes been fully met and the impactevaluated?’

a) If yes, conclude the dialogue with… ‘Has the CPD beencost-effectivewithregardtotimeandfinance?’

b) If no, review what has been achieved and the next steps.

Line manager’s dialogue prompts

Before the professional development has been carried out:

Expected outcomes established

‘WhataretheexpectedoutcomesofyourCPDon…’

a) children and young people

b) colleagues

c) you?

The line manager or coach needs to be able to relate these directly to the role of the individual and the needs of the school, linking with the school CPD plan.

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Establishing ways to recognise and evidence outcomes of the CPD

‘What do you believe is the best way of recognising outcomesofCPD…?’

a)

b)

c)

The line manager or coach should be able to suggest a variety of approaches to recognising outcomes, eg. feedback from children and young people.

Time-scale for discussing and evaluating outcomes

‘At what times will the outcomes be discussed andevaluated?’

a) short term

b) medium term

c) long term

Agreed times for the discussion and evaluation of outcomes will need to be determined.

After the professional development has been carried out:

Expected impact of the CPD

‘Wastheimpactwhatyouexpected?’

a)

b)

‘Havetherebeenanyunexpectedoutcomes?’

a)

b)

Progress made towards the intended outcomes

‘What progress have you made towards the intendedoutcomes?’

a) none

b) some

c) achieved

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Cost-effectiveness of the CPD

‘Have the expected outcomes been fully met and the impactevaluated?’

a) If yes, conclude the dialogue with ... ‘Has the CPD beencost-effectivewithregardtotimeandfinance?’

b) If no, review what has been achieved and the next steps.

CPD leader prompts from the school perspective

• ‘HaveIconsideredwhattheschoolcoulddotofollow up this professional development to maximise itsimpact?’

• ‘Howhastheevaluationofimpactledtoagreaterunderstanding of what CPD is achieving for the school, the individuals involved, and the children andyoungpeople?’

• ‘Hastheimpactevaluationbeenmanageableandproportionatetotheactivitiesundertaken?’

CPD impact evaluation

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Notes

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