The form also includes a space for general comments and asks three questions:
- What actions will you take when you return to school?
- How could this training, and your proposed actions, be successful in raising standards of learning and teaching in your school/setting whilst supporting the needs of all groups, including vulnerable learners, e.g. special educational needs (SEN)?
- Can you identify any further training needs for yourself and your colleagues?
CPD evaluation sheet for school-focused projects, Wirral MBC (Word doc file)
http://www.wirral-mbc.gov.uk/inset/Documents/EvaluationTemplate.doc
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Guskey’s ‘five levels of professional development’
Suffolk County Council has a CPD handbook that includes a proforma based on Thomas Guskey’s ‘five levels of professional development’ evaluation model. It asks:
-
Participant's reactions
Was it good? Was it time well spent? Was the material useful? Was the leader good? Venue appropriate? -
Participant's learning
What did you learn? Have your attitudes and confidence changed? -
School support and change
Was there support? Were resources made available? Was interest expressed? Has it affected the school? -
Participant's use of new knowledge and skills
How have you changed your practice? How have you applied new skills and understanding? How have you influenced others? -
Student learning outcomes
What is the impact on pupil performance, results, attitudes and confidence?
CPD handbook, Suffolk County Council, see pages 19-20 (Adobe pdf file)
http://www.suffolk.gov.uk/NR/rdonlyres/C81989CC-978F-4C60-8CF8-E23B6A10FE38/0/SECTION3.pdf#page=19
You can find out more about Guskey’s evaluation model by following the link below.
Thomas Guskey's five levels of professional development evaluation, Education Minnesota
http://www.educationminnesota.org/en/professional-development/tall/5levels.aspx
Evaluating impact of CPD training on outcomes for pupils
Teaching Expertise has an article that includes a sample evaluation form designed to identify the impact of CPD training. The proforma includes space for:
- Expected teacher outcomes
- Expected student outcomes as a consequence of staff training
- Measurement of student learning outcomes as a consequence of staff training
Evaluation of the impact of planned CPD activities, Teaching Expertise, October 2008
http://www.teachingexpertise.com/articles/evaluating-impact-cpd-5281
Bracknell Forest Council has a CPD evaluation sheet that can be completed at an individual level, subject/department level or whole-school level.
The form asks for any indications that CPD activities are having an impact on:
- The standards of pupil attainment
- Pupil motivation and involvement
- The quality of teaching and learning
Monitoring the impact of CPD, Dudley Metropolitan Borough Council (Adobe pdf file)
http://www.bracknell-forest.gov.uk/monitoring-cpd-impact.pdf
School policy on INSET training
This example policy on INSET training from Lancashire Grid for Learning shows how evaluation fits into the overall cycle of meeting training needs. The policy points out that INSET training is linked to the school development plan, and to budget and staff development cycles. It mentions three kinds of evaluation form:
- In-house evaluation
- Course evaluation
- Training day evaluations
Policy for INSET, Lancashire Grid for Learning (Adobe pdf file)
http://www.brockholes.lancsngfl.ac.uk/getfile.php?src=59/Microsoft+Word+-+Inset+Policy.pdf
