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Conference March 12 th 2009 Stourport Manor. Effective Practice in CPD Leadership. Objectives:. To explore ‘Measuring Impact’ and support you in developing and refining systems in school; To provide the opportunity to share effective practice;

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conference march 12 th 2009 stourport manor

ConferenceMarch 12th 2009Stourport Manor

Effective Practice

in

CPD Leadership

objectives
Objectives:
  • To explore ‘Measuring Impact’ and support you in developing and refining systems in school;
  • To provide the opportunity to share effective practice;
  • To network (CPD leaders, LA school workforce team and partners);
  • To think about the role of CPD leader and share ideas about management of CPD (raising issues/problems and finding solutions);
  • To reflect, think and plan.
slide4

‘Measuring Impact’ - a journey

What is your starting point?

Jot down and share:

  • one or two things you think you are currently doing to evaluate or measure the impact of CPD
  • what you would like to improve

(5 minutes)

measuring impact is a journey
Measuring Impact is a journey!
  • It is not an event
  • It does not happen at the end of the process
  • It starts well in advance of the CPD activity
  • It seems quite complex
  • It is not a mystery
  • We can help each other!
slide6
"Good evaluation does not need to be complex; what is necessary is good planning and paying attention to evaluation at the outset of the professional development program, not at the end."

(Guskey, 2002)

slide7

‘Measuring Impact’ - some questions before you embark on the journey!

Why measure impact?

What do you measure?

How do you measure impact?

Who measures impact?

why measure impact
WhyMeasure Impact?

Is the CPD:

  • making good use of time?
  • good value for money?
  • effective?
  • making a difference to:

- the participant

- staff

- school

- pupils?

slide9
“Measuring impact……involves checking the links in a long chain between the training programme for individual staff and beneficial results for the school”(Baxter and Chambers 1998)

“Gauging the impact of CPD or evaluating its effectiveness is difficult. Few evaluation studies concerning CPD make any reference to its impact on teacher behaviour or pupil learning outcomes” (Earley and Bubb 2004)

“The weakest link in the chain was the way that schools evaluated the effectiveness of their professional development activities” (OFSTED 2006)

slide10

What are we measuring?

What are the purposes of CPD

– why do we do it?

activity 1 5 minutes
Activity 1 – 5 minutes
  • Individually think about the purposes of CPD and record three of these ideas on the cards provided. (one per card)

(1 minute)

  • As a group share these and then together think about more ideas and record on the cards

(4 minutes)

activity 2 or 3 10 minutes
Activity 2 or 3 - 10 minutes

From your set of cards and any from the table that you wish to add to yours – try to prioritise them – present (as you choose) on the paper on your table

slide14

Level 1:

Participants’ Reactions

Level 2:

Participants’ Learning

EVALUATION

LEVELS

Level 5:

Pupil Learning

Outcomes

Level 3:

Organisation, Support & Change

Level 4:

Participants’ use of new knowledge and skills

activity
Activity
  • Look at the handout (with the levels) and consider to what extent you are undertaking activity related to each of the Guskey levels

(reflect and discuss)

  • Think about your future actions
how does this work in school
How does this work in school?

(2 Handouts + cards)

  • Handout 1 expands on the questions that are addressed and gathering of evidence – as a pair discuss and add to the evidence column
  • Look at the flow diagram:

- locate the 5 cards on the A3 sheet

- discuss the process described on the flow diagram and how this is similar or different from your process in school

We are hoping that you might develop your own process diagrammatically and these will be discussed and shared as part of the Summer CPD Leader Hubs

Full the boxes

To conclude – gap task to produce school version

Hubs June

Autumn hub (publish guidance)

case studies
Case Studies
  • Consider the case studies that exemplify Guskey in real contexts:

- as a group complete the intended outcomes section (the clues should be in the case study!)

We have provided blank versions of this (also on edulink) to enable you to discuss in school and write some of your own case studies to share at the summer hub meetings.

modelling the process
Modelling the process

What would the case study for today look like?

  • Can you begin to complete (Guskey Levels 1 and 2)?
  • How will your school/school systems support you in making the most of today?

(Guskey 3)

  • How will you make use of new knowledge and skills (Guskey 4)?
  • What is the potential impact on pupil learning (Guskey 5)?

Think about:

  • What evidence you will need to measure impact?
  • When will this be collected?
  • Who will collect the information?
objectives21
Objectives:
  • To explore ‘Measuring Impact’ and support you in developing and refining systems in school;
  • To update your knowledge and provide the opportunity to share effective practice;
  • To network (CPD leaders, LA school workforce team and partners);
  • To think about the role of CPD leader and share ideas about management of CPD (raising issues/problems and finding solutions);
  • To reflect, think and plan.
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