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Conference March 12 th 2009 Stourport Manor

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

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  1. ConferenceMarch 12th 2009Stourport Manor Effective Practice in CPD Leadership

  2. 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.

  3. CPD Leadership Cycle

  4. ‘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)

  5. 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!

  6. "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)

  7. ‘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?

  8. WhyMeasure Impact? Is the CPD: • making good use of time? • good value for money? • effective? • making a difference to: - the participant - staff - school - pupils?

  9. “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)

  10. What are we measuring? What are the purposes of CPD – why do we do it?

  11. 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)

  12. 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

  13. How do we measure impact?

  14. 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

  15. Let’s eavesdrop on a conversation with Professor Thomas Guskey………..!!

  16. 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

  17. 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)

  18. 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.

  19. Afternoon Session

  20. 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?

  21. 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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