Evaluating the impact of professional development: the need for a student-focused approach

Professional Development in Education

Volumn 40, Issue 1, 2014, Pages 112-129

  Earley, Peter ^a   Porritt, Vivienne ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

adult learning; continuing professional development; evaluation; impact; professional development

Indexed keywords

EID: 84895906046     PISSN: 19415257     EISSN: 19415265     Source Type: Journal    
DOI: 10.1080/19415257.2013.798741     Document Type: Article

References (45)

1. Barber, M. and Mourshed, M., 2007. How the world's best-performing school systems come out on top. London: McKinsey and Company.
2. Bubb, S., 2009a. Engaging teachers in action research. In: P. Earley and V. Porritt, eds. Effective practices in continuing professional development: lessons from schools. London: Institute of Education and TDA, Bedford Way series, 36-47.
3. Bubb, S., 2009b. Coaching in a special school. In: P. Earley and V. Porritt, eds. Effective practices in continuing professional development: lessons from schools. London: Institute of Education and TDA, Bedford Way series, 80-90.
4. Bubb, S., 2013. Developing from within: towards a new model of staff development. Professional development today, 15 (1), 13-19.
5. Bubb, S. and Earley, P., 2007. Leading and managing continuing professional development. 2nd ed. London: Sage.
6. Bubb, S. and Earley, P., 2010. Helping staff develop in schools. London: Sage.
7. Bubb, S., Earley, P. and Hempel-Jorgensen, A., 2009. Staff development outcomes study. London: Institute of Education.
8. Clarke, D. and Hollingsworth, H., 2002. Elaborating a model of teacher professional growth. Teaching and teacher education, 18 (8), 947-967.
9. Coldwell, M. and Simkins, T., 2011. Level models of continuing professional development evaluation: a grounded review and critique. Professional development in education, 37 (1), 143-157.
10. Cordingley, P., et al., 2004. What do teacher impact data tell us about collaborative CPD? [online]. London: EPPI (The Centre for Evidence-Informed Policy and Practice in Education) at the London University Institute of Education). Available from: http://eppi.ioe.ac.uk/cms/ [Accessed 30 May 2013].
11. Cordingley, P., et al., 2005. How do specialist inputs in CPD affect teachers, their learning and their pupils' learning?. London: Centre for Evidence-Informed Policy and Practice in Education (EPPI).
12. Cordingley, P., et al., 2006a. How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning?. London: EPPI.
13. Cordingley, P., et al., 2006b. How does collaborative CPD for teachers of the 5-16 age range affect teaching and learning?. London: EPPI.
14. DfE (Department for Education), 2010. The importance of teaching. Norwich: TSO.
15. Earley, P., 2010. 'State of the nation': a discussion of some of the project's key findings. The curriculum journal, 21 (4), 473-483.
16. Earley, P. and Porritt, V., eds., 2009. Effective practices in continuing professional development: lessons from schools. London: Institute of Education and TDA, Bedford Way series.
17. Eun, B., 2011. A Vygotskian theory-based professional development: implications for culturally diverse classrooms. Professional development in education, 37 (3), 319-333.
18. Fielding, M., et al., 2005. Factors influencing the transfer of good practice (RR615). London: DfES Publications.
19. Frost, D. and Durrant, J., 2003. Teacher-led development work. London: David Fulton.
20. Goodall, J., et al. 2005. Evaluating the impact of continuing professional development [online]. Nottingham: DCSF. Available from: http://dcsf.gov.uk/rsgateway.
21. Guskey, T., 2000. Evaluating professional development. New York: Corwin Press.
22. Guskey, T., 2002. Does it make a difference? Evaluating professional development. Educational leadership, 59 (6), 45-51.
23. Hargreaves, D., 2012. A self-improving school system: towards maturity. Nottingham: NCSL.
24. Hobby, R. 2012. If we know how to make CPD more effective, why isn't it happening? [online]. Teacher Development Trust Blog, 23 July. Available from: http://www.teacherdevelopmenttrust.org/if-we-know-how-to-make-cpd-more-effective-why-isnt-it-happening/ [Accessed 10 August 2012].
25. Illingworth, S., 2009. Developing coaching as an effective method of CPD. In: P. Earley and V. Porritt, eds. Effective practices in continuing professional development: lessons from schools. London: Institute of Education and TDA, Bedford Way series, 69-79.
26. Kirkpatrick, D., 1959. The Kirkpatrick model for training evaluation. The journal of the American society of training directors, 3, August.
27. Lloyd, S., 2009. DIY CPD - A system for professional learning for all staff. In: P. Earley and V. Porritt, eds. Effective practices in continuing professional development: lessons from schools. London: Institute of Education and TDA, Bedford Way series, 112-121.
28. Mulholland, M., 2009. Motivating with maths. In: P. Earley and V. Porritt, eds. Effective practices in continuing professional development: lessons from schools. London: Institute of Education and TDA, Bedford Way series, 91-100.
29. O'Brien, J., 2011. The potential of continuing professional development. In: C. Chapman, et al., eds. School effectiveness and improvement research: policy and practice. London: Routledge, 106-111.
30. Ofsted, 2006. The logical chain. London: Ofsted.
31. Ofsted, 2010. Good professional development in schools. London: Ofsted.
32. Ofsted, 2012. School inspection handbook. London: Ofsted.
33. Opfer, D., et al., 2010. Benefits, status and effectiveness of CPD for teachers in England. Paper presented to BERA conference, University of Warwick, September.
34. Pedder, D., et al., 2010. Planning and organization of CPD for teachers in England. Paper presented to BERA conference, University of Warwick, September.
35. Porritt, V., 2005. London's learning: developing the leadership of CPD. London: Department for Education and Skills.
36. Porritt, V., 2009a. Evaluating the impact of professional development. Education journal, (116), 9-10.
37. Porritt, V., 2009b. Using coaching to improve teaching and learning and to develop leadership capacity. In: P. Earley and V. Porritt, eds. Effective practices in continuing professional development: lessons from schools. London: Institute of Education and TDA, Bedford Way series, 60-68.
38. Porritt, V., Episcopo, K. and Wybron, S., 2006. London's learning: developing the leadership of CPD in London schools. Professional development today, 9 (1), 7-11.
39. Stoll, L., Harris, A. and Handscomb, G., 2012. Great professional development which leads to great pedagogy: nine claims from research. Nottingham: National College for School Leadership.
40. Thompson, M. and Wiliam, D., 2008. Tight but loose: a conceptual framework for scaling up school reforms. In: E. Wylie, ed. Tight but loose: scaling up teacher professional development in diverse contexts. Princeton, NJ: Educational Testing Service, 1-44.
41. Timperley, H., 2011. Realizing the power of professional learning. Maidenhead: Open University Press.
42. Training and Development Agency for Schools, 2007. Impact evaluation of CPD [online]. Available from: http://www.tda.gov.uk/upload/resources/pdf/i/impact_evaluation.pdf.
43. Training and Development Agency for Schools, 2008. Continuing professional development guidance (CPD). London: TDA.
44. Weiss, H. and Klein, L., 2006. Pathways to workforce development to child outcomes. The evaluation exchange, XI (4), Winter, pp. 2-4. Cambridge, MA: Harvard Family Research Project, Harvard School of Education.
45. Wiliam, D., 2007. Content then process: teacher learning communities in the service of formative assessment. In: D.B. Reeves, ed. Ahead of the curve: the power of assessment to transform teaching and learning. Bloomington, IN: Solution Tree, 183-204.