process. In any evaluation there should be six steps that you take, and at each step you need to bear in mind the other five. Six-step CPD evaluation Step 1: Identify your stakeholders It is important to work out, before you start, who it is that you are aiming your evaluation at. Who are you ultimately evaluating for? Where is this information going? Why is it necessary? Are you thinking of reporting to governors, parents, teachers, students? Is your primary concern financial, results-oriented, qualitative or anecdotal? This process will allow you to decide on what will be the most effective elements to evaluate. When you are considering this, you should think about it as carefully as you think about audience for a CPD session. It is not trivial to consider how differently governors and parents may regard staff training it is common sense. I have — produced a very effective evaluation of Year 7's first few weeks in secondary school which went back to their primary schools as postcards. It was unusual, but it served the purpose of reaching its intended audience with huge success. In the same way, consider how the audience will understand or receive your data An audience which understands a data-based reporting system, such as governors, will struggle with 'soft' data, and feel that it is inexact, while you may find sometimes that an audience of parents or students will actually be happier to get real comments and student and be less concerned about overall data trends. Step 2: Describe your process and desired results This will be helpful for you when writing up your final evaluation, so it is well worth taking time on it now. When you are creating a programme for CPD, you need to think about what you are trying to achieve, and the ultimate end of your training. If you put some thought into it at this stage, you will be rewarded by a more useful set of results. For instance, I designed a piece of training to prepare staff for OFSTED, working with an inspector. The results desired could easily have been tied to the judgement of a future report, with success in inspection evaluating the CPD. However, this seemed too far away and too uncertain a goal. Instead, I thought
process. In any evaluation there should be six steps that you take, and at each step you need to bear in mind the other five. Six-step CPD evaluation Step 1: Identify your stakeholders It is important to work out, before you start, who it is that you are aiming your evaluation at. Who are you ultimately evaluating for? Where is this information going? Why is it necessary? Are you thinking of reporting to governors, parents, teachers, students? Is your primary concern financial, results-oriented, qualitative or anecdotal? This process will allow you to decide on what will be the most effective elements to evaluate. When you are considering this, you should think about it as carefully as you think about audience for a CPD session. It is not trivial to consider how differently governors and parents may regard staff training — it is common sense. I have produced a very effective evaluation of Year 7's first few weeks in secondary school which went back to their primary schools as postcards. It was unusual, but it served the purpose of reaching its intended audience with huge success. In the same way, consider how the audience will understand or receive your data An audience which understands a data-based reporting system, such as governors, will struggle with 'soft' data, and feel that it is inexact, while you may find sometimes that an audience of parents or students will actually be happier to get real comments and student and be less concerned about overall data trends. Step 2: Describe your process and desired results This will be helpful for you when writing up your final evaluation, so it is well worth taking time on it now. When you are creating a programme for CPD, you need to think about what you are trying to achieve, and the ultimate end of your training. If you put some thought into it at this stage, you will be rewarded by a more useful set of results. For instance, I designed a piece of training to prepare staff for OFSTED, working with an inspector. The results desired could easily have been tied to the judgement of a future report, with success in inspection evaluating the CPD. However, this seemed too far away and too uncertain a goal. Instead, I thought
Traditional_methods_of_CPD_evaluation,_The_Research_Picture.docx