Self – evaluation of CPD in schools

A self-evaluation on CPD allows schools to cast a critical eye over their approach to CPD. The process should be straightforward, but it’s important that the process covers all the essential aspects of CPD which a school needs to take into account.

Self-evaluations of CPD involve analysis and questionnaires – an example is provided in the following guidance ‘School self-evaluation on continuing professional development’. This section allows school leaders to check that:

• They are addressing all the strategic aspects of CPD

• A CPD policy is in place

• Suitable arrangements exist for the leadership of CPD, and the policy is being implemented.

School leaders wanting to obtain a strategic overview of the school’s CPD may find it useful to conduct an analysis using the list below. The items can be used as headings in an evaluation, or as criteria in an analysis.

• A school policy on CPD taking into account performance management arrangements.
•  Leadership responsibility for CPD and the suitability
• Coordination of CPD needs arising in performance management arrangements.
• Involvement of the governing body
• The extent to which there is a culture of CPD in the school in which both staff and students value lifelong learning.
• Entitlements or guarantees for staff to receive CPD.
• What methods exist to regularly and systematically identify the CPD needs of all staff?

Needs identification and the extent to which the following methods are used:

• school self-evaluation evidence
•  performance management information
• the previous year’s CPD evidence
• school performance and other data
•  feedback from staff and others – including line managers, and team/section/department/ faculty leaders
• feedback from pupils, parents and governors
•  benchmarking information
•  national and local priorities
• Ofsted data and inspection reports
• Surveys of staff morale, confidence and job satisfaction.

There needs to be a balance of the needs of the school and the individual as mentioned in earlier blogs

• The balance between the needs of the school, the needs of the individual, and the requirements of national and local priorities.
•  Procedures to ensure CPD provision is effective and matched to the identified needs of staff.
• The range and effectiveness of CPD. CPD may take many different forms – for example, coaching and mentoring, meetings, lesson observation, research, involvement in projects, work-shadowing, conferences and courses, and so on. Different forms of CPD will be effective for different individuals and situations.
•  Budget allocations and the main criteria used to allocate funding and support.
• Budget allocations for different groups of staff.
• Whether the aims of CPD are clear to the participants and to the school.
•  Accreditation opportunities for staff.
•  Impact evaluation.
•  Value for money principles of economy, efficiency, effectiveness and equity.
• Accessibility of the CPD opportunities for staff.
• Review of the school’s practice regarding staff development – for instance, through Investors in People.
•  The contribution of the evaluation findings to the following year’s planning.