How should we evaluate CPD?

Bridget Clay argues that pupil need, not teacher practice, should be at the heart of CPD.

Only six per cent of primary and eight per cent of secondary schools claim not to evaluate CPD at all according to an NFER Teacher Voice study in 2009. 

Many a twilight or INSET session is followed by a staff survey of varying length and detail. However, given that these often appear a very short time after the session, what exactly is being evaluated? 

Teacher experience of a training session is not what drives school improvement. Surely the essence of CPD is how we can develop staff to enable the best possible outcomes for our students? Yet only seven per cent of all schools evaluate CPD on pupil progress according to the same NFER survey.

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