Where should I start?

1. How long have you been involved in the leadership of continuing professional development (CPD)?

• I have only recently started in the role of a CPD leader and I am very new to the literature on CPD.
• I have been involved in leading CPD for some time, but I would like to develop my knowledge further.
• I have been leading CPD for several years and would primarily like to be updated on recent developments, research and resources.

2. How would you describe your role in leading CPD?

• I primarily co-ordinate in-service training and collect feedback forms.
• I am primarily responsible for monitoring the impact of staff development activities and ensuring they meet the needs of staff as identified in performance management and development reviews.
• I have a strategic level of responsibility for creating a school culture which values CPD, and for planning, implementing and evaluating the annual cycle of CPD.

3. How does your school celebrate and disseminate staff learning and achievements?

• There is no formal policy or custom of celebration. Staff achievements are recognised and recorded in individual performance management and review meetings with each member of staff. Celebratory events focus on the achievements of students.
• The school values the achievements of its staff. Brief details of CPD activities undertaken by staff are circulated to all staff, and those who attend key conferences are expected to report back to colleagues, but the reality is that there is no time available for celebratory events for staff.
• Staff who have acquired new skills, techniques and knowledge are recognised by being asked to lead workshops or contribute to induction events for their colleagues. The school demonstrates that it values its staff’s learning by helping colleagues to gain external recognition for their achievements.

4. As CPD leader how do you evaluate the impact of continuing professional development (CPD) activities?

• All CPD activities are evaluated. Participants are asked to complete a detailed evaluation form at the conclusion of the activity. These evaluations are always carefully analysed and they make an important contribution to all decisions about future CPD activities.
• Participants are asked, both at the end of the activity and some months later on, what they have learnt from the CPD activity and whether they have been able to apply what they learnt.
• The intended outcomes of the CPD activity are agreed with participants in advance, and the evaluation looks for observable changes in working practice and evidence of benefits to pupils in the short-, medium- and long-term.