Helen Bilton, Professor of Outdoor Learning and Play, , UK
Anastasia Rattigan, Senior Digital Learning Producer and Yen Tu Digital Learning Producer, University of Reading, UK
Schools spend money and time on training their staff, commonly known as continuing professional development (CPD). But how often do they consider what might be the most appropriate learning environment for a particular group of learners and measure the impact on the staff’s working practices after the training has finished?
Guskey’s (1994) model of professional development offers a particularly helpful and clear way of thinking about gauging the impact of training at different levels. The model asks you to consider these five levels of impact:
organisational support and change
participant use of new knowledge and skills
pupil learning outcome.
To evaluate, one can start at either 1 or 5. By starting at 1, this is about evaluati