Book contents
- Frontmatter
- Contents
- Acknowledgements
- Thanks
- Preface
- About the author
- Introduction
- 1 What effective teacher learning looks like
- 2 Creating conditions for teacher learning
- 3 Planning organisation-driven teacher learning
- 4 Planning and implementing teacher-driven teacher learning
- 5 Evaluating CPD programmes
- 6 Bringing it all together
- Conclusion
- Appendices
- References
- Index
5 - Evaluating CPD programmes
Published online by Cambridge University Press: 28 February 2026
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Book contents
- Frontmatter
- Contents
- Acknowledgements
- Thanks
- Preface
- About the author
- Introduction
- 1 What effective teacher learning looks like
- 2 Creating conditions for teacher learning
- 3 Planning organisation-driven teacher learning
- 4 Planning and implementing teacher-driven teacher learning
- 5 Evaluating CPD programmes
- 6 Bringing it all together
- Conclusion
- Appendices
- References
- Index
Summary
Introduction
A lot of good things are done in the name of professional development. But so are a lot of rotten things. Evaluation provides the key to making the distinction between the two.
Thomas Guskey
Chapter 1 explained how effective CPD needs to be evaluated (the ‘E’ in INSPIRE) and briefly touched on the importance of assessing the quality and impact of CPD programmes on a regular basis. In this chapter, we look more closely at the crucial issue of evaluation.
Designing and implementing an organisation's CPD programme requires significant amounts of time and money. This is invested in planning, preparation, sourcing, adapting and developing materials, buying in experts, paying for cover and so on. Participants also invest in the CPD programme by spending time and effort trying to learn what the programme teaches. But how do all the relevant stakeholders in language-teaching organisations know whether investment in CPD has actually paid off? How do they know if the programme achieved its goal of promoting impactful teaching that leads to better learning for students? The answer is through conducting effective CPD evaluation.
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- Promoting Professional Learning , pp. 117 - 134Publisher: Cambridge University PressPrint publication year: 2026
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