Abstract
This article outlines the findings from a recent research study that explored the ways in which continuing professional development is being evaluated in schools. It focuses upon the extent to which schools are gauging the impact of continuing professional development (CPD) particularly at the classroom level. The article provides a contemporary overview of evaluative practice of CPD and concludes that the impact of CPD on student learning remains significantly under-evaluated. The article suggests that schools require more support and training in order to evaluate the impact of CPD more effectively.
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