Evaluating impact - Self Evaluation Guidance

How Successful Are We?

This section provides brief grade descriptions defining the key characteristics of school workforce development under the headings: outstanding, good, satisfactory and inadequate.

It can be used in conjunction with school self-evaluation systems to assess the current quality of workforce development against the following criteria and to consider some of the requirements for improvement. The qualities are based on research evidence about good and successful school workforce development. 

To download a Word version of the table below please see the 'helpful resources' box to the right.

Inadequate

Satisfactory

Good

Outstanding

  • Low priority given. Any evaluations are bureaucratic and rarely used to measure impact on the individual or practice
  • No long term measurements – if any takes place, the focus is on provision or short term benefits
  • Value-for-money is viewed largely in terms of the monetary cost
  • Any evaluation is not used in any meaningful way to inform future direction
  • Some systems for measurement such as forms or feedback but limited causal link to outcomes
  • Most evaluation is of provision rather than effect on practice
  • Best-value/value-for-money issues implicit at best
  • Impacts fairly narrowly interpreted and only rarely consider pastoral and school climate benefits
  • Little use made of information in informing future direction

 

  • Some priority given to monitoring and evaluating impact
  • Range of criteria used to measure impact on school, area and individual going beyond academic attainment to consider the benefits of individuals
  • Some criteria to judge 'value-for-money'
  • Results of evaluation play a role in influencing future direction
     
  • High priority given to monitoring and evaluating impact. Wide range of criteria used to measure impact on school, area and individual
  • Clear criteria for determining 'value-for-money'
  • Explicit consideration and wide recognition amongst workforce of range of different kinds of training and support
  • Approaches are personalised to suit the needs of participants
  • Approaches recognise and address the changing roles and responsibilities of schools and the wider school workforce
  • Methods make use of value-for-money approaches such as effective whole or area workforce development, use of in-house expertise
  • Strong encouragement for professional recognition including accreditation and high take-up.of the personal benefits and contribution to whole school climate
  • Results of evaluation are used to influence future direction

Teachers TV

Teachers TV - International Partnerships

International Partnerships - School Leadership in the UK
Staff from two secondary and two primary schools explain how they've been influenced by visits to Brazil and Mexico.

Watch the video.