change and improvement. However evaluating that change often relies on shallow documentation rather than a real measure of the impact on learning, that is efficient, appropriate, valid and reliable.


1. Personal invitations to attend CPD sessions, on topics highlighted as areas to improve during a lesson observation.


Currently at Lowestoft College, attendance at CPD sessions relies on:


 Volunteers, who see the advertised programme and opt to attend


 Signposts from appraisals, lesson observations or learning walks


 Recommendations from colleagues


However, sometimes staff who should attend identified sessions, miss opportunities or managers cannot propose attendance to them in a timely fashion. So one activity in the research, was to try a different ‘invitation’ system to CPD events.


2. Personal requests for feedback after a CPD session to find out if any techniques had been integrated into classroom practice.


3. Altering practices in collecting feedback and measuring impact after CPD. Trialling a new written feedback questionnaire for completion after a CPD session and again a week later.


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