Development of a Framework for the Evaluation of Teachers’ Professional Learning (TPL)

Overview

An extensive range of professional learning activities are provided for teachers by the Department of Education (DoE) through teacher support services, Education Centres, DoE agencies, and other initiatives. A complete evaluation of the impact of these professional learning activities is crucial to ensure that the needs of teachers, schools, students, and the DoE are being met effectively and efficiently.

The DoE has committed to evaluating the impact of Teachers’ Professional Learning (TPL) activities, including a specific evaluation of TPL activities in the area of student wellbeing, in the Action Plan for Education 2018. In 2018, the ERC began working on behalf of the DoE to develop a research based framework for the evaluation of TPL. This project is guided by a Steering Committee which includes representatives from the DoE and teacher support services responsible for the provision of TPL.

Project oversight

The project is overseen by a Steering Committee (chaired by Teacher Education Section, DoE) which provides guidance on the study, monitors progress, and approves project reports. Caroline Rawdon and Lorraine Gilleece oversee the study in the ERC. Members of the Steering Committee are:

    • Kevin Lohan  Chairperson, APO, ‎Teacher Education, ITE & Professional Development, DoE‎
    • Brian Geraghty Secretary, EO, ‎Teacher Education, ITE & Professional Development, DoE
    • Jude Cosgrove CEO, ‎Educational Research Centre (ERC)‎ (until April 2022)
    • Brendan Doody Assistant Chief Inspector, ‎DoE Inspectorate (until May 2022)
    • Mary Dunne Inspector, Primary, ‎Teacher Education, ITE & Professional Development, DoE‎ (until retirement in August 2022)
    • Margaret Dunning Primary Divisional Inspector, ‎DoE Inspectorate (until May 2019)
    • Gráinne Egan APO, ‎Social Inclusion Unit, DoE
    • Noreen Fitzpatrick  Manager,‎ National Innovation Unit, SOLAS
    • Moira Germaine Programme Manager, Education, Training and Programme Design, Health Service Executive (HSE) (from March 2022)
    • Lorraine Gilleece  Research Fellow,‎ Educational Research Centre (ERC)‎
    • Gabrielle Greene   Regional Director, ‎National Educational Psychological Service (NEPS)‎ (until retirement in January 2022)
    • Madeline Hickey  Specialist Lead in Policy and Practice, ‎National Council for Special Education (NCSE)‎
    • Carmel Kearns  Head of Teachers’ Learning and Research, ‎Teaching Council
    • Pádraig Kirk Director, ‎Junior Cycle for Teachers (JCT)‎
    • Seamus Knox Senior Inspector, Post-Primary, ‎Teacher Education, ITE & Professional Development, DoE‎ (until retirement in October 2020)
    • Julie Lynch Inspector, Post-Primary, ‎Teacher Education, ITE & Professional Development, DoE
    • Judith Lyons  APO, ‎Teacher Education, ITE & Professional Development, DoE‎ (Chairperson until December 2020)
    • Éadaoin McGovern Secretary, ‎Education Support Centres Ireland (ESCI)‎
    • Meabh McGuinness Education Project Manager, ‎Health Service Executive (HSE)‎ (until February 2022)
    • Martin McLoughlin PO, ‎Teacher Education, ITE & Professional Development, DoE‎ (Chairperson until May 2022)
    • Eamonn Moran PO, Post-Primary, Curriculum and Assessment Policy Unit (CAP), DoE (until retirement in April 2022)
    • Jim Mulkerrins PO, ‎Teacher Education, ITE & Professional Development, DoE ‎‎(until retirement in December 2019)‎
    • Mary Nihill   National Director, ‎Centre for School Leadership (CSL)‎
    • Éadaoin O’Brien Senior Psychologist, ‎National Educational Psychological Service (NEPS)‎
    • Mary O’Callaghan National Coordinator, ‎The National Induction Programme for Teachers (NIPT)‎
    • Evelyn O’Connor PO, Primary, ‎Curriculum and Assessment Policy Unit (CAP), DoE
    • Ciara O’Donnell  National Director, ‎Professional Development Service for Teachers (PDST)‎ (until January 2022)
    • Caroline Rawdon*  Research Associate, ‎Educational Research Centre (ERC)‎
    • Joan Russell Education Research Officer,‎ Education and Training Boards Ireland (ETBI) ‎‎(from July 2020)‎
    • Rita Ryan Post-Primary Team Leader, The National Induction Programme for Teachers (NIPT) (from February 2022)
    • Nuala Taaffe National Director, ‎Professional Development Service for Teachers (PDST)‎ (from February 2022)
  • *Contact: caroline.rawdon@erc.ie

Current and planned work

The overarching aim of this project is to develop a framework for the evaluation of TPL which can be applied to TPL in any subject area. However, for the purpose of this project, a specific TPL programme in the area of student wellbeing has been chosen as an applied example during the development of the evaluation framework. The project consists of a number of phases which are outlined in further detail below and data gathered at each phase will inform the development of the framework for the evaluation of TPL.

Phase 1 – Desk-based research

Phase 1 consisted of desk-based research. The report from Phase 1 includes:

  • A review of existing TPL evaluation frameworks
  • Information on best practice for process evaluation and impact assessment of TPL
  • A description of the broader school and policy context for student wellbeing
  • A review of key findings from large-scale national and international studies pertaining to the wellbeing of 5-18 year olds
  • A description of TPL in the area of student wellbeing provided over the preceding 5 years.

The report from Phase 1 is available here.

Phase 2 – Survey of teachers and principals

A survey was implemented with a sample of teachers and principals in early 2020. The survey aimed to explore principals’ and teachers’ views on TPL activities with a particular focus on the area of student wellbeing. The survey addressed teachers’ and principals’:

  • Views on TPL in general
  • Recent uptake of TPL activities
  • Views on student wellbeing
  • Needs in relation to TPL in the area of student wellbeing.

PDF copies of survey questionnaires can be found here.

The report from Phase 2 is available here.

Phase 3 – Perspectives of TPL providers and consultation with students

Phase 3a explored the perspectives of TPL providers on TPL in Ireland. TPL providers were invited to complete a written submission which aimed to gather information on:

  • The identification of TPL needs
  • TPL providers’ experiences and views on TPL design, facilitation, evaluation, and impact assessment
  • The influence of school context and participant diversity on TPL
  • TPL providers’ recommendations for best practice and priorities for improvement.

Phase 3b explored students’ thoughts on learning through a small scale consultation. With support from Hub na nÓg, primary school pupils completed a pen and paper task in school. An online consultation was also carried out with young people (12-17 years’ old) which mirrored the consultation carried out in primary schools. Young people participated via Comhairle na nÓg and the consultation was facilitated by Department of Children, Equality, Disability, Integration and Youth (DCEDIY).

The following questions were addressed:

  • How can teachers make learning easier?
  • How can teachers make learning more fun/engaging?

The reports from Phase 3 are available here.

Phase 4 – Case study of TPL in the area of student wellbeing

Phase 4 is an in-depth study of a TPL programme in the area of student wellbeing. In 2022, ERC researchers are gathering data alongside the Professional Development Service for Teachers’ (PDST) sustained support for Restorative Practice. A report on this phase will be published in early 2023.

The Privacy Statement for principals and teachers participating in Phase 4 can be accessed here.

Timeframe and deliverables

Project outputs and milestones are outlined below.

  • 2019Desk-based research, including a systematic review of existing TPL evaluation frameworks, commenced. A nationally representative sample of schools was selected for the survey of principals and teachers and survey instruments were developed.
  • 2020 – The survey of principals and teachers was piloted and administered. The desk-based research report was published.
  • 2021 – Findings from the survey of principals and teachers were published. TPL providers were invited to complete written submissions detailing their perspectives on TPL in Ireland. A consultation was carried out with students. Planning for a case study of TPL in the area of student wellbeing commenced.
  • 2022 – Reports on the perspectives of TPL providers and the consultation with students will be published. The case study of TPL in the area of student wellbeing will be completed.
  • 2023 – The report on the case study of TPL in the area of student wellbeing and the final TPL evaluation framework will be published in early 2023.