Judging the Impact of Leadership-Development Activities on School Practice

The nature and effectiveness of professional-development activities should be judged in a way that takes account of the achievement of intended outcomes and the unintended consequences that may result. Our research project set out to create a robust approach that school staff members could use to assess the impact of -development programs on leadership and management practice without being constrained in this judgment by the stated aims of the program. In the process, identified a number of factors and requirements relevant to a wider audience than that concerned with the development of leadership and management in England. an assessment has to rest upon a clear understanding of educational leadership,a clearly articulated model of practice, and a clear model of potential forms of impact. foundations, suitably adapted to the subject being addressed, are appropriate for assessing all teacher professional development.