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Evaluation of pilot CPD programme for early career teachers (ECTs) with the aim of improving outcomes for disadvantaged pupils

Key findings of the evaluation

Effectiveness

• ECTs' knowledge and understanding of approaches to teaching disadvantaged students, self-efficacy, confidence and research use increased.
• ECTs' classroom practices became more aligned with research evidence.
• Most ECTs perceived that RETAIN was beneficial to their professional and career development and none left the profession during the pilot.
• There was no control group so it was not possible to say whether the changes that occurred were due to the programme.
• The critical components appeared to be the taught sessions, in-school coaching by an external coach and peer collaboration. These components, together with the integration of research evidence throughout, appeared to be mutually reinforcing.

Feasibility

• RETAIN was positively received in most schools, some would have welcomed closer working with their school.
• ECTs found it easier to apply the learning from RETAIN in schools which were open to changing existing school practices.

Wider learning

• Good quality, structured CPD which aligns with the ‘indicative characteristics of effective CPD’ (summary table created for this project) is likely to be a good investment.

Methodology

• Theory-based mixed-methods evaluation testing intermediate outcomes that are associated with the intended long-term positive outcomes and exploring the plausibility of the underpinning causal theories and mediating factors.
• Data were collected from interviews, surveys and observations.

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