TPD@Scale Briefing Note: The Evaluation of ‘Equity’ within TPD@Scale

Executive Summary

• Any evaluation of ‘equity’ within teacher professional development (TPD) must ensure that it permeates all layers of a complex, situated and fluid social practice within which teacher agency and control is critical.
• Evaluation must recognize the need to respect context and the local manifestation of not only the presence of both equity and inequity but also the fact that participants will be at different stages in development, move at different speeds, and have different aims.
• This diversity can be celebrated and challenged within a common evaluation framework grounded in the three ‘planes’ suggested by Rogoff (1995): questions emerging from self-reflection within context can be asked relating to the institutional, interpersonal, and intrapersonal planes.