The aim of the paper is to identify a range of evaluative practices that would be appropriate to the task of demonstrating the impact of the work carried out by the Centre for Excellence in Teacher Training at the University of Sunderland (SUNCETT). The CETTs policy initiative is supported by the Learning and Skills Improvement Service (LSIS) and aims to improve the quality of initial teacher training in the English Post Compulsory Education and Training sector (PCET). The paper is divided into three parts. The first part identifies the currently preferred forms of evaluative practice utilised in the PCET sector. In a working context framed by competitive tendering, benchmarking, target setting, league tables and inspection, evaluative practices tend to focus on the monitoring of the achievement of pre-determined targets and the quality assurance of that achievement. Sociological research is shown to raise concerns about the use of these fixed and ‘objective’ evaluative mechanisms in unique local settings where contingent concerns ensure policy implementation will always be an ongoing process of (re)negotiation. Faced with both the complexity of the local and the pressing demands of these evaluative mechanisms the danger is that teachers are diverted away from real educational and pedagogical concerns, towards ‘teaching to the test’ or the pursuit other ‘fabrications’ of achievement. In sum these evaluative practices risk promoting shallow public demonstrations of compliance with centrally prescribed standards and curricula. In order to investigate the short comings associated with these evaluative practices the second part of the paper looks to the philosophical work of John Dewey. It is argued that Dewey’s transactional, situated account of knowledge provides a credible explanation for the limitations associated with target framed evaluative practice. Dewey’s account of knowledge also suggests ways to approach evaluation that are better able to respond to contingent local conditions while supporting discussion across institutional and hierarchical boundaries, in a dynamic flexible policy implementation process. The final section of the paper identifies a number of practical evaluative strategies inspired by Dewey’s transactional account of knowledge. The relevance of these practices to the task of evaluating the work of SUNCETT is explored. It is argued that a range of ‘soft’ indicators jointly created and crafted into a recognisable easily shared narrative form offer a credible way to make evaluative practices compatible with a contingent, ongoing process of policy implementation.

The paper draws of the results of a systematic review conducted for the Department of Children, Schools and Families into practitioners views of policy implementation. The philosophical work of John Dewey is used to interrogate the findings of this research.

The paper identifies a number of practical evaluative strategies inspired by Dewey’s transactional, situated account of knowledge. These evaluative strategies will be tested in the next phase of SUNCETT's operation.