New review examines what makes teacher professional development effective

Supporting the quality of teaching is key for improving student outcomes and narrowing educational inequalities. In recent years research has been published highlighting that professional development (PD) improves teaching and pupil learning. This new systematic review investigates how effective professional development is designed, and offers recommendations on how to select and improve more effective PD. 

Led by Dr Sam Sims from the IOE’s Centre for Education Policy and Equalising Opportunities (CEPEO), the report mapped the best available international research and practice to explain whether PD interventions can improve student outcomes. It was carried out with a methodological approach showing which forms of PD are associated with the greatest effects on teacher practice and student achievement with the lasting impact. 

Dr Sam Sims said: “The government is currently making a large investment in teacher professional development through the new fully-funded National Professional Qualifications (NPQ). In this meta-analysis, funded by the EEF, we synthesise the results from 104 randomised controlled trial to provide new evidence on how best to design such professional development. The findings will be useful to school leaders and NPQ providers.”

This EEF guidance report on professional development based on the new systematic review will further support schools in choosing and delivering their own PD.

Links 

• Read the report: ‘What are the Characteristics of Teacher Professional Development that Increase Pupil Achievement? A systematic review and meta-analysis’
• EEF guidance report on professional development
• View Dr Sam Sims’s research profile
• Centre for Education Policy and Equalising Opportunities
• Department of Learning and Leadership

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Phil Meech for UCL Institute of Education