Effective PD should be evidence-based

A new review published by the Teacher Development Trust in the UK has analyzed existing research into effective professional development (PD) for teachers. The authors say their findings emphasize the importance of the use of evidence, both evidence from students' responses to teachers' developing understanding and practices, and the strength of the evidence and rationale underpinning the PD activity or program.  
 

The review also found that those PD opportunities that are carefully designed and have a strong focus on student outcomes have a significant impact on student achievement. Successful programs should be underpinned by:

• Both subject knowledge and subject-specific pedagogy

• Clarity around learner progression, starting points, and next steps

• Content and activities dedicated to helping teachers understand how students learn, both generally and in specific subject areas 

The authors identified several key design features that increased the likelihood of PD having a lasting impact on teacher practice and student outcomes. These were:

• Appropriate duration. PD has to be prolonged in order to produce profound and lasting change. The most effective PD lasted at least two terms, and usually more than a year or longer.

• Rhythm. It was important that programs created a rhythm of follow-up, consolidation, and support activities.

• Designing for participants' needs. PD should create an overt sense of relevance for participants, including recognizing the differences between different teachers and their starting points.

• Creating a shared sense of purpose through a positive professional learning environment, sufficient time, and consistency with participants' wider context.

• Alignment across various activities. There should be a logical thread through components of the program, and consistency between the teacher learning and the principles of student learning being promoted.

Johns Hopkins University 

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