Designing professional development for teachers – Institute for Teaching

A consensus view exists about what makes professional development effective

Recent reviews have suggested a consensus around the features of effective professional development. Laura Desimone (2009) describes a “research consensus”; Linda Darling-Hammond and her colleagues argue that “Positive findings have stimulated a general consensus about typical components of high-quality professional learning for teachers (Darling-Hammond, Hyler and Gardner, 2017)”, and Cordingley et al., (2015) suggested that the “most rigorous” claims of the consensus are sufficiently well evidenced to merit “four padlocks” on the EEF Toolkit: which is to say, they are highly secure. The features proposed are similar in each case, and can be exemplified by the conclusions of Timperley (2008) who suggested that professional development should:

Source: Designing professional development for teachers – Institute for Teaching

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