The document summarizes an evidence review on effective professional development. It reviewed 104 evaluations from 2002-2020. The review identified 14 mechanisms for effective professional development grouped into four categories: building knowledge, motivating teachers, developing techniques, and embedding practice into the classroom. It discusses how the design of the Early Career Framework and new NPQs for teachers address these mechanisms through goals, modeling techniques, feedback, and other measures. The document stresses that professional development is part of the larger process of implementation.

1. Effective Professional
Development The EEF’s
new Evidence Review and
Guidance Report
Exploring the evidence about high-
quality Professional Development
1

2. Effective Professional Development The EEF’s new Evidence
Review and Guidance Report
The systematic review led by Dr Sam Sims of
UCL and Harry Fletcher-Wood of Ambition
Institute, supported by the EPPI-Centre,
colleagues at UCL and Ambition Institute, and
CfE Research.
Reviewed 104 evaluations of PD programmes
from 2002 – 2020

3. 3 Recommendations

4. What are the mechanisms?
Broadly, we can group them under four headings:
Embed practice
Build knowledge Motivate teachers Develop teacher techniques

5. The 14 mechanisms in the guidance report…
Build knowledge Motivate teachers Develop techniques
(tools)
Embed practice
Managing cognitive
load
Setting and agreeing
on goals
Instructing teachers on
how to perform a
technique
Providing prompts and
cues
Revisiting prior learning Presenting
information from a
credible source
Arranging social support Prompting action
planning
Providing affirmation
and reinforcement
after progress
Modelling the technique Encouraging monitoring
Monitoring and providing
feedback
Prompting context-
specific repetition
Rehearsing the technique

6. The Early Career Framework
Embed practice
Build knowledge Motivate teachers
How does the design of the ECF work to address these broad
mechanisms?
Develop teacher techniques

7. How does the design of the ECF work to address these broad
mechanisms?
…
Build knowledge Motivate teachers Develop techniques
(tools)
Embed practice
Managing cognitive
load
Setting and agreeing
on goals
Instructing teachers on
how to perform a
technique
Providing prompts and
cues
Revisiting prior learning Presenting
information from a
credible source
Arranging social support Prompting action
planning
Providing affirmation
and reinforcement
after progress
Modelling the technique Encouraging monitoring
Monitoring and providing
feedback
Prompting context-
specific repetition
Rehearsing the technique

8. How does the design of the new
NPQs work to address these mechanisms?
…
Build knowledge Motivate teachers Develop techniques
(tools)
Embed practice
Managing cognitive
load
Setting and agreeing
on goals
Instructing teachers on
how to perform a
technique
Providing prompts and
cues
Revisiting prior learning Presenting
information from a
credible source
Arranging social support Prompting action
planning
Providing affirmation
and reinforcement
after progress
Modelling the technique Encouraging monitoring
Monitoring and providing
feedback
Prompting context-
specific repetition
Rehearsing the technique

9. Implementation is a larger process. Professional Development is part of
that larger process …

11. What we currently know