How can an evidence informed approach help design effective CPD?
Written by: Roxanne Gumbs
6 min read
Roxanne Gumbs, School Improvement Advisor and Teaching and Learning Lead, Schools Alliance for Excellence, UK
Effective professional development (PD) is fundamental in developing the quality of teaching and learning and thus student outcomes. Fletcher-Wood and Zuccolo’s review for the Educational Policy Institute (2020) demonstrated that a meta-analysis of professional development interventions suggested an overall effect size of 0.09 on student learning. This is also reflected in other meta-analyses reviewing the effect of teacher professional development on student outcomes. Furthermore, Fletcher-Wood and Zuccolo (2020) contextualise this overall effect size with that of the difference between the effectiveness of a novice compared to experienced teachers, at 0.11 (Kraft and Papay, 2016), as well as the mean effect size of other school-based interventions, such as those categorised by the Education Endowment Foundation’s (EEF) Teaching and Learning Toolkit, with an effect size o
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