In this paper, Sam Sims and I unpick the evidence behind the consensus view on professional development. We identify empirical and theoretical limitations to the consensus view. We suggest building upon the current consensus, identifying the characteristics of effective professional development by looking both for evidence of impact – successful CPD programmes – and evidence of mechanisms – explanations why the approach works.
May 2020 update: this paper has now been accepted and is forthcoming in School Effectiveness and School Improvement. You can read the accepted version here.
If you want to read the first pre-publication draft, it is here: