Why this guidance matters

Professional development (PD), when effectively designed and delivered, can be a powerful tool for tackling some of the sector’s most pressing challenges—from improving learner outcomes and closing the disadvantage gap to strengthening workforce development.¹ At the heart of these efforts is the quality of teaching, which is one of the strongest drivers of learner attainment.² To ensure every learner benefits from high-quality teaching, every practitioner should receive high-quality support through effective PD.³

To understand the current PD landscape in 16-19 settings, the Education Endowment Foundation (EEF) commissioned a research team specialising in this phase of education. They engaged with nearly 100 PD leads and 200 practitioners across a range of settings and academic, technical and vocational specialisms. The findings revealed a sector deeply committed to supporting its workforce – through initiatives like funded PhDs, coaching, and educational technology – but also highlighted areas for growth.⁴

Leaders described PD that was data-informed and shaped by a range of factors: teaching and learning quality assurance processes, learner outcomes, professional body guidance, and staff requests. However, the research also uncovered challenges: some PD lacked clear learning outcomes, one in five practitioners report they receive no follow-on support, 31% of practitioners reported that recent PD didn’t meet their needs, with a further 21% being ambivalent about its value.⁵

What this guidance offers

This guide provides practical, evidence-informed recommendations for PD focused on driving meaningful and lasting improvements in teaching practice. It is designed to be integrated into your existing PD approaches – building on what is already working to increase the likelihood of meaningful change.

At its core, this guidance is grounded in the science of human behaviour change—a key driver of effective professional development.⁶ It draws on over 100 rigorous research studies across education, as well as in other fields such as health and sport. This is not a new framework invented in isolation; it is a synthesis of what has been robustly evidenced to impact behaviour change through PD.

The guidance has been developed with the support of PD leaders and practitioners in the 16-19 sector to reflect the realities of everyday practice. It is shaped by extensive 16-19 sector research on the current PD landscape – including surveys, interviews with key providers, and user testing – as well as wider research and engagement, to ensure it is both evidence-informed and relevant to the current context. A full list of references can be found here.

The EEF knows that PD is understood in several ways – for example, through the lens of a teacher, a dual-professional, or an industry expert. It often includes statutory training like safeguarding, and activities such as industry days. While these are important, this guidance focuses specifically on PD that improves teaching ability and ultimately learner outcomes.

Who this guidance is for

This guidance is intended for PD leadsSenior leaders, Quality Leads, Teaching and Learning Leads, Trust leaders, or similar staff responsible for the strategic planning, development, or delivery of PD within their organisation or department, in 16-19 settings.

If you are already using elements of our schools’ guide to Effective PD, this guidance builds on that foundation, with sector-relevant examples informed by the extensive 16-19 sector engagement and research outlined above. See the FAQs section for further information.