Effective Professional Development in 16-19 settings
Published
Reflection and planning tool
Recommendation 2
Use the KEEP Framework to plan, design, and deliver professional development
The Knowledge, Engagement, Execution and Practice (KEEP) framework is built on four evidence-informed principles rooted in behaviour change – the driving force behind effective PD.12 KEEP is a synthesis of what works—drawn from over 100 rigorous studies and shaped by real-world practice.13 It is designed to be integrated into your existing PD approaches, helping you build on what is already working and increase the likelihood of meaningful change in teaching.14
Research suggests that PD aligning more closely with the KEEP framework is more likely to be effective than PD that does not.15 To maximise impact, aim to include approaches from each of the four KEEP principles when planning, designing, and delivering PD. The more principles your PD incorporates—and implements effectively—the greater its likely potential to improve professional practice and ultimately, learner outcomes.16
Deliver new knowledge in ways that support understanding
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Introduce new material in a manageable volume
Practitioners in your setting may have very different professional starting points. Avoid ‘overloading’ practitioners with new content or approaches by incrementally building knowledge to promote better learning. Consider volume within PD sessions and the summation of what this looks like over time. Focus on the most relevant content and present information in multiple formats. E.g. diagrams, images, verbally.
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Sequence PD so it builds on existing knowledge and skills
PD is more likely to be effective when it revisits previous topics or techniques and purposefully builds on them. Tasks can be designed to encourage practitioners to recall past learning. This draws upon research evidence relating to retrieval practice, whereby recalling information makes it more likely that the learner will retain the learning.
Engage practitioners so they are motivated to act on new knowledge
Use credible sources when developing PD
The more credible a source, the more likely practitioners are to engage, and ultimately change practice. Make the case for practice change explicitly, using robust research (see recommendation 3 for further guidance on this) and/or trusted sources (for example expert practitioners).
Plan to agree and set meaningful goals
Setting goals substantially increases the likelihood of behaviour change. Goals should be consciously made, specific, and sufficiently challenging. Practitioners engaging in PD could be asked to clearly define the behaviour or practice change they are aiming to achieve, in what context, and when.
Acknowledge and reinforce progress
Affirming and reinforcing efforts to change practices or develop new skills can boost practitioners’ motivation to apply what they have learned through professional development. Put systems in place to identify when practitioners have made changes and actively recognise their efforts.
Provide opportunities for practitioners to accurately develop techniques
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Instruction
PD that incorporates clear guidance on how to implement techniques into teaching is more likely to positively impact learner outcomes.
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Modelling
Providing an observable example of the technique for practitioners to imitate and reflect on can support learning. Include potential problems and their solutions when modelling. For example, peer observation of expert practitioners, or video libraries of the technique recorded in context.
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Rehearsal
Creating space for practitioners to practise techniques before applying them in real teaching environments may support them to cultivate skills in, and use of, the techniques. An example would be inclusion of role play exercises during PD, or a dedicated time slot for rehearsal.
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Feedback
Offering constructive, supportive feedback, clearly separated from high-stakes performance management can support better professional development outcomes and subsequent learner outcomes. Examples include technique-focused peer observation and feedback or recording delivery to jointly discuss.
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Social support
PD including purposeful social support can improve learner outcomes. Peers share common experiences and can offer emotional and informational guidance on techniques. Ways to implement this include technique-targeted coaching, mentoring, or structured peer group discussion.
Integrate purposeful and repeated practice to embed delivery.
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Prompts and cues
Using timely reminders with practitioners can support continued use of a technique. For example, email prompts, delivery suggestions in newsletters, posters, or check-ins can help practitioners navigate new practices and maintain focus.
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Repetition
Repeating the same technique in the learning environment, at least twice, can support the embedding of practice. This could be encouraged through routines of practice, sign-posting opportunities in curriculum plans, or implementing the technique across classes.
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Planning implementation
Building in time during PD for practitioners to plan when, where, and how they will apply the technique can make it more likely they will use the technique they have learned. This could be the final action in a PD series. Their plans should aim to be specific to their lessons, as opposed to a general intention for use.
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Self-monitoring
Monitoring and recording actions towards a specific goal can increase self-awareness and strengthen habit formation. Support practitioners to track and reflect on their own progress.
Why all four principles are essential
Integrating all four principles into your PD using the KEEP framework creates the best conditions to achieve improvements in teaching practice.
- If knowledge of an approach isn’t built effectively, there may be a risk of misapplication.
- If engagement is missing, practitioners may apply the approach in a tokenistic/ superficial way or not at all.
- If execution is missing, this can lead to a ‘knowing-doing gap’: practitioners may be aware of what they need to do but don’t know how or don’t have the experience to do so.
- If practice is missing, the approach may get forgotten: practitioners may revert back to previous practices.
Summary
To maximise the impact of professional development, the KEEP framework offers a practical, evidence-informed structure grounded in behaviour change. By incorporating its four principles—Knowledge, Engagement, Execution, and Practice—PD becomes more likely to lead to sustained improvements in teaching and learning.17 Each principle supports a different aspect of change, from building understanding and motivation to refining techniques and embedding new practices. When used together, KEEP can enhance existing PD approaches, making them more effective in driving meaningful outcomes for both practitioners and learners.18
Case study
From knowledge to practice: embedding professional development at South Devon College
South Devon College faced a familiar challenge: traditional CPD and quality assurance, such as infrequent learning walks and one-off training sessions, were often seen as ineffective and disconnected from everyday teaching. In response, leaders introduced a more focused, teacher-led model of PD that balances whole-college priorities with staff autonomy.
Building knowledge
A two-year cycle of teaching themes was established: first questioning and feedback, then behaviour and relationships, and now explaining and modelling. This current theme was chosen for its evidence base and relevance across subjects. It aligns with evidence-informed strategies such as scaffolding, worked examples, and modelling thinking - particularly effective for learners needing structured support.
Encouraging engagement
Teachers begin by selecting a specific strategy to focus on (e.g. dual coding, ‘I do - We do - You do’), guided by college priorities. They work with coaches and curriculum teams to carefully sequence and co-construct PD plans aligned to their quality improvement plans.
Ensuring execution
The college worked to get shared PD time built within the timetable - a small but important victory. Staff now have a protected, weekly one-hour PD session, used for team training, coaching, collaborative planning and reflection. Over time, the approach gradually moved from a system of formal lesson observations to the use of low-stakes learning walks, and more recently, the introduction of IRIS Connect technology to support individual lesson review and reflection.
Promoting practice
Staff describe the approach as practical and supportive, with a clear link to the classroom. Regular prompts such as themed fortnightly emails and coaching conversations keep priorities visible. Individual goals are reviewed and monitored with line managers. Cross-team communities help staff to reflect, revisit, and refine strategies, embedding change over time.
While challenges remain, the college continues to learn and adapt, strengthening professional practice and maintaining momentum toward a shared goal: ensuring all learners receive consistent high-quality teaching. Next steps include embedding video reflection and ensuring regular follow-up on individual goals to keep professional learning active throughout the year.
South Devon College