Designing and Supporting Teacher Professional Development to Improve Valued Student Outcomes

The New Zealand Ministry of Education has commissioned a best evidence synthesis iteration (BES) that identifies the characteristics of teacher professional development that make a positive difference for valued student outcomes. A forthcoming educational leadership best evidence synthesis iteration (BES) reveals that when school leaders promote and/or participate in effective teacher professional learning and development, this has more impact on student achievement than any other leadership activity. This presentation explores the implications of this evidence for policy and higher education. The focus is on the need to create the systemic infrastructure and conditions for effective and innovative teacher education underpinned by research and development.