Professional development for teachers is recognised as a vital element in the quality of teaching and learning in schools. Research here identifies features of effective professional learning and evidence of its effects - not only on classroom practice, but also on student learning outcomes. Research that can guide schools and systems in designing programs that are more likely to lead to significant and sustained improvement in students' opportunities to learn is a priority.

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Submissions from 2016

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From concept to classroom: What is translational research?, Pru Mitchell

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A Guide to support coaching and mentoring for school improvement, Kathryn Moyle

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Using data, conversations and observations for school improvement, Kathryn Moyle

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Translating STEM education research into practice, Christine Rosicka

Submissions from 2013

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Professional learning quality principles, Australian Council for Educational Research (ACER)

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A Review of Victoria’s Developmental Learning Framework for School Leaders, Lawrence Ingvarson

Submissions from 2005

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Getting professional development right, Lawrence Ingvarson

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Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy, Lawrence Ingvarson, Marion Meiers, and Adrian Beavis

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Investigating the links between teacher professional development and student learning outcomes, Marion Meiers and Lawrence Ingvarson

Submissions from 2003

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Building a learning profession, Lawrence Ingvarson

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Quality of Professional Learning Index: Measure of Outcomes of Professional Development, Lawrence C. Ingvarson

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Evaluating the quality and impact of professional development programs, Lawrence Ingvarson, Marion Meiers, and Adrian Beavis