| This abstract presents findings from a rapid evidence review on how teacher professional development (TPD) affects student learning outcomes in low- and middle-income countries. While the evidence on TPD effectiveness is mixed, our analysis of rigorous evaluations from multiple countries—including Kenya, Uganda, South Africa, Ghana, Costa Rica, Peru, and China—reveals four key elements that can enhance effectiveness. First, TPD programs that provide teachers with concrete tools such as scripted lesson plans and step-by-step processes consistently show positive impacts on student literacy. For example, Kenya’s Tusome literacy program, which combined structured teacher lesson plans with instructional support and coaching, demonstrated significant improvements in English and Swahili learning outcomes. Similarly, a literacy program providing sequential, semi-scripted lesson plans alongside teacher training improved reading proficiency and reduced dropout rates. Second, ongoing teacher support appears critical for effectiveness. A meta-analysis of 66 evaluations in sub-Saharan Africa found that repeated training with long-term mentoring or coaching significantly improved student performance. The quality preschool for Ghana program, featuring initial training followed by regular refresher sessions and monitoring, improved teaching quality and sustained positive impacts on literacy and executive function for up to three years. Third, practical rather than abstract training approaches yield better results. Programs in China and Costa Rica that were overly theoretical or complex showed minimal impacts, while initiatives focusing on concrete classroom applications demonstrated greater success. The coach-to-teacher ratio also matters—evidence from Kenya suggests improved literacy outcomes when coaches support fewer schools. Finally, TPD effectiveness increases when linked to career advancement opportunities. An analysis of 33 evaluations across 14 countries showed that programs not tied to career incentives produced student outcomes 0.12 standard deviations lower than those with professional advancement components. These findings suggest that effective TPD should provide concrete instructional tools, incorporate sustained coaching and mentoring, maintain practical rather than theoretical approaches, and connect professional development to career advancement opportunities. These elements can help education systems design more effective teacher professional development programs that truly impact student learning outcomes. |
