: “Not another PD initiative!” Fourth in a series of blogs that explores the EEF’s Effective Professional Development Guidance Report


“Not another PD initiative!”

Fourth in a series of blogs that explores the EEF’s Effective Professional Development Guidance Report

by Essex Research School
on the

Sarah Lou Webpage pic

Sarah-Louise Johnston

Director Essex Research School

As a former Secondary SCITT teacher trainer, an ECT Induction Lead, and co-leader in whole-school CPD in a large comprehensive secondary school in Ipswich, Sarah-Louise has spent nearly two decades helping teachers grow and succeed. Now, as Director of Essex Research School, her passion for supporting teachers and leaders drives her mission: to show that high-quality teacher development doesn’t just improve classroom practice — it changes lives!

Read more aboutSarah-Louise Johnston

This is the fourth in a series of blogs that explores the EEF’s Effective Professional Development Guidance Report and proposes some practical strategies and reflections for school leaders.

Not another PD session,” groaned one teacher as they slouched into their chair, glancing at the clock. Why can’t they focus on what we actually need?”
For Mr. Davies, the headteacher, this reaction was disheartening yet familiar. Despite carefully planning a new initiative, he knew without motivation and buy-in, it was destined to fail.


Motivating teachers is critical to the success of professional development. The EEF identifies three mechanisms particularly linked to motivation: setting and agreeing on goals, presenting information from a credible source, and providing affirmation and reinforcement. These mechanisms, when paired with the EEF’s Implementation Guidance, can help school leaders turn disengaged PD sessions into transformative experiences.

Setting and Agreeing on Goals

Teachers are more motivated to engage with PD when they clearly understand its purpose and when goals are co-created rather than imposed. Goals should balance individual needs with school priorities to foster ownership and relevance.

What could this look like?

1. Co-Construct PD Objectives:

Introduce a shared goal based on identified needs, such as improving questioning to deepen student understanding.” Frame this as a collective mission to enhance student outcomes, aligning it with both teacher interests and school improvement priorities.

2. Embed Goals into Everyday Practice:

Translate overarching PD goals into specific, actionable classroom strategies. For example, if improving classroom dialogue is a priority, the goal might be for all teachers to implement structured questioning techniques in at least two lessons per week.

3. Use Personal Development Plans:

During performance appraisals, agree on individual goals that link to PD themes, such as trialling low-stakes quizzes to improve student retention.” This ensures alignment with both personal and school-wide objectives.

Reflection Questions for Leaders:

• Are PD goals co-constructed to address both individual teacher needs and school-wide priorities?
• Do teachers see how these goals translate into tangible improvements for their students?

Presenting Information from a Credible Source


Teachers are more likely to buy into PD when it is rooted in evidence and delivered by credible and relatable sources. This credibility fosters trust and ensures teachers see value in their training.

What could this look like?

1. Leverage Internal Expertise:

Identify staff members with proven expertise in specific areas, such as behaviour management or phonics, to deliver peer-led PD. A Year 3 teacher who has demonstrated outstanding classroom routines can present strategies with firsthand credibility.

2. Partner with External Specialists:

When tackling complex topics like SEND strategies, collaborate with trusted organisations or research-informed trainers. Ensure the chosen expert aligns their content with the school’s context and priorities.

3. Show Evidence of Impact:

Use data from the EEF’s Teaching and Learning Toolkit to demonstrate the evidence base for strategies being introduced. For example, highlight research showing that retrieval practice boosts retention and explain how this links to the PD agenda.

Reflection Questions for Leaders:

• Are PD facilitators trusted and relatable to your staff?
• Is there clear evidence linking the strategies taught to improved outcomes?

Teacher Success and Recognition
Teacher Success and Recognition

Providing Affirmation and Reinforcement
Affirmation and positive reinforcement help maintain motivation over time, especially when embedding new practices. Recognising teachers’ efforts and celebrating incremental progress fosters a sense of achievement and commitment.

What could this look like?

1. Recognise Small Wins:

During staff briefings, share examples of how PD strategies have been successfully implemented. For instance, celebrate a teacher who used a new questioning technique and observed improved student engagement.
More examples of how recognition can be done to support teacher progress can be found on page 19 in the EEF’s Effective PD Guidance Report.

2. Create Collaborative Sharing Platforms:

Set up PD Success Boards” in the staffroom or a shared digital space where teachers can post strategies they’ve tried and outcomes they’ve achieved. This normalises sharing and reinforces the value of applying PD learning.

3. Reinforce Long-Term Progress:

Link professional achievements to PD involvement during appraisals. For instance, highlight how attending a session on classroom routines contributed to improved lesson observations or reduced low-level disruption.

Reflection Questions for Leaders:

• Are teachers’ efforts to implement PD strategies recognised and celebrated regularly?
• Does your feedback focus on progress and perseverance rather than perfection?

EEF Implementation Guidance
EEF Implementation Guidance

Connecting EEF’s Guidance Reports
The EEF’s A School’s Guide to Implementation complements the Effective Professional Development Guidance Report by emphasising that motivation isn’t just an initial spark — it requires sustained effort. Leaders must take deliberate steps to support teachers through the active ingredients” of implementation: diagnosis, preparation, delivery, and sustainability. Doing so will help to establish an environment where professional growth is a shared priority.

Key Takeaways for Leaders:

* Motivation starts with clear, co-constructed goals. Teachers need to understand and own the purpose of PD to engage fully.
* Credibility is key. Use trusted voices and evidence to ensure PD resonates with staff and feels relevant to their context.
* Celebrate the journey. Regular affirmation and reinforcement keep teachers committed to long-term change.

By aligning with the EEF’s guidance, school leaders can transform PD from a top-down initiative into a collective journey of professional growth. When teachers see how PD aligns with their goals; respect credible sources; and feel affirmed in their efforts – engagement will flourish!

For leaders like Mr. Davies, this approach turns PD from just another initiative” into a meaningful investment: one that inspires staff, improves outcomes, and strengthens the school’s culture of continuous learning.

Education Endowment Foundation (EEF) – Effective Professional Development Report (2021).

Education
Endowment Foundation (EEF) - A School's Guide to Implementation
guidance report | Education Endowment Foundation

Education
Endowment Foundation (EEF) Teaching and Learning Toolkit | EEF

More from the Essex Research School

Show all news

This website collects a number of cookies from its users for improving your overall experience of the site.Read more