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3) The result is that these new recruits get more out of the coaching than coachees did the previous year: interesting study showing how an existing professional learning culture and structure can really help new entrants to a school. d-scholarship.pitt.edu/26185/2/653469… 
4) Study #2: You can’t stop time and review teaching through description – but you can with artefacts from the classroom.
5) This paper is a striking demonstration of the value of analysing artefacts of practice (teachers review 'video cases' from their own and others' classes)
6) Professional development can have an impact in one year _if_ you focus your work narrowly and prioritise carefully
7) Paper argues we shouldn't obsess about teacher-centred professional development - the role of the facilitator is crucial onlinelibrary.wiley.com/doi/abs/10.100…
8) (One might object to some of the study design features of this programme, but a randomised-controlled effectiveness trial follow up five years alter showed similar, impressive effects) researchgate.net/profile/Joseph…
9) Study #3 puts in a good word for one-shot workshops here ;) journals.uchicago.edu/doi/abs/10.108… ($)
10) Study #4: The positive statement about professional development, after the litany of barriers, is maybe the saddest bit
11) But the result is a a useful paper on why professional development struggles to work, especially in schools where teachers are under a lot of pressure, and what designers might do about it researchgate.net/profile/Karen_…
12) Rereading Allen et al’s lovely little study: coaching on how you interact with students can have a significant effect (even though it's quick, not subject-specific, and mostly done remotely). Impact sticks with the teacher after the programme ends. science.sciencemag.org/content/333/60…
13) Study #6: Glazerman The most comprehensive study of new-teacher induction found no effects of one-year induction support, but positive effects kicked in in the third year from two-year induction support ies.ed.gov/ncee/pubs/2010…
14) Intriguingly/perplexingly, the study found no impact on retention (in school or profession) from either form of induction support.
15) Study #7: Penuel - I really liked this study design. They tested four different models of support to see what made a difference. researchgate.net/profile/Willia…
16-18) Here, because I messed up the threading:
19) RCT of a professional development programme introducing inquiry-based science curriculum to teachers finds a negative effect on student achievement & a stronger negative effect among experienced teachers and those who received the training directly
researchgate.net/profile/Geoffr…
researchgate.net/profile/Geoffr…
20) My take: the professional development approach is not clearly specified in the paper, but I think the problem may be the immersion units they were getting students to do.
21) Maths coaches in elementary schools had no impact in year 1, but a significant and growing impact in years 2 and 3... researchgate.net/profile/Patric…
22) Although I wouldn’t call this variety of work coaching – this is a CPD leader, or more...
23) Very interesting study around teacher study groups, getting teachers reading research: changed teacher knowledge and behaviour, but only marginally influenced student learning dash.harvard.edu/bitstream/hand…
24) The last one (for this thread) is the best: to me this is a model for what teacher professional development should look like
scholar.google.co.uk/scholar?hl=en&…
scholar.google.co.uk/scholar?hl=en&…
25) It had a really clear rationale rooted in the discipline.
26) It took a super-smart approach to developing teachers’ identities too (the only professional development study I've read so far which explicitly did this - note also integration of theory and practice)
27) They focused on the most important concepts teachers could use in lessons
28) And achieved impressive results.
