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<h2><span data-contrast="auto">Professional learning and development (PLD) for teachers is crucial for student outcomes, and New Zealand invests heavily in PLD; however, not all PLD is impactful, finds a new report from the Education Review Office (ERO). </span><span data-ccp-props="{}"> </span></h2>
<p><span data-contrast="auto">Despite New Zealand’s strengths in providing relevant PLD focused on building knowledge, and motivating teachers to use what is taught, the report found PLD did not always improve teaching practice or shift student outcomes. Teachers also reported that PLD could be difficult to apply practically, and shifting focus in PLD from changing leadership and priorities made consistent development difficult.</span><span data-ccp-props="{}"> </span></p>
<p><a href="https://www.schoolnews.co.nz/latest-print-issue/" target="_blank" rel="noopener"><b>Read the latest print edition of <em>School News</em> online HERE.</b></a></p>
<p><span data-contrast="auto">Released at the end of August, the report titled </span><i><span data-contrast="auto">Teaching out teachers: How effective is professional learning and development? </span></i><span data-contrast="auto">looked at all available PLD for primary and secondary teachers in New Zealand. As research was conducted during the rollout of the English curriculum changes for Years 0 – 6, just under half (44 percent) of primary school teachers reported on externally provided English PLD. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The report found that external PLD which gives teachers guidance on step-by-step teaching techniques and tools made the biggest difference. Teachers were four times more likely to report an improvement when their teaching techniques were developed by external PLD, and they were even more likely to report improvement when practical tools were supplied. Internal PLD, where sessions are led by school leaders or expert teachers, was found to be effective when it supported external PLD. Teachers were over four times more likely to report improved practice when internal PLD built from existing knowledge. </span><span data-ccp-props="{}"> </span></p>
<p><strong>Related School News story: <a href="https://www.schoolnews.co.nz/2024/10/continuing-your-learning-journey-pld-in-2025/" target="_blank">Continuing your learning journey: PLD in 2025</a>.</strong></p>
<p><span data-contrast="auto">Despite these positives, over a quarter of teachers said PLD did not improve their practice “very much” or “at all”, and a similar percentage said PLD did not improve student outcomes. For internal PLD, over a third reported little to no improvement in their teaching practice, and internal PLD in secondary school was reported as particularly poor at improving student outcomes. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">Though developing teaching techniques was rated as very impactful, it wasn’t often the focus of PLD sessions. Many teachers said they were unclear about how to implement PLD in the classroom and that sessions could be too theoretical. Additionally, leaders reported a high administrative burden when seeking PLD, and the report found access to PLD is inequitably distributed.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">From their findings, ERO recommends investing in centralised PLD and reinforcing best practice guidelines to ensure a good selection of high-quality PLD. It says MoE should continue to track and record impacts of nationally funded PLD to ensure sufficient impact, review providers, and consider national frameworks to help leaders select PLD. It also recommended streamlining application processes and improving access to PLD for small, rural and highest need schools. Finally, in-line with other countries like Australia and Singapore, the report recommends exploring options for making PLD compulsory.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">Ruth Shinoda, head of ERO’s education evaluation centre, said these findings matter because PLD is one of the most powerful levers for improving student achievement.</span><span data-ccp-props="{}"> </span></p>
<blockquote>
<p><span data-contrast="auto">&#8220;Quality teaching is the single most important driver of student achievement. It affects outcomes more than other factors, including class sizes. Developing our teachers by providing high-quality professional learning and development is one of the most significant ways we can lift student achievement.</span><span data-ccp-props="{}"> </span></p>
</blockquote>
<p><span data-contrast="auto">“Our research found that we can do better for our teachers.” </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">ERO has released an associated good practice framework titled </span><i><span data-contrast="auto">School leaders’ good practice: professional learning and development, </span></i><span data-contrast="auto">alongside the PLD evaluation report. </span><span data-ccp-props="{}"> <br />
</span></p>
<p><strong>Related School News story: <a href="https://www.schoolnews.co.nz/2025/05/growing-your-teaching-practice-with-pld/" target="_blank">Growing your teaching practice with PLD.</a></strong></p>
<p><span data-contrast="auto">It provides guidance for education leaders by outlining essential aspects of effective PLD, such as ensuring it is well-designed, well-selected and well-embedded.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">It defines well-designed PLD as building teachers’ knowledge and teaching techniques, motivating them to use their learnings, and providing them the tools to implement PLD in the classroom. Well-selected PLD is evidence-based, relevant to the school community’s needs and focuses on student outcomes. Finally, well-embedded PLD means teachers are clear about how to use their learnings, and expected and supported to do so; any changes in practice and outcomes are monitored.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The full report on PLD’s impact, and the associated practice guide are available now on the </span><a href="https://evidence.ero.govt.nz/" target="_blank"><span data-contrast="none">ERO website</span></a><span data-contrast="auto">. </span><span data-ccp-props="{}"> </p>
<p><strong>Related School News story: <a href="https://www.schoolnews.co.nz/2024/10/literacy-skills-the-key-to-all-learning/" target="_blank">Literacy skills: The key to all learning.</a></strong><br />
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