Professional learning is a commonly used strategy for helping teachers develop the skills and knowledge they need to use evidence-based practices in the classroom. Research suggests professional learning is more successful when it’s sustained over time and that refresher training after an initial block of professional learning could support teachers in deepening their learning and implementing new practices. 

A randomised trial was conducted in 17 primary and secondary schools in Western Australia to examine the effectiveness of scalable ‘booster’ interventions as a follow-up to professional learning. This included testing whether providing a light-touch, scalable professional learning booster after an initial professional learning program would improve long-term teacher outcomes. This report presents the findings from this trial.

Overall, current evidence from this and other studies shows that light-touch, scalable professional learning interventions do not meaningfully enhance teaching practice, either on their own or after a period of professional learning.

Key findings

• The scalable booster intervention tested in this study was not effective.
• Peer support and check-ins were valuable components of the booster that could support professional learning.