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. This report presents the findings of a randomised trial in 17 primary and secondary schools in Western Australia examining the effectiveness of scalable 'booster' interventions as a follow-up to professional learning.

This report aims to deepen understanding of the domains of children’s learning and development that are covered by the early childhood learning trajectories. It shows how the learning trajectories relate to early childhood assessment tools.

Using evidence-based practices, and using them well, is a critical way to improve student outcomes. This summary focuses on four evidence-based practices with a well‑documented evidence base.