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Teacher Development Programmes Theory of Change. Final Report

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Title: Teacher Development Programmes Theory of Change. Final Report
Language: English
Authors: Mark Boylan, Emily Perry, Lucy Clague, Eleanor Hotham, Department for Education (DfE) (United Kingdom), Sheffield Hallam University (United Kingdom), Sheffield Institute of Education (SIoE)
Source: UK Department for Education. 2025.
Availability: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Peer Reviewed: N
Page Count: 20
Publication Date: 2025
Document Type: Reports - Research
Descriptors: Faculty Development, Educational Change, Models, Foreign Countries
Geographic Terms: United Kingdom (England)
ISBN: 978-1-83870-717-0
Abstract: To support transformation of the national training and support offer for teachers and leaders at all stages of their career, the Department for Education (DfE) has made substantial reforms to its teacher development (TD) programmes and associated delivery systems and infrastructure. As DfE introduced the TD programmes and the infrastructure, systems, and processes to deliver the programmes, logic models and similar representations of change processes were created. For simplicity, these are all referred to as Theory of Change models in this report. The Theory of Change models were produced within or on behalf of DfE to guide policy development, and monitoring and evaluation, or by TSHC and NIoT to inform their activities. The Theory of Change models represented different aspects of the TD programmes and delivery system. However, these representations were not fully aligned with each other because the Theory of Change models were developed at different times, by different organisations and for different, if related, purposes. DfE therefore commissioned Sheffield Hallam University to develop an overarching Theory of Change (ToC) model for the TD programmes, building on work undertaken by DfE to this point. This report includes this final Theory of Change, alongside a summary of the activities undertaken to develop it. These activities included a review of previous models and input from stakeholders. The core of the overarching Theory of Change is a logic model of the change processes, which is supported by a description of the key delivery mechanisms and the moderators that affect activities and outcomes.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED679969
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679969
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  Data: Teacher Development Programmes Theory of Change. Final Report
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  Data: <searchLink fieldCode="AR" term="%22Mark+Boylan%22">Mark Boylan</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Perry%22">Emily Perry</searchLink><br /><searchLink fieldCode="AR" term="%22Lucy+Clague%22">Lucy Clague</searchLink><br /><searchLink fieldCode="AR" term="%22Eleanor+Hotham%22">Eleanor Hotham</searchLink><br /><searchLink fieldCode="AR" term="%22Department+for+Education+%28DfE%29+%28United+Kingdom%29%22">Department for Education (DfE) (United Kingdom)</searchLink><br /><searchLink fieldCode="AR" term="%22Sheffield+Hallam+University+%28United+Kingdom%29%2C+Sheffield+Institute+of+Education+%28SIoE%29%22">Sheffield Hallam University (United Kingdom), Sheffield Institute of Education (SIoE)</searchLink>
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  Data: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
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  Data: To support transformation of the national training and support offer for teachers and leaders at all stages of their career, the Department for Education (DfE) has made substantial reforms to its teacher development (TD) programmes and associated delivery systems and infrastructure. As DfE introduced the TD programmes and the infrastructure, systems, and processes to deliver the programmes, logic models and similar representations of change processes were created. For simplicity, these are all referred to as Theory of Change models in this report. The Theory of Change models were produced within or on behalf of DfE to guide policy development, and monitoring and evaluation, or by TSHC and NIoT to inform their activities. The Theory of Change models represented different aspects of the TD programmes and delivery system. However, these representations were not fully aligned with each other because the Theory of Change models were developed at different times, by different organisations and for different, if related, purposes. DfE therefore commissioned Sheffield Hallam University to develop an overarching Theory of Change (ToC) model for the TD programmes, building on work undertaken by DfE to this point. This report includes this final Theory of Change, alongside a summary of the activities undertaken to develop it. These activities included a review of previous models and input from stakeholders. The core of the overarching Theory of Change is a logic model of the change processes, which is supported by a description of the key delivery mechanisms and the moderators that affect activities and outcomes.
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      – Text: English
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        PageCount: 20
    Subjects:
      – SubjectFull: Faculty Development
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      – SubjectFull: Educational Change
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      – SubjectFull: Models
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Teacher Development Programmes Theory of Change. Final Report
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              Y: 2025
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