An emerging approach to measuring the impact of professional learning on student outcomes

High quality, evidence-based professional learning for schoolteachers and school leaders is recognised globally as an essential component of effective school systems. In Australia, governments invest significantly in professional learning. Savage and McLean Davies (2023) noted that one of major reasons why professional learning for school educators is worth government investment is that professional learning strengthens the quality of teaching and improves student learning. Determining whether professional learning has impacted student outcomes-and if so, how, and to what extent-is extremely complex and challenging. Our paper outlines some of the major challenges in measuring the impact of professional learning on student outcomes and outlines an emerging approach for effectively dealing with these challenges in practice, using the Victorian Academy of Teaching and Leadership as a case study.