Professional development (PD) plays a vital role in improving teaching and learning. But making it effective is not straightforward. Research evidence consistently shows that how PD is planned, designed, and delivered matters just as much as what is covered.
The EEF’s new PD guidance for the 16 – 19 sector has, at its heart, the KEEP framework – a simple yet robust approach to designing and delivering professional development.
The KEEP framework offers a practical, evidence-informed way to approach this challenge. Built on four principles: Knowledge, Engagement, Execution, and Practice, KEEP draws on behaviour change research from education, health, and medicine. Evidence suggests PD that incorporates all four principles is, on average, three times more effective than PD that does not (Sims et al., 2023).
For leaders shaping PD strategy, and for those facilitating it day-to-day, KEEP offers a way to cut through complexity and stay focused on what really matters: improving teaching and classroom practice.
What is the KEEP Framework?
The framework encourages PD leaders to ask a simple but powerful question: How will this support meaningful change in teaching practice?
- Knowledge – Deliver new knowledge in ways that support understanding.
- Use different formats to explain new knowledge such as verbal instruction, video examples and images.
- Engagement – Motivate practitioners so they are likely to act on new knowledge.
- Make sure staff set goals to apply what they have learned in upcoming lessons.
- Execution – Provide opportunities to develop and refine techniques.
- Facilitate time in sessions to practise through scripting ideas or role-playing short examples.
- Practice – Integrate purposeful and repeated practice to embed delivery.
- Build in spaced rehearsal opportunities, such as revisiting the same strategy in departmental meetings.
All four matter. Omitting any principle risks undermining the effectiveness of PD:
- Without knowledge, teachers may misapply strategies.
- Without engagement, changes risk being superficial.
- Without execution, teachers may know what to do but not how.
- Without practice, teachers may revert to old habits.
The more effectively a PD programme incorporates all four principles, the greater its likely impact on teacher practice and student learning.
At Oldham Sixth Form College, introducing the framework sparked a fresh lens, even though our PD was already robust. Rather than serving as a mere audit tool, KEEP became a catalyst for reflection, encouraging us to ask:
- Where are we seeing real change in teaching practice?
- Where can we embed greater consistency and impact?
KEEP in action: Five evidence-informed practices
In a large sixth form setting, consistency across all PD sessions can be a challenge. That’s why the framework has been so valuable: it provides a common language for PD leaders.
Here’s how KEEP has helped us refine our PD strategies:
1. Thoughtful design for cognitive load (Knowledge & Engagement)
Most of our sessions run under an hour so KEEP has helped us become more deliberate about pacing, clarity, and prioritising key ideas. Materials are carefully selected from credible sources like EEF guidance reports, the Chartered College of Teaching, and the Great Teaching Toolkit, helping participants focus on essentials without overload.
2. Reinforcement cycles (Execution & Practice)
PD doesn’t end with delivery. We’ve created a cycle that moves from session to discussion to subject-specific application. Staff set goals, revisit them, and refine their approaches in structured follow-up.
3. Live modelling and exemplars (Execution)
From live strategy demonstrations to video exemplars, we provide resources that help to bridge the gap between theory and classroom practice.
4. Prioritising Practice (Practice)
This year, we’ve sharpened our focus on the “P” in KEEP. Teachers now have structured opportunities for practice — with prompts, cues, and persistence built into the process. Our video platform supports self and peer-monitoring, ensuring strategies move beyond awareness and into sustained habits.
5. Shared language and expectations (Engagement & Execution)
With KEEP, we’ve established a consistent PD language across facilitators. Every session is designed through the same lens, ensuring clarity and cohesion in planning and delivery.
Final thoughts…
For us, KEEP has become more than a framework. It’s a lens for reflection and a shared language for designing and delivering PD. It challenges us to go beyond attendance at sessions and focus on what truly matters: whether PD is changing teaching practice and, ultimately, improving outcomes for learners.
For further reading, see our new Effective Professional Development guidance for the 16 – 19 sector: Effective Professional Development in 16 – 19 settings | EEF