Research and analysis
Teacher development programmes: theory of change
Research report including a theory of change model for the department’s recent teacher development programmes.
Applies to England
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Details
DfE commissioned Sheffield Hallam University to develop an overarching theory of change model for the department’s recent teacher development programmes, including:
- Teaching School Hubs (TSHs)
- the National Institute of Teaching (NIoT)
- the Early Career Framework (ECF)
- the reformed suite of National Professional Qualifications (NPQs)
The study included qualitative interviews and workshops with various stakeholders including:
- policy officials
- members of the Teaching School Hubs Council
- representatives from Ofsted, NIoT and appropriate bodies
- a sample of TSH leaders
- representatives from lead providers of ECF and NPQ programmes
- teacher development leads in schools and multi-academy trusts
- other teacher development sector experts
The development of the theory of change was undertaken in 5 phases, with key activities in each phase including:
- clarifying the requirements
- reviewing existing theory of change models and developing a template for the overarching theory of change informed by relevant guidance and frameworks
- designing a draft overarching theory of change
- testing the draft theory of change through stakeholder workshops
- refining and validating the theory of change, which was revised, validated in a workshop with DfE stakeholders and then further refined
The research builds on and refines the existing logic models for each individual programme or activity and provides one overarching theory of change showing the interconnectedness of the programmes and their associated delivery systems and infrastructure.
Updates to this page
Published 30 October 2025