Pamela Hammond, Doug Clarke, Ken Smith

A range of models of teacher professional learning have been utilised within Australian schools, with varying success. The views of 125 university-based ‘Critical Friends’ in the Australian Schools Innovation in Science, Technology and Mathematics (ASISTM) project were sought on the relative effectiveness of 15 models of professional development in relation to their capacity to impact on teacher professional learning and student learning respectively. The findings are shared, along with recommendations to those considering these models for future professional development programs.