Try it on Monday: Practical solutions – and opportunities – to strengthen teacher professional development at scale

This guidance note provides practical recommendations for designing effective, scalable, and sustainable teacher professional development (TPD) programmes in low- and middle-income countries (LMICs). It draws on structured pedagogy research, large-scale implementation experiences (including Kenya’s Tusome and Uganda’s LARA programmes), and the author’s direct experience implementing TPD programmes across multiple countries in sub-Saharan Africa, Latin America and Asia. The central premise is that teacher professional development must be understood as a continuous cycle of learning, practice, reflection and support, not as a one-off training event.