How evidence-based innovations in reading instruction can be implemented sustainably—Mid- and long-term effects of a multiplier-based professional development programme

Abstract For teachers to sustainably implement innovations in school practice, sustained professional development (PD) programmes are essential. This study examined (1) the mid- and long-term effects of a multiplier-based PD programme on teachers’ competencies in teaching reading, and (2) whether the PD programme supports broader dissemination through teachers’ active sharing of evidence-based practices. We first trained N = 10 German primary school teachers (multipliers) over six months in supporting other teachers in implementing an evidence-based reading innovation via prepared teaching materials. These multipliers then trained N = 43 teachers in a half-year, 30-hour PD programme. After that, the teachers implemented the innovation in their classrooms for one and a half school years. An additional N = 33 teachers formed a waitlist control group that did not participate in the PD programme during the study period. Multilevel models displayed positive intervention effects on teachers’ reading-related knowledge and self-efficacy after one school year compared to the control group. After one and a half school years, when multiplier support had ceased, intervention effects were sustained and extended to improved teacher collaboration. Additionally, most teachers actively shared the innovation with their colleagues. Our findings provide encouraging evidence that combining key features of effective PD with multiplier support and structured teaching materials can foster not only initial improvements but also sustained teacher change.