Since the ambitious compulsory school reform in Denmark in 2014 an estimated 70 mio Euro have been spent to support new forms of collaboration among teachers in the Danish compulsory school system with a particular focus on so-called "Professional Learning Communities". While the final aim is to support students' learning, wellbeing and development, another important aim is to support teachers' professional learning. In the beginning of 2020 a new national research project was initiated with Lars Qvortrup as head of the project and Mathias Thorborg as project participant. The objective is to evaluate the outcomes of these new forms of collaboration among teachers. One of the topics is to describe the outcome concerning professional learning of teachers. Professional learning is both regarded as an integrated activity of teacher collaboration in e.g. professional learning communities and as an outcome of the activity. Thus, it is relevant to observe professional learning as both a supporting activity and as an effect, i.e. to observe the "effectfulness" (a linguistic neologism that expands the traditional concept of effectiveness) of professional learning in teacher collaboration. The paper will present the result of theoretical studies of the concept of effectfulness in an educational research context, and it will present the initial results from the research project (an extensive literature review plus analysis of existing research data concerning teacher collaboration and professional learning outcomes).

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