This paper presents an overview and selected findings from a UK DFID/ESRC funded project “Improving Teacher Development and Educational Quality in China” (IEEQC, 2010). The research investigates the nature and extent of teachers’ professional development and learning in China as well as the existence and relevance of professional learning communities (PLCs) in Chinese schools. Specifically, the objectives are to extend current knowledge in China about (i) the impact of student characteristics, and teacher, school and contextual factors on students attainment and progress at school, (ii) the relevance of these factors in the evaluation of school performance and (iii) Teachers professional development and the role of Professional learning communities (PLCs) to enhance teacher quality and student outcomes.  Overall, the project seeks to provide quality data to enhance understanding of teacher development and educational evaluation and how these aspects relate to school effectiveness and improvement in China.  Thus a further objective is to contribute to educational policy development (and capacity building) by providing robust and relevant new evidence, in an area where empirical data is lacking. The study draws on theories and paradigms developed within the fields of school effectiveness and improvement research.  A key strand of this research demonstrates that teacher quality and opportunities for teachers’ professional development and learning play a crucial role in enhancing student attainment and progress (Bollam et al, 2005). Similarly, school improvement research has consistently reinforced the importance of the classroom level to enhance student performance (Hopkins et al, 1997). Research studies in a range of international contexts such as USA and UK have also emphasised the value and role of professional learning communities (PLCs) to enhance professional practice (Stoll & Louis, 2007). However, in mainland China, little empirical research exits on this topic although some researchers have argued that PLCs typically exist as part of the formal structure of the education system, largely in the form of teaching and school research groups (Teddlie & Lui, 2008). Other research indicates that for many teachers in China professional learning is underdeveloped, inequitable and inconsistent (Zhao et al, 2009, Robinson, & Yi, 2008). Given the importance of raising educational quality to reduce poverty in China (Zhang & Minxia, 2006), it is timely and essential to examine the reality of teachers professional development in China.  Both quantitative and qualitative data has been analysed including interviews and focus groups with 90+ stakeholders and teacher survey data from 100+ schools across three regions. Estimates of the range and extent of teacher development and the key features of PLCs in Chinese senior secondary schools across three regions (east/west) are presented.  Effective and innovative strategies in promoting schools as PLCs and in enhancing student outcomes are highlighted.  The findings indicate that opportunities for teachers’ professional development vary across regions, and that the “western” PLC concept is seen as highly relevant by Chinese stakeholders.  The implications of the findings are discussed in terms of educational policy and practice in mainland China and internationally, and in relation to issues of context specificity and school improvement.

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