<p> </p><p class="Default">This study examines the potential effect of <em>Shaping the Way We Teach English</em>, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of <em>classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, </em>and<em> reflection</em>, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter. The study concludes with pedagogical implications and recommendations for further research.</p><p><span style="font-family: Times New Roman; font-size: medium;"><br /></span></p>
What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact