Teacher professional development and improvements in student outcomes Student outcomes result from the work of competent, experienced and qualified teachers. Therefore, it is necessary to improve teachers' knowledge and skills to ensure student success is possible. Investments in education must include allocating funds and time for the professional development of elementary education teachers. There are many options for developing teachers' skills and knowledge. The most appropriate approaches to professional development aim to achieve high student performance. Research conducted on teacher professional development focuses on teachers' personal traits and classroom activities. Research helps find the appropriate way to develop teachers so that students achieve high performance. This paper provides an analytical review of teacher professional development, which aims to increase student learning and achievement. The activities and contents, which need to be included in teachers' professional development, include student learning, teacher skills and subject matter (Jogthong & Pimolbunyong, 2009). There are two categories of studies on professional development and student outcomes. The first category focuses mainly on teachers' traditional teaching skills. A teacher's ability to allocate adequate time to lessons is the area of ​​evaluation so that the teacher adequately develops his or her ability to allow sufficient time for student learning (Frampton & Vaughn, 2003, p. 292) . Teacher development should therefore focus on enabling the teacher to be able to apply critical thinking and take into account all learning factors in ...... middle of the paper ...... wmann, F. (2001). Building school capacity through professional development: Conceptual and empirical considerations. The International Journal of Educational Management, 15(2), 86. Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that promote curriculum implementation. American Educational Research Journal, 44(4), 921-958 Ross, J., & Bruce, C. (2007). Effects of professional development on teacher effectiveness: Results of a randomized field trial. The Journal of Educational Research, 101(1), 50-60. Robinson, R., & Carrington, S. (2002). Professional development for an inclusive school. The International Journal of Educational Management, 16(4), 239Spencer, T. (2007). Cooperative teaching as a professional development activity. Educational assessment, evaluation and accountability, 20(3-4), 211-226.