This rapid evidence assessment aims to summarise the efficacy of remote professional development (PD) approaches to support school leaders and PD providers with decisions they are making about PD provision given social distancing requirements caused by the 2020 COVID-19 pandemic. The review systematically searched for meta-analyses and systematic reviews to find the best evidence for fully remote and for blended PD approaches. The research questions posed were: (1) What evidence is available on the effectiveness of remote professional development approaches, compared to face-to-face, blended approaches and other remote approaches? (2) (a) Does some face-to-face contact moderate outcomes in remote professional development approaches? (b) How do different remote professional development approaches moderate outcomes? and (3) What can we learn from existing systematic reviews and meta-analyses about the characteristics of effective remote professional development implementation? The review is structured to reflect the themes in the available literature. This report summarises the findings from 17 systematic reviews and meta-analyses answers under 5 key topic areas: (1) Effectiveness of remote PD; (2) Synchronous and asynchronous remote PD; (3) Remote coaching, mentoring and expert support; (4) Evidence on common approaches; and (5) Support from leadership teams. Each section details the included reviews and listed findings and implications drawn from the evidence.