DEPARTMENT OF
EMPLOYMENT, EDUCATION AND TRAINING
Professional Learning Templates and Resources
This document provides templates to assist workplaces and individuals in identifying needs, planning, facilitating and evaluating
professional learning. The templates can also be accessed from other pages within the DEET Professional Learning web site, which
also contains explanatory information. See http://www.deet.nt.gov.au/education/professional_learning
Many of these templates were originally published in Recipes for Learning (2002).
www.deet.nt.gov.au
Team Action Plan – sustaining PL
Name: School: Date:
School planning example: sustaining PL
As a result of this PL what Who will When will How is this to be done and How will I/we know
action am I/we going to take be this be what needs to be put in place when I/we have
personally, at school level involved? done? before the process begins? achieved what we
and in the classroom? plan?
Personal level
Whole school level
In the classroom
www.deet.nt.gov.au
Reflection on leadership qualities that enhance professional learning
communities – a self evaluation tool (see Leading PL for further information)
Read each statement and circle the number that reflects your leadership with each
group.
1. Not at all 2. Occasionally 3. Often 4. Almost always
Colleagues Parents Students
SELF-AWARENESS
I feel confident about my abilities 1 2 3 4 1 2 3 4 1 2 3 4
I have a realistic view of my strengths 1 2 3 4 1 2 3 4 1 2 3 4
and abilities
I can laugh at my mistakes 1 2 3 4 1 2 3 4 1 2 3 4
In a crisis, I can reflect on and adjust 1 2 3 4 1 2 3 4 1 2 3 4
how I am feeling
SELF REGULATION
I am trustworthy and act with integrity 1 2 3 4 1 2 3 4 1 2 3 4
I am comfortable with ambiguity 1 2 3 4 1 2 3 4 1 2 3 4
I am open to change 1 2 3 4 1 2 3 4 1 2 3 4
I can manage my moods 1 2 3 4 1 2 3 4 1 2 3 4
MOTIVATION
I have a strong drive to achieve 1 2 3 4 1 2 3 4 1 2 3 4
I bounce back quickly from failure 1 2 3 4 1 2 3 4 1 2 3 4
I am committed to my school 1 2 3 4 1 2 3 4 1 2 3 4
I often suggest or start initiatives of my 1 2 3 4 1 2 3 4 1 2 3 4
own
EMPATHY
I am good at building and retaining 1 2 3 4 1 2 3 4 1 2 3 4
talented people
I understand and work well with people 1 2 3 4 1 2 3 4 1 2 3 4
from the other person’s point of view
I really try and see things from the others 1 2 3 4 1 2 3 4 1 2 3 4
point of view
I can understand and manage politics of 1 2 3 4 1 2 3 4 1 2 3 4
situations
SOCIAL SKILLS
I am an active and effective change 1 2 3 4 1 2 3 4 1 2 3 4
agent
I am a good team member and build 1 2 3 4 1 2 3 4 1 2 3 4
effective relationships with those around
me
I am skilled at leading and building 1 2 3 4 1 2 3 4 1 2 3 4
teams
I am good at dealing with conflict with 1 2 3 4 1 2 3 4 1 2 3 4
and between people
From Fullan, M. Leading in a Culture of Change (2001)
Yellow Pages Model
Yellow Pages for _____________________ school
Development area I can help I am available
(eg talking books) (names) (eg Weds and Fri
lunchtimes)
London underground model
template
London underground model – how it works
I have reached this station
Station name
(skill, process or task)
I can help others get there
London underground model – an example
Marg
Sue
Bob
email
Tracy
Alan
Mary
Fred
Rex
Workshop Checklist
One week prior to the workshop
In the week prior to your workshop, take time to check these things:
Access to workshop venue; opening and locking procedures; air-conditioning
Refreshments for participants – tea, coffee, water, lunch requirements
Access to toilet facilities
Access to equipment and help in setting up – projectors, computers, software,
video, screen etc.
Technical support – who to contact on the day
Other requirements – easel, flip chart, paper, textas, pens, pencils, whiteboard
markers, post-it notes
Name tags
Directions for participants, parking instructions
Photocopying workshop materials – program, hand-outs
Posters for display
Other resources for participants
Evaluation sheet
Immediately before the workshop
Direction signs to guide participants
Check room set-up – chairs, tables, screens, equipment
Set out your materials for easy access during workshop
Set up displays
Use Guskey’s Five Levels to guide evaluation of PL in your workplace
Evaluation area What evidence do we require and how will we collect it?
Participant’s
reactions - Initial
satisfaction with
the professional
learning activity
Participant’s
learning - New
knowledge and
skills and degree
of challenge
Implementation
support -
Organisation’s
advocacy and
support
Opportunities to
trial new
knowledge and
skills
Transfer and
use of learning -
Participants’
application of
new learning to
workplace
Impact of PL on
practice
Student
outcomes -
Impact of PL on
student learning
outcomes and
well being
Individual study schedule
Term ____
School week Activities Important dates
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Thinking about my learning
Use several sentence starters to generate reflective thinking about a professional
learning activity
Today I learned...
The most challenging thing...
I want to know more about...
The next step in my learning journey is...
I will use this new learning by...
Some implications for my teaching practice are...
Professional learning activity feedback
This questionnaire can be adapted to suit a particular activity
How well did the activity achieve the stated outcomes? (1 = poor, 5 = excellent)
Outcome 1 (write the outcome here) 1 2 3 4 5
Outcome 2 1 2 3 4 5
Outcome 3 1 2 3 4 5
Outcome 4 1 2 3 4 5
What aspects of today’s professional learning did you find the most useful?
How will you apply knowledge from this professional learning in your
school/classroom?
How helpful was this activity in generating ideas relevant to your classroom?
What do you see as the next step in your learning journey?
What would you have liked to do more of or less of in this activity?
Plus Minus Interesting Activity
Interesting
Minus
Plus
The Being, Doing, Knowing Model
Know
Do
Be
Self evaluation
Use this rubric to reflect on how you have used new learning
Name: ________________________ Facilitator: _____________________
Date: ___________________ PL activity ___________________
Criteria Points
1 2 3 4
Have sought
Participated in Have engaged Have initiated
further
further in casual and lead
Not at all discussion and
discussion or conversations discussion and
exploration with
exploration only exploration ____
colleagues
Have shared my
learning through
Shared Have presented
Informal modelling,
learning with Not at all information to
sharing only teaching
colleagues colleagues
demonstration or
practical activity ____
Have developed
Engaged in a personal action
Have read
further learning
Have looked for articles and
professional project/enrolled
Not at all relevant visited web sites
development in a
resources for further
to build on course/formed a
information
this learning study group or
similar ____
Implemented
New teaching-
some aspect Have trialled
Have planned learning activities
of new some new
Not at all something but have become an
learning in teaching-learning
not tried it yet integral part of
teaching activities
my teaching ____
practice
Have talked to
No clear my supervisor
Identified the direction yet - I about Have clear goals
Haven't
next step for know I want to professional and know exactly
given it any
my own do something development in where I am
thought
learning but not sure the performance headed
what management
process ____
Total ____
This rubric was created using an online rubric generator from
Teach-nology at
http://teach-nology.com/web_tools/rubrics/general/
Aligning Professional Learning
DEET Priorities Cluster priorities School priorities Professional Learning Individual priorities
Team/s priorities
eg eg eg eg eg
Middle Years Effective transition into Develop close relationship Set up PL communities for Develop understanding of
implementation plan and out of the middle with feeder schools subject areas consisting of how best to support
years Middle Years and primary students’ information
teachers and establish literacy skills in readiness
regular meeting times for for Middle Years
professional dialogue re
student learning
Needs assessment: Student learning goals
PL Team priorities (identified Student learning goals Actual student performance Gap or strength?
using Aligning PL Tool) indicators
eg Set up PL communities for eg students competently use eg students tend to copy Gap
subject areas consisting of Middle technological resources and information rather than critically
Years and primary teachers and develop independent study skills scan for relevance.
establish regular meeting times as in LT- R2: critically evaluate,
Students not using appropriate
for professional dialogue re scan and select relevant Gap
search strategies to locate
student learning information from electronic
information
sources
Needs assessment: Teacher Skill/Competencies
Student Learning Gaps Staff skills/competencies Where are we now? Gap or strength?
(identified using Student needed
learning goals Tool)
eg students tend to copy eg an understanding of why this eg Teachers tend to set Gap
information rather than critically happens such as time allowed for assignment questions that they
scan for relevance. assignments; assignment have always used
questions not rich enough – not
requiring high level thinking
Students not using appropriate 50% of teachers not comfortable
Thorough knowledge of search Gap
search strategies to locate with Internet searching
engines, Boolean searches and
information
journal indexes
Planning Individual Professional Learning
Identified area of need How When Who Evaluation
Identified through What model of PL suits my Over what period of time? Who can help me at my How will I evaluate the
Performance Review needs? eg hands-on school? In my cluster? In my impact of the PL on my skills
What actual time eg during
Process; aligned to school workshops, study modules professional association? Do and understandings? On the
release time, request time to
priorities (face to face or online), peer I need help from external identified priority? On my
visit other classes, stand
coaching or mentoring, source? student outcomes?
down workshop, after school
professional learning
meeting with colleague or Evaluation methods could
communities, action learning
mentor include formal and informal
project, school/classroom
methods: feedback, reports,
visits
reflective journals,
presentations,
demonstrations, peer review,
interviews, surveys
Adapted from http://www.sofweb.vic.edu.au/ict/docs/Personal_ICT_PL_Plan.doc
What do we want?
A useful way to plan your school or faculty’s PL journey is to look at it in terms of the changes you want to make. These should be preceded or
followed by an in-depth exploration to identify learning needs.
A shift from… To… How will we get there?
Eg classroom teachers working in isolation Collaborative planning and teaching Organise teaching teams
Allocate planning time
Planning Professional Learning – What? Who? How? An example
Use this model after completing a needs analysis. This example builds on the examples given in the 3 tools listed in column one (see
Identifying PL Needs) A blank template follows on page 20.
Targeted area What do we want to What PL (content Who leads? What resources do How will we
achieve (outcomes) and process) will Who participates? we have? evaluate?
help us achieve What do we need?
outcomes?
Use tools to identify Be specific. What do we need Who has the Think about: How will we track
targeted areas eg Relate to student to learn? expertise/skills to people our progress?
learning needs. lead us? $$
Aligning How will we learn How will we
Professional Focus on the it? Which staff time assess participants’
Learning most important members will physical learning?
Consider formal resources eg
outcomes participate in PL?
Needs and informal models reference texts, How will we
assessment – of PL eg. computers measure immediate
student learning presentations, Consider ways to and long term
goals hands-on access required impact?
workshops, peer resources eg grant
Needs Who will be
coaching or application, pupil
assessment – responsible for
mentoring, PL free day, joining with
teacher skills conducting
communities, action another school evaluation and
learning, classroom
preparing reports?
visits, moderation
Avoid taking on
too much
Example: Students Content: School PL Team Pupil Free Day School PL Team
competently use start term 3 coordinate evaluation
development of What constitutes a Tchr Librarian
technological
independent rich question? Personnel from Questionnaire/reflecti
study skills -
resources and All teachers and
Teaching Learning & on tool at end of PPD
develop How do we develop teaching assistants
students tend to Standards to
copy information
independent study units of work that Teacher learning logs
facilitate one day
skills as in LT- R2. explicitly teach
rather than
research strategies
workshop Compare student
critically scan for To do this we work samples pre/post
relevance.
and study skills and Articles to
need to examine
how we set
lead to meaningful read/discuss Conduct student
culminating tasks? surveys start 3rd term
research tasks Examples of best
and how students Process: and again start of 4th
practice
learn research term
Review current Planning and
strategies and
practice review time
study skills.
Whole group
workshop to build
shared understanding
Collaborative
planning to develop
units
Discussion and
reflection of student
learning outcomes
Planning Professional Learning – What? Who? How?
Use this model after completing a needs analysis (see Identifying PL Needs)
Targeted area/s What do we want to What PL (content Who leads? What resources do How will we
achieve (outcomes) and process) will Who participates? we have? evaluate?
help us achieve What do we need?
outcomes?