Professional Learning [TL.PL]

Teachers and leaders use a range of data arising from their practice to inform cycles of evidence-based, continuous learning. On-going professional learning programs prepare teachers and leaders to meet the standards for professional practice.

Exploring the Context

A significantly important aspect of unlocking the potential of our teachers and leaders exists in ongoing, professional learning. As we determine new ways to thrive in challenging times, teachers and leaders will require new and different competencies from those that have traditionally been appropriate. Teachers and leaders, as learners, require continuous engagement in inquiry to develop the knowledge, skills and attributes necessary for living in challenging times.

Alternative Context: Ongoing Pandemic

Since the cancellation of classes in March 2020, teachers and leaders have engaged in ongoing professional learning that is directly related to shifting practice to remote delivery. The necessity to attend to a continuous, long-term requirement for remote delivery will promote the need for increased professional learning in best-practice approaches to reach, and teach students when they are not at school.

Avenues for Development

  • Leaders implement feedback cycles in all schools where staff are continually collaborating to look at their data, implement strategies, and measure their impact.
  • Teachers and leaders attend to an ongoing, professional consideration of current educational research.
  • Leaders develop and implement a model to promote “deliberate practice” that continually improves teacher performance.


Professional learning is most effective when the learning transforms teacher practice and results in increased student achievement. As we attend to this Element, professional learning within the Division exhibits the following characteristics:

  • Professional learning is continual, collaborative and well-connected to practice.
  • Professional learning aligns to the priorities set forth in each school’s plan for education.
  • Professional learning attends to student learning as a critically important outcome.


  • Staff report a sense of self-efficacy in their professional practice; and
  • Staff are able to show their impact on student learning as a direct result of their professional growth activities.