Resource information
Why use the HQPL Toolkit?
- Reference a suite of professional learning modes and approach types, backed by research, to create a specific plan that suits your needs within your educational setting.
- Interactive, easy to use functionality to build and download your professional learning plan.
- Access a range of implementation resources to consolidate Stage 2 of the High Quality Professional Learning Cycle; Select and undertake learning.
How to use the HQPL Toolkit
Build your professional learning plan by completing 4 simple steps:
Step 1: Select an appropriate professional learning mode and approach type; the professional learning delivery type that suits you.
Step 2: Consider applying ‘active ingredients’, a range of behaviours or practices that may result in positive engagement to the goals within your professional learning plan.
Step 3: Download a PDF copy of your professional learning plan.
Step 4: Access a suite of AITSL resources to progress conversations with an expert teacher, a group of teachers or your leadership team in undertaking professional learning.
Professional learning modes, approaches and active ingredients
Research suggests that selecting high quality professional learning can be challenging, posing the question for some teachers, “What will be the most effective mode of professional learning to achieve my learning goals that best suits my context?” (Dabrowski & Mitchell, 2021).
AITSL commissioned the Australian Council for Educational Research (ACER) to conduct a literature review to identify modes of professional learning as well as approach types that can support Australian teachers (in particular: casual relief teachers, rural regional and remote teachers, and early childhood teachers) in accessing effective professional learning. The research also highlighted effective professional learning that can facilitate social presence, collaboration with peers and feedback on their practice.
The following table lists the selection of professional learning modes and approaches. Note: professional learning modes and approaches are non-discrete as there can be overlaps in participation.
| Modes | Approaches |
|---|---|
| Classroom-focused | Coaching Mentoring Observation of practice and feedback |
| Community-focused | Collaboration based on work samples Networks Professional learning communities |
| Face-to-face | Educational setting based events External events |
| Online | Modules and courses Webinars/online forums |
| Research-focused | Inquiry/action research Professional reading |
Regardless of the professional learning mode and approach selected, professional learning will be most effective when the conditions are established and supported for teachers to transform their learning (Dabrowski & Mitchell, 2021).
The following list of ‘active ingredients’, whilst not specific to any professional learning mode or approach, act as a consideration for teachers to select and implement within their professional learning plan.
- Active learning and reflection
- Allows for feedback opportunities
- Allows for modelling opportunities
- Collaboration
- Content and pedagogy in context
- Credible source / Evidence based
- Embedded into teaching practice
- Flexible delivery
- Future focused
- Inquiry focused
- Sustained duration
- Targeted alignment to existing goals and structures
References
- Cirkony, C., Rickinson, M., Walsh, L., Gleeson, J., Salisbury, M., Cutler, B., ... & Smith, K. (2021). Beyond effective approaches: A rapid review response to designing professional learning. Professional Development in Education, 1-22.
- Cornett, J & Knight, J. (2009). ‘Research on Coaching.’ Coaching: Approaches and perspectives, 192, 216.
- Dabrowski, A. & Mitchell, P. (2021). Professional Learning Modes; Literature Review. The Australian Council for Education Research (ACER). Victoria, Australia.
- DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle school journal, 39(1), 4-8.
- Moyle, K. (2016). A Guide to support coaching and mentoring for school improvement. Australian Council for Educational Research. https://research.acer.edu.au/professional_dev/12
- Myung, J., & Martinez, K. (2013). Strategies for Enhancing the Impact of Post-Observation Feedback for Teachers. Carnegie Foundation for the Advancement of Teaching.
- Sharples, J., Albers, B., Fraser, S., & Kime, S. (2019). Putting Evidence to Work: A School's Guide to Implementation. Guidance Report. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation
- Thomson, S., & Hillman, K. (2020). The Teaching and Learning International Survey 2018. Australian Report Volume 2: Teachers and School Leaders as Valued Professionals. Australian Government Department of Education. https://research.acer.edu.au/talis/7
- Timperley, H. (2015). Professional Conversations and Improvement-Focused Feedback: A Review of the Research Literature and the Impact on Practice and Student Outcomes. Prepared for the Australian Institute for Teaching and School Leadership, AITSL, Victoria, Australia.
- Timperley, H. (2009). Using assessment data for improving teaching practice. Professional Educator, 8(3), 28-31.
- Trust, T. (2017). Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network. Australasian Journal of Educational Technology.. Vol. 33, no. 1 https://doi.org/10.14742/ajet.2593
