Career-Long Professional Learning: Supporting professional dialogue on the reflective questions The purpose of this document is to provide teachers with a means of structuring their responses to the reflective questions, to consider what evidence has been used and to think about next steps. It can be amended as required. Theme Self-evaluation Planning professional learning Reflective Question Where am I now in relation to my skills, capabilities and knowledge of: pedagogy developing the curriculum for my learners the use of technology to support learning and teaching? What evidence do I have which supports this and what am I going to do next? How broad a range of strategies/resources do I currently use to support my selfevaluation activities, for example, do I use feedback from children, young people and their families? How well do I use self-evaluation to help plan my professional learning? How could I make self-evaluation a more central part of my planning? How well do I plan my professional learning around what the expected impact and outcomes will be, particularly for children and young people? How successful is my planning of my professional learning? How effective is my development of approaches such as reflection, enquiry and collegiality/collaboration? Teacher Response Evidence Next steps Professional learning activities Evaluation of impact Evidence of impact How well do I use existing research and my own professional reading to inform my planning? How well do I achieve a blend and balance of my professional learning activities? What evidence do I use to support this? How well do the professional learning activities which I am planning accord with the key features of high quality professional learning? How successfully do I engage in collegial or collaborative processes with other staff? In planning the evaluation of impact of my professional learning, how well do I ensure that I focus on the short, medium and longer term benefits on myself, my colleagues, my school and the children and young people? What evidence of my professional learning can I provide which suggests that the professional learning has had the intended impact on me, my colleagues, my school and the children and young people? How do I best determine the quality of this evidence?