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?