SELF-ASSESSMENT TOOL
Professional Learning
Plan – PSCA
The Inclusion and Professional Support Program is funded by the Australian Government Department of Social Services.
Self-Assessment Tool – Professional Learning Plan – PSCA
CONTENTS
Introduction ........................................................................................................................................... 3
The Steps to your Professional Learning Plan ................................................................................ 3
Section 1 ............................................................................................................................................ 4
Service Overview ............................................................................................................................ 4
Section 2 ............................................................................................................................................ 6
Quality Improvement Plans ............................................................................................................. 6
Individual Improvement Plans ......................................................................................................... 6
Service Support Plans ..................................................................................................................... 6
Section 3 - Exploring emerging professional learning needs ...................................................... 7
Section 4 - The Professional Learning Plan ................................................................................. 15
Group and theming ........................................................................................................................... 15
Professional Learning Plan ............................................................................................................... 16
Other Key Documents: ....................................................................................................................... 17
A.
Skills Audit ................................................................................................................................. 17
B.
Professional Learning Approaches ........................................................................................... 18
C.
The leaders role in professional learning. ................................................................................. 19
D.
Selecting quality provider - key questions to consider when selecting a provider .................... 20
E.
Template ................................................................................................................................... 21
F.
Professional Development Sharing Tool ................................................................................... 22
G.
Record of Staff Attendance ....................................................................................................... 23
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Self-Assessment Tool – Professional Learning Plan – PSCA
INTRODUCTION
With the recent announcement of the Federal Government's Long Day Care Professional
Development Programme (LDCPDP) the Professional Support Coordinators Alliance (PSCA)
designed a Tool to assist your service to develop a Professional Learning Plan that will meet the
needs of your service now and into the future.
This Tool builds upon the work and knowledge your service has already undertaken through the
Quality Improvement Plan* and other key pieces of work your service has achieved such as Service
Support Plans and strategic plans.
This Tool will take approximately 30-45 minutes to pull together, however the final Plan will be richer
with some pre work by individual staff members and reflection and conversation with your whole
team.
Each State and Territory PSC will be available to provide assistance to services to develop their Plan
– please contact your relevant PSC to determine how to access this support and any cost involved.
*Please note: If your service has not yet developed a Quality Improvement Plan you may wish to
contact your local PSC to access Intensive Support.
The Steps to your Professional Learning Plan
This Tool provides a step by step approach to developing your services Professional Learning Plan.
Some pre-work provides opportunity for individual staff to take time to reflect upon the skills and
knowledge they currently have, and the areas which they seek to improve.
The Tool is designed to start building the Plan from the beginning.
There are hyperlinks to your Professional Learning Plan throughout the steps of the Tool so that you
can begin populating it from the outset.
You will also find Other Key Documents at the end of the Tool to assist you throughout the process of
developing your Plan.
PRE WORK
SKILLS AUDIT FOR EACH STAFF MEMBER TO COMPLETE
Step 1
Service overview
Step 2
Using your QIP and the other work you have undertaken to start identifying
professional development priorities
Step 3
Exploring emerging professional learning needs
Step 4
Professional Learning Plan
Step 5
Where to next
The Professional Learning Plan that is produced from using this Tool will provide detail of the
Professional Development needs of your staff, the best learning approach to meet these needs, who
the learning will target and the priority.
Other details that you might include once this process is complete are the details of the delivery such
as the provider, when and where the learning will take place. You may have systems in place that will
allow you to drill down to this detail. Alternatively you might look to the template at the end of this
Tool.
Pre work: The final plan will focus on roles within your service but a key step of this
process is for individual staff to complete a skills audit.
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Self-Assessment Tool – Professional Learning Plan – PSCA
SECTION 1
Service Overview
As you work through this Tool it will be useful to revisit your Philosophy Statement. As your
Philosophy Statement articulates the overarching intent of your organisation it will provide a useful
context from which to articulate your service learning needs and develop a Plan to meet these needs.
Things to consider:

How long ago was the philosophy statement reviewed?

Is your philosophy relevant to your current practice?

Does your current practice reflect the philosophy?

How do educators, families and children relate to the philosophy?
Current Workforce
Do your current permanent staffing levels meet regulatory requirements and the needs of your service
including the ratio and qualification requirements?
Go to the ACECQA website for more details. http://www.acecqa.gov.au/
Current requirements include:

50% of educators must have or be working towards a Diploma

All educators must have or be working towards Certificate III

All services required to have an early childhood teacher

And other specific State and Territory requirements
Current workforce
Qualification
Current number of
educators
Does this meet
current
requirements? Y/N
If no, What are the Gaps in
qualifications in your service
currently?
Certificate III
Diploma
Teaching degree
Other staff members, eg
administration, cooks
Do the above gaps indicate a professional learning need? If so, transfer these to your Professional
Learning Plan.
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Self-Assessment Tool – Professional Learning Plan – PSCA
Future Workforce
When developing a Professional Development Learning Plan it is important to not only think about
current staff and needs but to look to the future to foresee future needs and how the Plan might
address the issues that will emerge.
Consider not only future changes to enrolment numbers but any other features of your community for
example refugees, low SES, changes in enrolments in any particular age groups, enrolment trends
over time.
Are your enrolments growing, declining or stable?
Availability of different types of staff into the future
Do you anticipate upcoming retirements, downsizing, succession planning, increase in family leave;
increase in need to supervise student teachers or other things that will impact on how much work your
educators and other staff can do?
Does your service have a succession plan or do you need to consider putting one in place.
Do you envisage that you will have the staffing levels required to meet the needs of your service
including the ratio and qualification requirements in 3 – 5 years’ time?
Future workforce requirements
Qualification
Current demand
Future demand
Gaps
Certificate III
Diploma
Teaching Degree
Other staff members, eg
administration, cooks
Do the above gaps indicate professional learning needs? If so transfer these to your Professional
Learning Plan.
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Self-Assessment Tool – Professional Learning Plan – PSCA
SECTION 2
Quality Improvement Plans
Review your Quality Improvement Plan.
Based on the improvements and goals identified, what are the professional learning needs for your
service to meet these outcomes? Plot these onto your Professional Learning Plan
Individual Learning Plans
Does your service undertake staff appraisals? Are there themes that emerge from these staff
appraisals? Do they match with the needs in the QIP – if not include these in your Professional
Learning Plan.
In reviewing the individual learning plans of all staff are their consistent learning needs identified?
If these have not yet been captured from the QIP plot these into your Professional Learning Plan.
Service Support Plans
If your service has a Service Support Plan for access to Bicultural Support Program, Specialist
Equipment, Inclusion Support Services, etc., are there any emerging needs that are not already
captured in your Professional Learning Plan? Service Support Plans are often developed in
consultation with Inclusion Support Facilitators.
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Self-Assessment Tool – Professional Learning Plan – PSCA
SECTION 3 – EXPLORING EMERGING PROFESSIONAL
LEARNING NEEDS
The following reflective statements are designed to assist your service to further explore key areas/
issues. We recommend that this section be undertaken with the staff as a whole.
The statements are adapted from the Guide to the National Quality Standards on the ACECQA
website. For each statement consider at which level you would place your organisation. In working
through these statements it is likely that some Potential Learning Needs will be identified, so record
them in the table below.

LEVEL 1 – Aspiring: We want to be able to do this in the future.

LEVEL 2 – Evolving: We have some capability but need more.

LEVEL 3 – Capable: We have confidently been doing this.

LEVEL 4 – Confident: We do this consistently to best practice.
Note: Skills audit completed by individual staff may be used to assist the conversation in this
section.
QA1. Educational Program and Practice
Level
We build our knowledge and understanding of the Learning
Framework that we use in our service to ensure enhanced learning
outcomes for all children
We ensure enhanced learning outcomes are a priority for all age
groups
We get to know about each child and their culture, strengths,
abilities and interests
We make decisions about children’s daily experiences and routines
and who is involved in making these decisions
We make sure that experiences and routines are child-focused
rather than adult-focussed
We support every child’s participation in the program
We demonstrate in the program that we value children’s ideas,
thinking and interests
We improve the ways in which we engage children in making
decisions about their own learning
We document and plan for children’s learning
We provide quality information to families about their children’s
learning, development and participation in the program
Educators demonstrate intention in their teaching practice and this
reflects on outcomes for children
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Potential Learning Need
Self-Assessment Tool – Professional Learning Plan – PSCA
We critically reflect on and evaluate the program, which is
documented, and our evaluations are used to make informed
curriculum decisions to improve outcomes for children
QA2. Children’s Health & Safety
Level
We find out about individual children’s health requirements and
routines and ensure that staff members who need to be aware are
informed about these and know how to manage children’s specific
health requirements
We keep up to date with current, authoritative information about the
management of specific health needs and anaphylaxis
The service adopts best practice in relation to the administration of
medication for children
We keep informed about current food safety and hygiene practices
We keep up to date with current information about child and adult
immunisation
We ensure that families are informed about and follow the service’s
policy and guidelines for the exclusion of ill children
We communicate with families if there is an outbreak of an
infectious illness
What arrangements are in place to regularly review and update our
child health related policies and procedures
We ensure food and drink is nutritious and appropriate to each child
Children are encouraged to make healthy food and beverage
choices
We plan to meet the individual food and nutrition requirements of
children
We incorporate discussions and activities about healthy eating and
caring for their bodies into children’s everyday experiences
We ensure staff members are familiar with current guidelines about
healthy eating and physical activity
We plan the program to ensure that there is a balance between
planned and spontaneous active play as well as a balance between
passive and active experiences
We set up the environment and resources to encourage and
support children to engage in movement and physical play
We encourage child-initiated or child-directed play and recreational
experiences
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Potential Learning Need
Self-Assessment Tool – Professional Learning Plan – PSCA
We encourage children to solve problems in relation to physical
challenges in the environment
We identify potential supervision risks in the service
We plan to ensure that all areas used by children are effectively
supervised, including when children are participating in high-risk
activities
We plan to manage supervision of small groups of children who
may need to be in a different space from the main group
We identify, assess and manage hazards and potential risks for
children, such as potentially dangerous products, plants, objects
and animals at the service, and how often do we do this.
We ensure children are alerted to safety issues and supported to
develop the skills to assess and minimise risks to their own safety
We identify which emergency procedures and specific action plans
are required for our service and how often to practise these
We maintain an awareness of the people who have contact with
children at the service and/or who collect children from the service
We keep up to date with current legislation in our state or territory in
relation to child protection
QA3. Physical Environment
Level
Our physical environment contributes positively to children’s
learning and provides opportunities for sustained shared thinking
and collaborative learning
Our physical environment contribute positively to children’s
developing autonomy and independence
We use the physical environment to support the creation of a
welcoming environment where all children and families are
respected and actively encouraged to collaborate with educators
about curriculum decisions
We ensure that there is interaction between the indoor and outdoor
environments and that the design and organisation of these areas
accommodates a variety of uses
We ensure that children are safe entering and leaving the service
We provide for children to be involved in planning and setting up the
environment
We foster children’s capacity to understand and respect the natural
environment and the interdependence between people, plants,
animals and the land
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Potential Learning Need
Self-Assessment Tool – Professional Learning Plan – PSCA
The environment is equipped and organised to cater for all levels of
capabilities
We organise our physical environment to encourage children to
explore, solve problems, create, construct and develop
environmental awareness
We organise environments and spaces in ways that allow children
opportunities to play on their own as well as promote small and
large group interactions and meaningful play and leisure
We provide spaces that promote safe exploration, learning through
play and interaction with the environment for babies and toddlers
We provide opportunities for older children to safely undertake more
complex physical activities, particularly in the outdoor environment
The elements and features in the physical environment invite openended interactions, spontaneity, risk taking, exploration, discovery
and connection with nature, and where additional resources can be
introduced to provoke interest and more complex and increasingly
abstract thinking
We balance the need for order and the organised chaos that
happens when children play and explore
The backgrounds and cultures of families and the wider community
are reflected in the environment, including Aboriginal and Torres
Strait Islander culture.
We regularly evaluate the effectiveness of learning environments
and draw links to the intended learning outcomes
Our policies and practices promote children’s understanding about
their responsibility to care for the environment (day to day and for
long-term sustainability) and promote the development of life skills,
such as growing and preparing food, waste reduction and recycling
We implement strategies to ensure educators foster children’s
capacity to:


value and respect the broader environment and be worldwise?
understand and appreciate the natural environment and the
interdependence between people, plants, animals and the land
Educators model environmentally friendly and sustainable practices
We highlight our responsibilities for a sustainable future and
promote children’s understanding about their responsibility to care
for the environment
Clear messages are given to children about what is valued at the
service through the environment, materials and resources and how
they are maintained
QA4. Staff Arrangements
Level
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Potential Learning Need
Self-Assessment Tool – Professional Learning Plan – PSCA
Our staffing arrangements enable all children to feel that they
belong in ways that support their ‘being’ and ‘becoming’
Our staffing arrangements and communication between nominated
supervisors, educators, staff members, families and children
support consistent practice, including staff members’ and children’s
transitions
We ensure that the service’s statement of philosophy reflects our
different views, beliefs and values
Our practice reflect the beliefs outlined in our statement of
philosophy
We acknowledge the personal strengths, professional experiences
and diversity that colleagues bring to their work
We promote professionalism, confidentiality and ethical conduct
We have strategies developed to ensure information is shared
between management, educators, co-ordinators and staff members
We have opportunities to provide for educators, co-ordinators and
staff members to have conversations and discussions to further
develop their skills, or to improve practice and relationships. We
ensure that everyone’s voice is heard and considered
Our service is a good place to work
We have effective processes to resolve any ethical issues that may
arise
We have a workforce plan in place that supports the development
of our workforce now and into the future
QA 5. Relationships with Children
Level
We build close, secure relationships with children of all ages,
abilities, genders and backgrounds
We help children to feel that they belong in the service
We learn about individual children’s non-verbal cues and
communication strategies, and the specific communication
requirements of children who have additional needs
We engage in children’s play
We interact with children to engage them in learning
We have strategies and techniques to extend and build on
children’s comments and conversations
We use conversations and interactions with children to make
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Potential Learning Need
Self-Assessment Tool – Professional Learning Plan – PSCA
routine times enjoyable and meaningful learning opportunities
We enable children to form and maintain positive relationships with
others
A culture of respect, equity and fairness is encouraged in the
service and clearly communicated to educators, children and
families
The program and routines are arranged to ensure adequate time for
children to engage in projects and play experiences of their own
choosing, with a variety of peers and adults
We model positive, respectful relationships with others to children
We ensure that the physical environment, program and routines are
conducive to the development and maintenance of children’s
interpersonal relationships
We promote a sense of community within the service
We ensure that our policies on interactions with children reflects
current information about child development and best practice in
guiding young children’s behaviour
Children have opportunities to make decisions about rules,
expectations and outcomes in relation to their own and other’s
behaviour
We manage situations where we experience challenges in relation
to guiding the behaviour of a child or group of children
QA6. Collaborative Partnership with Families & Communities
Level
We reflect on our families, and our thinking is broad and reflects the
diversity of children at the service
We help all families to feel comfortable and welcome at the service
We facilitate communication with families who have specific or
diverse communication needs
We find out if our communication strategies are reaching all families
We have strategies in place for information sharing between
families, educators and co-ordinators, during orientation, settling in
and on an ongoing basis
We listen to families and include their perspectives in the
educational program
Families have an active role in the service
We encourage families to contribute to service activities and to their
child’s experiences in ways that are meaningful for them
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Potential Learning Need
Self-Assessment Tool – Professional Learning Plan – PSCA
We share decision making with our families
We learn about children’s families and those who are important in
their lives
The information that families provide to the service contribute to
decision making
We find out about the community resources that are relevant to our
service and to the children in the service and their families
We support families to access community resources
We are considered when families make requests or express
concerns.
The nominated supervisor, educators and co-ordinators share
information with each other to encourage continuity of care
Communication is managed with other educators and with families
when there are shift changes, when positions are shared or when
different educators care for a child throughout the day
Our educators and co-ordinators share information with other
services to support each child’s learning and development
We support each child’s transition from and to other education and
care environments
We support each child’s transition to formal schooling
We work with schools and other community organisations to meet
the needs of children and their families
We access support when we are working with children who have
additional needs
We know what is happening in our local community that is relevant
to our work with children and families
QA 7. Leadership & Service Management
Level
Leadership in our service contributes to the development of a
positive organisational culture?
We develop the skills and capacity of team members in a way that
leads to improved shared leadership
We create opportunities for professional conversations
We share the collective knowledge of the team
We know about the rate of and reasons for turnover of educators,
co-ordinators and staff members at this service
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Potential Learning Need
Self-Assessment Tool – Professional Learning Plan – PSCA
We structure our staffing arrangements to improve continuity for
children
Our statement of philosophy reflects a commitment to continuous
improvement
We address complaints
We undertake evaluation with parents and children
Our performance management processes support continuous
improvement
Our management of confidential information meets requirements
We have processes in place that support succession planning
Transfer the professional learning needs that have been highlighted during the above process and
move the relevant needs to your Professional Learning Plan
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Self-Assessment Tool – Professional Learning Plan – PSCA
SECTION 4 – THE PROFESSIONAL LEARNING PLAN
GROUP AND THEMING
This is an opportunity to review the Professional Development Needs identified in your Professional
Learning Plan. It may be that through the process so far needs have been identified more than once
or that some needs naturally cluster together. Similarly some needs listed may no longer be relevant
as addressing one need may cover multiple identified needs.
Take the time now to group or cluster the Professional Development Needs and streamline or cull any
needs that will be addressed elsewhere.
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Self-Assessment Tool – Professional Learning Plan – PSCA
PROFESSIONAL LEARNING PLAN
Professional Development Need
Professional Learning Approaches
required to meet the need *
Look at outputs from outcomes
framework
Who will the PD
target?
 Professional development sessions;
 Whole team
 Accredited training and qualifications;
 Specific rooms
 Professional readings;
 Specific roles
 eLearning and online learning
modules;
 educational leader,
educators,
director, whole
team, etc
 Team meeting packages;
Priority
Low/ Medium/High
 Customised sessions for whole staff
teams;
 Professional conversations and
networking;
 Mentoring and coaching;
 Peer observation;
 Practitioner inquiry and action
research
 Service visits.
Once this is completed you may wish to use Template E to capture further planning, or you may have systems currently in place that you can use.
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Self-Assessment Tool – Professional Learning Plan – PSCA
OTHER KEY DOCUMENTS
Skills Audit
Staff Member:
Year:
Area
Current Strengths and Skills
1. Educational program and practice
2. Children’s health and safety
3. Physical environment
4. Staffing arrangements
5. Relationships with children
6. Collaborative partnership with families and
communities
7. Leadership and service management
Other: e.g. qualification (upgrade)
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Areas I want to develop further
Self-Assessment Tool – Professional Learning Plan – PSCA
A. PROFESSIONAL LEARNING APPROACHES
There are a lot of approaches to professional learning. This section invites you to consider the range of approaches and match these to best meet the needs of your
service. Different approaches will meet different needs.
The PSCA has investigated a variety of professional learning models which are explored in this publication Child Care Educators: Learning and Growing Through
Professional Development (PSCA Online Library). The features of effective professional development as explored by the PSCA include:

the extension of the professional development program over a period of time

the involvement of staff in assessing their own learning

the creation of opportunities for staff to apply new knowledge and skills in their own work settings

the creation of opportunities for staff to have a trusted ‘other’ to discuss developing practice
Gaining awareness of our own thinking, actions and influence when we want to enhance the quality of our practice involves participating in professional development
activities that:

provide opportunities for questioning our own experiences and views (not just simply validating them)

provide opportunities for us to think critically about the values and assumptions underlying our practice and consider events and situations from different
perspectives

provide information and knowledge about alternative practices / perspectives at both theoretical and practical levels

engage us in investigating real life examples in our own settings.
Models or approaches of Professional Development that support the above include:

Learning series

Action Learning

Action Research

Accredited Training and qualifications

Service visits and staff exchanges

Professional readings

eLearning and online learning modules

Team meeting packages
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Self-Assessment Tool – Professional Learning Plan – PSCA

Customised sessions for whole staff teams

Professional conversations

Mentoring, coaching and consultancy

Practitioner inquiry

Learning communities and networks
Participating in professional development opportunities with other services has great benefit so please consider this in your planning. There will also be times when a
centre based response best meets the need.
Finally some of the needs identified will be met by information sessions and other one-off activities.
B. THE LEADERS ROLE IN PROFESSIONAL LEARNING
Please reflect on your centre's philosophy and your vision for quality, and theoretical influences. Is there anything you would like to work on in regard to your
framework for practice?
How will Professional Development be supported?
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Self-Assessment Tool – Professional Learning Plan – PSCA
C. SELECTING QUALITY PROVIDER/S - KEY QUESTIONS TO CONSIDER WHEN SELECTING A PROVIDER
Does the provider draw on current research?
Does the provider assist participants to critically reflect on practice and build on service's strengths;
does it allow you to test strategies?
Are there opportunities to learn with others?
Do they work collaboratively in partnership with staff, being respectful of the views and advice given
by the leaders in our service?
Do they offer regular contact & support?
Do they make themselves available to discuss any questions or concerns?
Will they provide helpful and constructive feedback to both the learners and the leaders in our
centre?
Will the professional learning be relevant to our workplace and provide staff with opportunities to
undertake work based projects as part of learning?
Do they allow sufficient time in professional learning to explore individual and service perspectives?
Are they able to offer support to learners who may have literacy or numeracy needs and different
learning styles?
Do they provide professional materials and resources which are sector specific and appropriate? Is
their knowledge of the Early Years Learning Framework and NQF current
Do their facilitators have appropriate early childhood qualifications and experience or recognised
skills relevant to the area being delivered?
Do their facilitators get opportunities to develop their own professional skills and knowledge?
Are they prepared to negotiate times for our staff to access professional learning in a way which
meets the needs of both our staff and our workplace thus minimising disruption to the operation of
our service?
What feedback have you heard about the quality/outcomes of the provider?
Adapted from SA Health and Community Skills Board, 2012 "How to choose the right Registered Training Organisation for your service"
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Self-Assessment Tool – Professional Learning Plan – PSCA
D. TEMPLATE
Professional
Development
Need
Professional
Learning
Approaches
required to
meet the need *
Who will the
PD target?
(e.g. educational
leader,
educators,
director, whole
team, etc)
Name of
Professional
Development
Provider
Date
 Whole team
 Specific
rooms
 Specific
roles
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Details
Self-Assessment Tool – Professional Learning Plan – PSCA
E. PROFESSIONAL DEVELOPMENT SHARING TOOL
All staff complete this sharing tool after attending professional development and share with the whole staff team at a staff meeting.
Consider how you will share this information with your team – information/fact sheet, notes from the session or a short presentation?
What questions did you have prior to
accessing professional development?
What questions do you have now?
Identify 2 things that had an impact on you
What are 2 changes you would make as a
result of this professional development?
As a team complete this section at your staff meeting.
Consider the following:
How will you implement these 2 changes in
your service?
Do we need to make changes to our QIP?
Who will lead these changes?
Team evaluation:
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Self-Assessment Tool – Professional Learning Plan – PSCA
F. RECORD OF STAFF ATTENDANCE
Year:
Professional Development
Staff member
Copy of certificate
Y/N
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Date of
completion
Cost
Link to the QIP or NQS