3/18/2021 Professional Learning Policy for Teachers and School Staff | Policy library

Policy library (https://policies.education.nsw.gov.au/policy-library)

This policy is current as at 18/03/2021 07:53pm, AEDT. Please refer to policy

library website (https://education.nsw.gov.au/policy-library) for an updated
version.

Professional Learning Policy for Teachers

and School Staff
Direction for relevant and effective professional learning that supports teachers, leaders
and non-teaching staff in their ongoing development, and which is critical to every
student’s progress and achievement.

1. Policy statement
1.1 The vision is for NSW public education to be Australia’s best education
system and one of the finest in the world. Highly effective professional
learning, aligned to system, school and individual priorities, supports the
achievement of this vision. It is part of an integrated system of support
that is developmentally focused, building the capabilities of all staff to
ensure a highly skilled and professional workforce across NSW public
schools.
1.2 The department recognises the importance of professional learning in
continually enhancing the capabilities of a skilled, effective and
professional workforce, as well as its impact on student learning and
overall school and system improvement. The department works with the
NSW Education Standards Authority (NESA) to ensure the professional
learning that teaching staff develop, deliver and undertake is in
accordance with NESA’s required professional development parameters.
1.3 All staff participate in a cycle of continuous professional learning aligned
with the Performance and Development Framework for Principals,
Executive and Teachers in NSW Public Schools and the Performance
Management and Development Policy. This contributes to whole-school
improvement, including ongoing student progress and achievement.
1.4 All teachers, leaders and non-school-based teaching staff participate in
professional learning to fulfil their requirements when gaining or
maintaining accreditation at the relevant career stage.

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1.5 Schools receive annual funding to facilitate professional learning activities

that align to this policy and the strategic priorities of the staff, the school
and the department.
1.6 All staff are required to complete relevant mandatory training to comply
with legislative, department and school requirements, ensuring the safety
and optimal functioning of the school.
1.7 The cycle of continuous professional learning for principals, executive and
teachers, which focuses on deepening teaching practice for ongoing
growth in student learning, is underpinned by five elements outlined in the
High Impact Professional Learning (HIPL) model. These are:
1.7.1 Professional learning is driven by identified student needs –
Professional learning is designed to meet student needs,
identified through analysis of current system, school and
classroom data about progress and achievement.
1.7.2 School leadership teams enable professional learning –
Leaders create the culture and structures, including supporting
resources, that build a cycle of professional learning; an inclusive
environment that enables learning and growth in every teacher in
which new learning is applied to teaching practice.
1.7.3 Collaborative and applied professional learning strengthens
teaching practice – Teachers work together, propelled and
critically challenged by expert input, to learn, shape and
strengthen teaching practice for ongoing progress and
achievement.
1.7.4 Professional learning is continuous and coherent – Effective
professional learning is aligned to system, school and individual
performance and development goals. It supports teachers and
school leaders to deepen their practice by focusing on sustained
evidence-informed approaches.
1.7.5 Teachers and school leaders are responsible for the impact
of professional learning on student progress and
achievement – Teachers and school leaders evaluate how
adjustments in their practice following professional learning
impact on student progress and achievement, regularly
recalibrating and refining to ensure ongoing progress and
achievement for students.
1.8 Professional learning that is not aimed directly at improving student
learning outcomes, including for SASS and other non-teaching staff, and
some professional learning for teachers and school leaders (including
mandatory training), is underpinned by four principles for building an
individual’s capability. These are:
1.8.1 Professional learning is driven by the needs of the role –
Professional learning is directly relevant to the daily work
requirements of staff and enables them to develop capabilities
and skills to facilitate effective processes and systems in schools.
1.8.2 Leadership teams enable professional learning – Principals
and leaders provide a shared vision for all staff to develop and/or

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enhance existing capabilities that can have a significant impact

on a team and/or school.
1.8.3 Staff are supported to apply professional learning in practice
– Principals and leaders provide support to help staff apply
professional learning directly to work tasks to address the
challenges faced in the everyday functions of the role.
1.8.4 The outcomes of professional learning are evaluated – Staff
evaluate how professional learning has contributed to their
individual growth and the impact on their work, including their
overall capability to contribute to their team or school.
1.9 As this policy includes non-school-based teaching staff, these teachers
can work with their supervisors to flexibly apply the elements outlined at
1.7. Considering how to appropriately adapt these elements forms part of
their Performance and Development Plan.
1.10 The department may specify additional requirements relating to
professional learning and mandatory training in schools. These will be
aligned to system and school needs and supported by appropriate
resourcing.

2. Audience and applicability

2.1 This policy applies to all NSW public school staff and non-school-based
teaching staff.

3. Context
3.1 This policy provides advice to support and align with implementing the
Performance and Development Framework for Principals, Executive and
Teachers in NSW Public Schools, the Performance and Development
Procedures for Non-Teaching Staff, School Excellence in Action and
departmental priorities.

4. Responsibilities and delegations

4.1 All school staff and non-school-based teaching staff:
● engage in professional learning to continually strengthen their practice
and contribute towards the NSW public education system’s objective of
providing a world-class education to its students
● complete training the department identifies as mandatory, specific to their
role, within the required timeframe and through the provided structures.
4.2 Principals:
● lead the planning of professional learning by establishing a cycle of
professional learning for all teaching staff that is aligned to school and
department priorities
● ensure that all staff engage in highly effective professional learning that is
applicable to their role
● effectively use professional learning and other appropriate funds, and
provide time for all staff to undertake professional learning and required
mandatory training

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● embed professional learning into the school's Strategic Improvement Plan

and to support implementation of the Performance and Development
Framework for Principals, Executive and Teachers in NSW Public Schools
and the Performance Management and Development Policy
● collaboratively plan and approve relevant professional learning
opportunities that support teachers’ performance and development goals.
4.3 Directors, Educational Leadership:
● review and ensure that planned professional learning is embedded in the
school Strategic Improvement Plan, and that it addresses the needs of
staff to achieve the objectives of this policy
● support the establishment or continuing development of highly effective
professional learning practices in schools.
4.4 Executive Directors, School Performance:
● monitor, support and guide the implementation of the professional
learning policy across school networks
● support the implementation of highly effective professional learning in
schools through principal networks.
4.5 Corporate division directors and executive directors:
● support a professional learning cycle for all staff that is aligned to
department priorities
● ensure that non-school-based teaching staff engage in highly effective
and applicable professional learning
● collaboratively plan and approve relevant professional learning
opportunities that support non-school-based teaching staff performance
and development goals.
4.6 School Professional Learning Policy unit:
● deliver, evaluate and improve professional learning policy and supporting
resources to ensure optimal outcomes for students and teachers.

5. Monitoring and review

5.1 The Director, Quality Teaching Practice monitors the implementation of
this policy and reviews its effectiveness at least every three years.

6. Policy contact officer

Director, Quality Teaching Practice

ProfessionalLearning@det.nsw.edu.au (mailto:ProfessionalLearning@det.nsw.edu.au)

This information is current as at 18/03/2021 07:53pm, AEDT. For the most up-to-date
information, go to https://policies.education.nsw.gov.au/policy-library/policies/pd-2004-0017.

© State of New South Wales (Department of Education), 2019. For more information go to
https://education.nsw.gov.au/about-us/copyright.

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3/18/2021 Professional Learning Policy for Teachers and School Staff | Policy library

This information is current as at 18/03/2021 07:45pm, AEDT. For the most up-to-date
information, go to https://policies.education.nsw.gov.au/policy-library/policies/performance-
management-and-development-policy.

© State of New South Wales (Department of Education), 2019. For more information go to
https://education.nsw.gov.au/about-us/copyright.

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