Tools for planning and evaluation
Professional learning planning cycle
The GTC Scotland professional learning planning cycle outlines how the Professional Standards provide a scaffold to support teachers in planning and reflecting upon their professional learning.
It identifies 5 key stages of the professional learning process:
- Self-evaluation and the Professional Standards – planning professional learning
- Collaborative learning and practitioner enquiry – engaging in professional learning
- Reflection on professional thinking and actions – the impact of professional learning
- Critically informed practice – evidence of impact
- Professional dialogue – PRD and coaching conversations
This cycle is based on an enquiring approach to professional learning and is Professional Update in action.
National Model of Professional Learning
Professional Standards both support and inform professional learning and are central within the National Model of Professional Learning.
The model places the teacher at the centre as the lead learner and explores the dynamic relationship between the learning of children, young people and adult learners and the teacher’s professional learning.
Professional learning planning cycle
The GTC Scotland professional learning planning cycle outlines how the Professional Standards provide a scaffold to support teachers in planning and reflecting upon their professional learning.
It identifies 5 key stages of the professional learning process:
- Self-evaluation and the Professional Standards – planning professional learning
- Collaborative learning and practitioner enquiry – engaging in professional learning
- Reflection on professional thinking and actions – the impact of professional learning
- Critically informed practice – evidence of impact
- Professional dialogue – PRD and coaching conversations
This cycle is based on an enquiring approach to professional learning and is Professional Update in action.
National Model of Professional Learning
Professional Standards both support and inform professional learning and are central within the National Model of Professional Learning.
The model places the teacher at the centre as the lead learner and explores the dynamic relationship between the learning of children, young people and adult learners and the teacher’s professional learning.