Using Evidence of Impact

Using Evidence of Impact to support next steps in professional learning.

Self-evaluation involves asking questions about your professional knowledge, understanding, skills and practice. As part of this process, your self-evaluation should be supported by evidence from a range of sources drawn from day-to-day learning and teaching. 

What do we mean by evidence? What can be considered as evidence? When and why is evidence important? 

The importance of evidence

The Professional Learning Planning Cycle (PDF 825 KB) captures where the evidence of impact sits within the ongoing professional learning cycle.

To discuss the impact your professional learning has had; you should consider the following questions:

  • How will I know the impact on
    • my practice?
    • my students and their learning?
    • the learning of my colleagues?
  • What evidence might I collect and how?
    • How will I analyse and make sense of this evidence?

Gathering evidence of the impact of professional learning allows you to really focus on what you have learned and see the impact of that learning.

Often this reflection on evidence involves a shift from a reactive to a proactive approach to professional learning. This encourages more informed decision making around the ‘so what?’ and the ‘what now?’ of the cycle.

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