Evidence Based Professional Learning Cycle

What do my students need

to be able to know and be
able to do?

What do I want them to

learn? Why?
What are the learning
intentions and goals?
What are the success
criteria?
What are my students'
strengths?
What are their needs, in
terms of discipline
knowledge, general
capabilities and attitudes,
motivation and dispositions
to learning?
How do I know?
What sources of
evidence/forms of
assessment am I using to
find out their strengths and
needs?
At what level is the diagnosis
of the students' learning
needs at a school, year,
class or individual level?
What and who is supporting
me to analyse the data
collected?
How am I validating my
analysis?

What do I need to know and

be able to do in response to
my students needs?

How do I go about
deepening my knowledge
and refining my skills?

What happens in the

classroom when I apply my
learning?

This question assumes you have

identified your students' learning
needs.

This question assumes you have

identified your learning needs in
response to the needs of your
students.

This question assumes you have

learned and have begun to apply
your learning.

What do I need to do more

of or differently to best
respond to my students'
needs?
What is the kind of pedagogy
that will best respond to the
student needs I have
identified?
What teaching capabilities
support this pedagogy?
How does my practice align
with these capabilities?
What do I already know that I
am doing or can do to
respond to these needs?
What aspects do I need to
learn more about? Which
capabilities do I need to
develop?
How do I know?
What evidence do I have that
tells me these are my
strengths and needs?
What sources of evidence
have I used to examine and
assess my knowledge and
skills?
As a result what do I need to
learn more about to best
respond to my students'
needs?

How will I approach meeting

my learning needs what
methods of learning will best
serve me?
What is the best way for me
to learn about this? The most
effective?
What tells me that this is the
best way?
How does my professional
learning plan reflect this?
Is my learning aimed at
deepening my discipline
knowledge or pedagogy or
both?
What difference do I want to
see as a result of this
learning? to my practice and
to my students' learning?
How can collaboration with
others at my school,
particularly those who teach
the same students, support
my/their learning?
How can collaboration with
others outside my school
support my/their learning?

How am I ensuring that my

new learning is being
transferred to my practice?
When applying my learning
what do I notice?
Have my beliefs, assumptions
(about my practice, student
learning) been challenged?
How do I monitor and reflect
on where I am going, how I
am doing and where to next?
What criteria am I using to
monitor the changes in my
practice?
What kind of data (e.g.
teacher designed, student
self-assessment, peer
observations) am I collecting?
Am I on the right track? How
do I know?

What impact did my

learning have on my
practice and on my
students learning?
You have learned and applied,
what's been the impact?

What's happened?
What data am I collecting to
assess the impact?
How does this data compare
with the data I collected at
the outset in Dimension 1?
Have I seen the changes in
student learning I expected
to see?
Was my diagnosis of my
learning needs in relation to
my students' needs the right
one?
How do I know that I made a
difference? to my practice
and to my students'
learning?
What evidence would
convince me that this
approach was the right one?
Do my colleagues share my
assessment?
What might I do differently?