Principles of effective professional learning

The principles of effective professional learning (the Principles) promote the professional learning practices shown through research to lead to changed teaching practice and improved student learning.

All courses must meet all the Principles. The Principles are assessed in the course description section of the application form. The examples below show what may or may not be included in the course to meet the Principles.

The evidence base

The evidence base describes the research that broadly supports the teaching practices that are promoted in the course. The evidence base describes the research that broadly supports the pedagogical practices that are promoted in the course. It should be student/child focused and supports improved learning in schools/services.

The evidence base should also inform the course design, development of learning goals and course content.

The requirement for the evidence base is broadly across the Principles and most apparent in:

• principle 1: the course is content focused; where some aspects or mandatory features require teaching strategies to be evidence-based
• principle 2: the course demonstrates coherence; where the evidence base should align with the learning goals and course design
• principle 6: the course includes models of/modelling effective teaching practice; where the course must describe effective evidence-based teaching and learning practices.

Example that exceeds the evidence base

• The evidence base:
  • includes relevant and recent peer-reviewed references that describe pedagogical practices that support improved student/child learning
  • informs the course design, learning goals and course content.

Example that meets the evidence base

• The evidence base:
  • includes references that describe pedagogical practices that support improved student/child learning
  • aligns to the learning goals and course description as summarised in Section 4.

Examples that do not meet the evidence base requirements

• The evidence base does not broadly support the pedagogical practices within the course content
• The evidence base only includes references from unreliable sources, such as commercial websites, blogs, newspaper articles or podcasts
• The evidence base does not align with the learning goals or the course content
• The evidence base includes references that do not show improved student/child learning.

Principle 1: The course is content focused

The course is content focused means that the course content is clearly aligned with the NESA content criteria of a priority area.

The course must meet the following 2 criteria:

• focuses on content that meets at least one aspect of the NESA content criteria for the nominated priority area; and
• meets the mandatory features of the NESA content criteria for the nominated priority area.

See the research underpinning principle 1 (PDF, 15 pages, 241 KB).

Example that exceeds principle 1

• Most of the course content aligns to the most relevant 1 or 2 aspects; and
• the relevant mandatory features are met.

Example that meets principle 1

• Most of the course content aligns to the nominated aspects; and
• the relevant mandatory features are met.

Examples that do not meet principle 1

• Less than an hour of the course content relates to an aspect.
• Numerous aspects are selected, but most of the course content relates to 1 or 2 aspects only.

Principle 2: The course demonstrates coherence

The course demonstrates coherence means that the course is structured in a logical manner and aligns to the Standards, NSW curriculum, Early Years Learning Framework (EYLF) or policies.

The course must do all the following:

• address the intent of the targeted Standard Descriptors
• be aligned with the NSW Curriculum/EYLF or with relevant legislative and regulatory requirements and is consistent with government and/or sector policies
• have content and activities that are logically sequenced and directed towards achieving the stated learning goals.

See the research underpinning principle 2 (PDF, 15 pages, 241 KB).

Example that exceeds principle 2

The learning goals and the course content:

• are clearly linked to the practice described in the nominated Standard Descriptors
• clearly address syllabus content or outcomes, EYLF, relevant legislative or regulatory requirements, or policies
• are clearly aligned in a logical order.

Example that meets principle 2

The course content:

• aligns to the practice described in the nominated Standard Descriptors
• makes references to syllabus content or outcomes, EYLF, relevant legislative or regulatory requirements, or policies
• matches the learning goals.

Examples that do not meet principle 2

• The course description does not refer to syllabus content or outcomes, EYLF, relevant legislative or regulatory requirements, or policies.
• Learning goals that:
  • summarise the content of the course
  • are Standard Descriptors or aspects reworded
  • participants achieve outside of the course.
• The course description does not align with the practice outlined in the nominated Standard Descriptors.
• The application form lists Standard Descriptors not related to the nominated aspects.
• The application form includes syllabuses, legislative or regulatory requirements, or policies that are not relevant to NSW teachers.
• The application form includes outdated syllabuses, EYLF versions, legislative or regulatory requirements, or policies.

Principle 3: The course meets NESA’s duration requirement

The course meets NESA’s duration requirement means that the course must be one hour or more in duration and include only time spent learning. The duration must be in multiples of 30 minutes.

See the research underpinning principle 3 (PDF, 15 pages, 241 KB).

Examples that exceed principle 3

• The course is at least one hour in duration and provides participants with opportunities to implement the learning in between parts or modules, then to reflect on the implementation.
• The course is more than 10 hours and is broken down into multiple courses and applied across multiple application forms.

Example that meets principle 3

• The course is at least one hour in duration and includes only time spent on learning.

Examples that do not meet principle 3

• The course is less than 1 hour in duration.
• The course includes networking, team building activities, meal, or rest breaks in the total duration.
• The course includes the implementation of learning, such as pre course activities, in between course activities or post course activities in the total duration.
• The course includes more than 10 minutes spent on unstructured Q & A or panel discussions within the total duration.
• The course includes activities that are overestimated in duration.
• The course includes activities that would be considered participants’ normal work, such as writing whole programs, faculty meetings or suggested collaborative discussions.

Principle 4: The course recognises the experience and prior knowledge of participants

The course recognises the experience and prior knowledge of participants means that the course is tailored to the target audience, their career stage and their students/children’s age or Stage group and their career stage.

The course must:

• identify a target audience
• be relevant to the participants’ professional experience and/or career stage (ie Proficient, Highly Accomplished, Lead).

See the research underpinning principle 4 (PDF, 15 pages, 241 KB).

Example that exceeds principle 4

• The course includes models, examples, case studies or tasks that are directly related to the nominated target age or Stage group, or educational context; and discussions or activities where participants from a similar age or Stage are grouped together.

Example that meets principle 4

• The course includes an example, model or activity for each of the nominated target age or Stage group; and is relevant to the participants’ career stage.

Examples that do not meet principle 4

• The course content and examples are not relevant to participants’ Stage groups, eg: models, case studies, tasks or examples are appropriate for high school students but early childhood and Stages 1, 2 and 3 are selected.
• The course content, examples or activities are misaligned to the participants’ career stage, eg content is appropriate for graduate or Highly Accomplished teachers, when the Proficient Teacher career stage is selected.
• The course does not include examples, models or activities that address all the selected age or Stage groups throughout the course description.
• The course content includes models, examples or activities that are not designed for an appropriate educational context, eg content relating to adult learning.

Principle 5: The course is job-embedded and/or provides opportunities for transference of learning

The course is job-embedded and/or provides opportunities for transference of learning means that the course must:

• be specifically designed for teachers and teaching students/children in an educational context; and/or
• provide opportunities for participants to implement learning into practice.

The course must:

• show examples of how course content can be used in teaching and learning practice; and/or
• show opportunities for transference of learning into teaching and learning practice.

See the research underpinning principle 5 (PDF, 15 pages, 241 KB).

Examples that exceed principle 5

• The course includes activities that enable participants to apply new learning into teaching and learning, eg annotating or adjusting a lesson plan, day plan, unit of work, and/or scope and sequence or program.
• The course includes teaching and learning case studies, where participants are required to reflect on the teaching practice.
• The course includes worked examples of syllabus content, addresses common misconceptions students may have and explains how to support students to understand the content.

Example that meets principle 5

• The course includes an activity or example which is structured and guided by the presenter, showing how the course content can be applied in teaching and learning.

Examples that do not meet principle 5

• The course includes a significant portion of content that is not relevant to teaching and learning.
• The course includes activities where participants discuss how to apply course content into teaching and learning without guidance or support from the presenter.
• The course includes activities that would be considered participants’ normal work, such as writing whole programs, faculty meetings or suggested collaborative discussions.

Principle 6: The course includes models of/modelling effective teaching practice

The course includes models of/modelling effective teaching practice means that the course includes models of evidence-based teaching and learning practices and may include the presenter modelling these practices.

The course must:

• outline to participants, models of effective evidence-based teaching and learning practices relevant to the course content. This could but does not have to involve modelling the practices; and/or
• provide opportunities for participants to utilise these models of effective evidence-based teaching and learning practices.

See the research underpinning principle 6 (PDF, 15 pages, 241 KB).

Examples that exceed principle 6

• The course describes models of evidence-based teaching and learning practices and demonstrates how the models can be used with or across syllabuses or EYLF. The models are cited in the evidence base.
• The course explicitly breaks down the models of evidence-based teaching and learning practices and tailors the modelling of these practices to the selected age or Stage group.
• The course describes models of evidence-based teaching and learning practices and demonstrates it through lesson plans, units of work, student/child work samples or assessment data.
• The course describes models of evidence-based teaching and learning practices and the presenter shows the thinking process when modelling the practice.
• The course describes models of evidence-based teaching and learning practices, which includes a definition or key steps within the model.

Example that meets principle 6

• The course describes and demonstrates in action models of evidence-based teaching and learning practices.

Examples that do not meet principle 6

• The course includes models that are not relevant to a school/service context.
• The references in the evidence base do not broadly support the models described in the course.
• The references broadly support a model that is not relevant to school/service teaching and learning, eg the model is relevant to adult learning.
• The course includes models that are deemed effective based on experience rather than an evidence base.
• A small portion of the course describes models of evidence-based teaching and learning practices, but a substantial portion of the course describes models that are not evidence-based or not relevant to school/service teaching and learning.

Principle 7: The course supports active collaboration

The course supports active collaboration means that the course provides opportunities for participants to work with other education professionals to apply course content into teaching and learning.

The course must provide:

• opportunities within the course for active collaboration with others; and/or
• suggestions for collaboration that participants undertake in their educational setting or teaching and learning context.

See the research underpinning principle 7 (PDF, 15 pages, 241 KB).

Examples that exceed principle 7

• The course includes monitored break out rooms where participants collaboratively respond to guided questions.
• The course includes a guided collaborative activity, where participants work together to implement or plan to implement learning in their teaching context.

Examples that meet principle 7

• The course provides explicit instruction on how to work with colleagues to implement new learning in their educational context.
• The course includes a moderated forum where there is a mandatory requirement for participants to respond to a question and the responses of other participants.

Examples that do not meet principle 7

• The course suggests or requests participants to discuss course content that is not structured by guiding questions.
• The course suggests or requests participants to share course notes with colleagues from their school/service.
• The course suggests or requests participants to discuss content not related to the course or teaching and learning.
• The course requires participants to comment in a chat, text box or forum that is not monitored or moderated, nor has a mandatory requirement for participants to comment on other posts.
• The course uses tentative language (eg consider, you may wish to, you can) when making suggestions for collaboration that participants undertake in their educational setting or teaching and learning context.

Principle 8: The course supports opportunities for feedback and reflection

The course supports opportunities for feedback and reflection means the course must provide opportunities for participants to evaluate teaching and learning practices of themselves or others, relating to course content.

The course must require participants to:

• give or receive feedback on teaching and learning practice; and/or 
• reflect on their own teaching and learning practice or the teaching and learning practice of others.

See the research underpinning principle 8 (PDF, 15 pages, 241 KB).

Examples that exceed principle 8

• The course includes open-ended questions where participants reflect on the course content and their own teaching and learning. Open-ended questions may be based on thinking routines or exit tickets, eg I used to think, but now I think; 3-2-1 exit tickets; how did I do this, why did I do it this way, now I will.
• The course includes a text box to respond to a reflection question that is based on applying the course content into the participant’s own teaching and learning context. A modelled reflection response is provided after the participant answers the question.

Examples that meet principle 8

• The course has at least one reflection question or feedback activity that is based on applying the course content into the participant’s own teaching and learning context.
• The course has an activity where participants are required to provide feedback on another participant’s teaching and learning practices.
• The course requires participants to provide feedback on the teaching practices demonstrated through a role play.

Examples that do not meet principle 8

• Course evaluations on the course content or delivery.
• Reflection questions or activities that check for participant understanding of course content.
• Reflection questions or feedback activities that considers participants teaching and learning, but with no application of the course content, eg how do you currently; what occurs in this situation.
• Questions are closed or not related to teaching and learning, eg could I do this better; how can I change my view on.
• The course uses tentative language when directing participants to reflect, eg consider how you might.

Related content

• Accreditation of Professional Development Courses Policy
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• Resources
• Information for providers
• PD requirements