The Standards you will use most in CLPL and PRD

• The Standard for Career-Long Professional Learning (CLPL) – an aspirational framework describing how teachers continue to develop expertise, enquiry, leadership, and professional knowledge across their career. (GTC Scotland)
  Direct link: https://www.gtcs.org.uk/documents/the-standard-for-career-long-professional-learning

• Guide to the Professional Standards (GTCS) – explains purpose, structure, and how to use the Standards for self-evaluation and development. (GTC Scotland)
  Direct link: https://www.gtcs.org.uk/knowledge-base/articles/a-guide-to-the-professional-standards/

• Professional Standards and Professional Learning (GTCS) – explains how Standards link to professional learning, PRD, and Professional Update. (GTC Scotland)
  Direct link: https://www.gtcs.org.uk/knowledge-base/articles/professional-standards-and-professional-learning/

Thought-provoking prompts for staff

• Which aspects of the Standards are currently “strong and stable” in my practice—and which are “emerging and developing”?

• What do my learners experience as a result of my teaching, routines, feedback, and relationships?

• What is the smallest change in practice that would make the biggest difference to learning?

Helpful GTCS links

• What is PRD? (GTC Scotland)
  https://www.gtcs.org.uk/knowledge-base/articles/what-is-professional-review-and-development/

• PRD resources (including key features) (GTC Scotland)
  https://www.gtcs.org.uk/knowledge-base/articles/professional-review-and-development-resources

• PRD guidance: Unlocking the Potential of PRD (GTCS) (GTC Scotland)
  https://www.gtcs.org.uk/documents/professional-review-and-development-guidance-2020

What staff should bring to PRD

To make PRD meaningful, staff should be ready to discuss:

• self-evaluation against relevant Professional Standards

• professional learning undertaken (formal and informal)

• what changed in practice (if anything)

• what evidence suggests about impact on learners

• next steps (specific, achievable, aligned to learner needs) (GTC Scotland)

What high-quality PRD looks like in practice

• a reflective conversation with professional curiosity

• clear links to learning and teaching priorities

• a small number of meaningful development priorities (not dozens)

• agreed next steps and timescales

• follow-up professional dialogue through the year (not “once and done”) (GTC Scotland)

Key ideas to embed in CLPL

• learning is more impactful when it is sustained, evidence-informed, and collaborative

• professional learning should link to practice, learner experience, and school improvement

• professional learning should be evaluated through evidence of impact, not attendance (auth.education.gov.scot)

Direct links:

• Education Scotland: National approach to professional learning (auth.education.gov.scot)
  https://auth.education.gov.scot/professional-learning/national-approach-to-professional-learning/

• The national model “in action” (examples and explanation) (auth.education.gov.scot)
  https://auth.education.gov.scot/professional-learning/national-approach-to-professional-learning/the-national-model-of-professional-learning-in-action/

• National model outline (PDF) (auth.education.gov.scot)
  https://auth.education.gov.scot/media/1235/edscot-model-of-professional-learning-outline.pdf

A helpful approach is to look for evidence across four connected layers:

1. Professional learning engagement
   What did I do and what did I learn?
   Examples of evidence: notes, reading summaries, course outputs, coaching record.

2. Changes in practice
   What am I now doing differently—and how consistently?
   Examples: lesson adaptations, new routines, revised feedback approaches, new scaffolds.

3. Changes in learner experience
   What do learners now experience more of (or less of) in lessons?
   Examples: pupil voice, participation patterns, quality of dialogue, improved engagement.

4. Changes in learner outcomes
   What evidence suggests improved learning/progress/attainment?
   Examples: assessment evidence, improved quality of work, reduction in common errors, tracking patterns.

This mirrors the national expectation that professional learning should be evaluated meaningfully (not just described). (auth.education.gov.scot)

What counts as evidence?

A balanced evidence set usually includes:

• Professional evidence: planning changes, resources created, notes from enquiry

• Learner evidence: work samples (before/after), feedback, success criteria outcomes

• Assessment evidence: formative checks, common assessments, question-level analysis

• Observation evidence: peer observation notes, learning walk feedback, coaching records

• Learner voice: short surveys, focus group notes, learning conversations

• Wider evidence: attendance/engagement indicators where relevant

Important principle: evidence supports reflection and professional dialogue; it should not become a bureaucratic burden. (GTC Scotland)

Responsibilities for all staff

• Engage in professional learning throughout the year (formal and informal)

• Use the Professional Standards as a self-evaluation and growth framework

• Keep a simple record of learning and impact (enough to support PRD dialogue)

• Approach PRD as a reflective, professional conversation

• Identify professional learning goals that connect to learner needs and improvement priorities (GTC Scotland)

Responsibilities for PRD reviewers

• Use a coaching approach to support and challenge thinking

• Help staff connect professional learning to practice and impact

• Support staff to identify focused, meaningful next steps

• Promote an ongoing culture of professional dialogue beyond the PRD meeting (GTC Scotland)

Responsibilities for leaders (PT/Faculty/School)

• Create conditions for collaborative professional learning

• Ensure access to high-quality learning opportunities aligned to priorities

• Support enquiry, moderation of practice, and evidence-informed improvement

• Ensure PRD is meaningful, consistent, and developmental (GTC Scotland)

Practical CLPL pathways staff can use

(Examples staff can choose from)

Enquiry and evidence-informed improvement

• Practitioner enquiry: trial → gather evidence → reflect → adapt
  Education Scotland professional learning approach supports enquiry-based improvement. (auth.education.gov.scot)

Coaching, mentoring and collaborative professionalism

• peer observation cycles

• instructional coaching

• collaborative planning and moderation

Professional learning aligned to system priorities (examples)

• career education and skills development: Skills Development Scotland professional learning offer (Skills Development Scotland)
  https://www.skillsdevelopmentscotland.co.uk/what-we-do/scotlands-career-service/education-team/education-team-professional-learning/

Useful video/resources hub (direct links)

• GTCS: Professional Standards overview and guidance hub (GTC Scotland)
  https://www.gtcs.org.uk/knowledge-base/articles/a-guide-to-the-professional-standards/

• GTCS: PRD resources hub (GTC Scotland)
  https://www.gtcs.org.uk/knowledge-base/articles/professional-review-and-development-resources

• Education Scotland: National model of professional learning in action (auth.education.gov.scot)
  https://auth.education.gov.scot/professional-learning/national-approach-to-professional-learning/the-national-model-of-professional-learning-in-action/

• Scottish Government: evaluation material on CLPL culture/impact (useful context) (Scottish Government)
  https://www.gov.scot/publications/evaluation-impact-implementation-teaching-scotlands-future/