What is High Impact Professional Learning?

The High Impact Professional Learning (HIPL) model is a set of 5 elements, informed by global research, that support the professional growth of all teaching staff to deepen teaching practice for ongoing growth in student progress and achievement.

The HIPL model is embedded in the department’s revised Professional Learning Policy for Teachers and School Staff. The policy supports teachers, leaders and non-teaching staff in their ongoing development, which is critical to the progress and achievement of every student, teacher and school.

High Impact Professional Learning to support student progress and achievement

The cycle of professional learning for principals, executive, teachers and non-school based teachers, which focuses on deepening teaching practice for ongoing growth in student learning, is underpinned by 5 elements outlined in the High Impact Professional Learning model.

The 5 HIPL elements are:

  • Professional learning is driven by identified student needs - Professional learning is designed to meet student needs, identified through analysis of current system, school and classroom data about progress and achievement.
  • School leadership teams enable professional learning - Leaders create the culture and structures, including supporting resources, that build a cycle of professional learning; an inclusive environment that enables learning and growth in every teacher in which new learning is applied to teaching practice.
  • Collaborative and applied professional learning strengthens teaching practice - Teachers work together – propelled and critically challenged by expert input, to learn, shape and strengthen teaching practice for ongoing student progress and achievement.
  • Professional learning is continuous and coherent - Effective professional learning is aligned to system, school and individual performance and development goals. It supports teachers and school leaders to deepen their practice by focusing on sustained evidence-informed approaches.
  • Teachers and school leaders are responsible for the impact of professional learning on student progress and achievement - Teachers and school leaders evaluate how adjustments in their practice following professional learning impact on student progress and achievement, regularly recalibrating and refining to ensure ongoing progress and achievement for students.

For information about how professional learning should be incorporated into the school strategic planning process, access the Enhancing teacher capabilities page on the School Excellence in Action website.

Principles for building capability

Professional learning that is not aimed directly at improving student learning outcomes, including professional learning for SASS and other non-teaching staff, and some professional learning for teachers and school leaders (including mandatory training), is underpinned by 4 principles for building an individual’s capability.

The 4 principles for building an individual’s capability are:

  • Professional learning is driven by the needs of the role - Professional learning is directly relevant to the daily work requirements of staff and enables them to develop capabilities and skills to facilitate effective processes and systems in schools.
  • Leadership teams enable professional learning - Principals and leaders provide a shared vision for all staff to develop and/or enhance existing capabilities that can have a significant impact on a team and/or school.
  • Staff are supported to apply professional learning in practice - Principals and leaders provide support to help staff apply professional learning directly to work tasks to address the challenges faced in the everyday functions of the role.
  • The outcomes of professional learning are evaluated - Staff evaluate how professional learning has contributed to their individual growth and the impact on their work, including their overall capability to contribute to their team or school.

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