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PLI - Snap Shot

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The Professional Learning Institute offers professional learning programs that are informed by contemporary research, and that support the Department of Education’s ‘Learners First’ vision to develop a successful, skilled and innovative Tasmanian workforce.

Professsional Learning Programs offered Statewide 

The PLI offers professional learning statewide geared towards developing or strengthening the education workforce in all settings, including primary and secondary schools, early childhood settings, LINC and corporate services. Below is a graph of the geographical representation of PLI programs statewide.

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To support the evidence-based nature of its work, the PLI commissioned  independent consultant Synergistiq to undertake an evaluation of eight professional learning programs that were offered in 2015. The PLI professional learning programs included in this evaluation were: 21st Century Learning Design; Building a Feedback Culture; Cognitive Coaching; Leadership Starts from Within; Statewide Literacy; Shadowing for Aspiring Principals; Synergy for System Leadership; and Teaching Mathematics in Secondary Schools. 

In the graph below it shows the average score across the PLI flagship programs, rated against the following:

  •   The programs generated positive feelings for them (Affect)

  •   The programs were aligned with the goals of their schools or organisations (Alignment)

  •   The programs were adapted to suit their professional learning needs (Adaptation)

  •   They could apply the learnings from the programs into their teaching practice (Application), and

  •   The programs led to the advancement of their skills and knowledge (Advancement). 

Average scores on adaptation, application, affect, advancement, and alignment for all participants (N = 138)3 
 

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Additionally, participants were asked to describe how applying their new learnings have made a difference to their workplace:

“It made learning experiences better for students and catered for their individual needs more effectively.”

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    “Having the whole staff develop confidence with participation in the feedback process has brought staff together in a very supportive way. Staff have focused on aspects of their teaching and discussed with colleagues. Whole school priorities have been the focus of some sessions, instigating a lot of professional discussions about teaching and learning.”