Professional development for teachers

This information has moved to the new Policy and Advisory Library (PAL). The content is an archive only and is no longer being maintained. For accurate advice visit PAL.

​​If you're a casual relief teacher, see professional development for CRTs​.

​​​Professional learning catalogue

Use this catalogue to plan your professional learning in 2020. The catalogue includes available courses, costs and FISO priorities.

Professional learning catalogue 2020

Professional learning is at the heart of teacher practice and this catalogue will help you find, plan and prioritise learning for 2020. To learn more about the importance of a disciplined approach to professional learning, read professional learning theory​ below.

To give feedback on the catalogue, email

Performance and development plans (PDPs)

​​Our performance and development intranet site contains guidelines, templates and tools to help you through the performance and development plan (PDP) cycle.

Learn more about performance development on the Department's intranet
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More information around performance and development in the teaching service can be found on HRWeb.

Strategies for the classroom

For strategies to improve your skills the classroom, see the improve your teaching section.

You can have one day per term away from your scheduled duties to focus on improving your teaching delivery. Learn more about professional practice days.

Recently advertised PD opportunities

Opportunities that have been advertised inside In Our Classrooms:

Programs in depth

Learn more about some of the standing programs we offer. For a full list of available courses, use the learning catalogue above.

Professional learning theory

Teaching is a profession that provides infinite opportunities for ongoing personal and professional development. As teachers plan for their classes, deliver their lesson, monitor student engagement, measure the impact of their teaching, and adjust their practice to optimise student learning, they become learners of their own teaching. To promote and support teachers to develop their expertise and professional practice, the appropriate cultures, processes and structures must be in place. It is these supports that intentionally, collaboratively and with accountability make teacher learning and development visible and effective. 

When teachers collaborate in the analysis of student outcomes, in the diagnosis of learning needs and in the planning of intervention strategies, professional learning choices naturally align with whole school improvement goals and address both individual and collective development needs. These are the key principles of effective professional learning. It should originate from student learning needs, build on teacher competencies, respond to teachers’ individual learning needs, and contribute to the achievement of collective improvement goals.  

Guided by these principles and the professional learning calendar teachers and school leaders can identify professional learning opportunities that will support them in advancement of personal and whole school improvement goals.  

For more information on establishing and leading high performance learning cultures, see leading teacher learning.

For more information on effective professional learning, see Professional practice note 10: effective professional learning.