Time for a Professional Learning and Development (PLD) Stocktake: Why and How?

As we approach the end of the year, I always take some time out to pause and reflect on my own professional learning and development (PLD) journey.  

As I take stock of what I have learned and the impact this learning has had on my individual and professional practice, I am reminded to celebrate the small and big wins, to rethink and re-energise for the year ahead. 

Taking stock of my PLD has always kept me on track, and kept me focused about my professional learning goals. It could do the same for you. 

The benefits of a PLD stocktake

 A professional learning and development stocktake offers several benefits. 

These types of professional reflections often help us to: 

• Understand where we stand in our knowledge growth professional development journey
• Identify and assessing what knowledge we have acquired and implemented 
• Explore areas for improvement and future focus.
• Recognise and celebrate our success and progress, which can boost our confidence and drive for continuous learning.
• Ensure that the knowledge and skills we have gained remains relevant and up-to-date, and
• Identify areas and opportunities for upskilling or value adding.

The process of taking stock

1. Reflect on the PLD Goals you set at the beginning of the year. You may also draw closely on your professional development plan or most recent performance review.

2. Identify all the PLD you have attended since the beginning of the year. For example, courses, workshops, certifications, and informal learning experiences, sector webinars, books you have read, or hands-on projects where you have applied new skills. You can refer to your diary or outlook calendar to help you remember all the professional development you have attended.

3. Identify and evaluate how and where you applied the knowledge you learned. If you have knowledge which you have yet to apply, write reminders for when you can revisit it.

4. Assess and evaluate the impact of your transferred knowledge. For example, you may ask yourself what difference your acquired and transferred knowledge made to your practice, the quality of services to the children and families, to your colleagues or to the wider community?  This could be as simple as noticeable changes in the behaviour of children, or increased engagement in their learning or more involvement from community members.

5. You may also seek feedback from a colleague or supervisor about your practice and/or performance. External perspectives can provide extra insights you may have missed or overlooked. 

6. Compare your performance before and after; what worked, what did not and what may need consolidating or changing.

7. Consider research and sector trends or projected knowledge needs for the coming year and beyond, and update your professional learning and development plan accordingly. 

8. Finally, and the thread that ties all the above steps, celebrate the achievements and milestones during each step! Celebrations can be as simple as sharing a story of success or some certification received from attending a course or feedback from a colleague.

Remember that professional growth is an ongoing journey. Every step forward, whether small or big, is significant and essential in re-initiating interest, and passion, or bringing you a step closer to the early childhood professional you aspire to be. 

Suggested Resources

Professional development planning 

Five tips for leading professional learning 

Qualities of an early childhood educator 

The National Association for the Education of Young Children (NAEYC) Professional Development Plan: A customisable template to help you set and track your professional development goals. 

Planning for your professional development 

Dr Susan Sharpe

Dr Susan Sharpe is an Education and Research Advisor at C&K. She draws upon over 30 years of invaluable experience in the Early Childhood Education and Care (ECEC) sector in a variety of roles including teacher training, advisory, assessment and rating, educator wellbeing, and professional learning and development. Susan’s passion lies in advocating for strength-based practice, inclusive pedagogy, educator growth and empowerment, the cultivation of thriving learning communities, and successful knowledge transfer.