Policy statement: 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.

A review of professional learning practice in NSW schools showed that school staff, both teaching and non-teaching, have professional learning needs that are specific to their role. The research identified how non-teaching staff are more motivated and learn more effectively when learning undertaken is directly relevant to their work, which made a difference to their performance in their role.

By continuously building the individual capability of all staff, schools are more able to provide the critical support required for the effective operation of a school, therefore creating an environment of high performance across all school functions undertaken by both teaching and non-teaching staff.

Policy statement: 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.

School principals and leaders play a pivotal role in enabling the conditions required for all staff to learn from and support each other when engaging in professional learning. Their shared vision supports all staff to build capability in all aspects relevant to their role in a school. It ensures the professional learning of all staff is valued, and through collective efficacy, staff actively contribute to an inclusive and effective learning culture, creating a positive impact on the operation of a school.

Policy statement: 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.

One key way that adults learn is by seeking new information and skills which they need to do their job well. This learning process – applying new skills and knowledge relevant to a job - encourages an environment where it is safe to make and correct mistakes while enhancing capabilities through working individually and with peers.

School leadership teams can support this high quality, relevant professional learning by establishing processes to identify knowledge and skills required to undertake tasks. This enables opportunities for staff to apply these new skills in their daily work to support whole school functions.

Policy statement: 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.

In a culture of continuous improvement, the impact of on-the-job learning is measured through operational improvements resulting from the application of new skills gained through professional learning. This may be evidenced through, for example, clearer and more efficient administration processes, improved communication practices and customer service, faster processing times, staff satisfaction surveys, feedback from parents, students and community members or a reduction of administrative burden for school leaders. This collective improvement aims to have a positive impact on whole school function and service.

Principles for building capability

Applying the four principles for building capability ensures that teaching and non-teaching staff participate in professional learning that is relevant to their roles and will develop skills that will contribute to the delivery of excellent service to the whole school community. It helps to ensure that professional learning of all staff aligns to school and departmental objectives.

The principles support school leaders to build high performing, interdisciplinary teams that thrive in a culture of continuous learning and which are focused on school improvement. Leaders play a key role in mentoring staff, sharing knowledge and supporting critical thinking to evaluate the effectiveness of professional learning in addressing the needs of the job.

The department provides access to high quality and role relevant professional learning opportunities for all staff in schools, including non-teaching staff.

School staff are equipped to efficiently and effectively serve their local school communities. They are focused on excellence in school administration and ensure every student is known, valued and cared for.