Education Scotland as a Learning Organisation: Planning Professional Learning
What makes impactful professional learning
Co-produced by Education Scotland, the General Teaching Council for Scotland, local authorities, universities, professional associations and teachers in 2018, the national model of professional learning in Scotland seeks to build a system-shared understanding of what makes professional learning effective.
Based on this model, impactful professional learning is:
Contextualised
At the heart of professional learning there is a dynamic relationship between learners and the educator’s professional learning; these are deeply interconnected.
The educator’s professional learning should be informed by the learner’s experience, voice and needs. In turn, that professional learning, should impact positively upon the experiences of learners. It is important to be mindful that effective professional learning should take account of and reflect the unique circumstances of the learning community and those involved in it.
Reflective of professional standards
To ensure a level of quality assurance, effective professional learning should be informed by relevant professional standards to help educators explore the shared elements of their professionalism.
Promoting individual and collective efficacy
People are the drivers and enactors of change for improvement. Professional learning is how this is put into action.
According to John Hattie’s Visible Learning Synthesis (2023), collective teacher efficacy is the number one factor that matters most in raising learner achievement.
Collective teacher efficacy can be fostered by being able to enact collaborative and enquiring approaches to practice in a supportive learning culture based on trust, honesty, challenge and support. Highlighting the crucial fact that leading practice and change is not reserved for those in formal leadership positions.
Effective professional learning will provide opportunities for participants to learn from one another and lead discussions about the impact of trying out things they have learned on their own development but also on the learning of the children, young people or adults they teach.
Learning by collaboration
As part of an active, networked learning community, effective professional learning should give learners the richness that comes from learning with and from others such as colleagues, partners and learners through dialogue and working together to share experiences and solve problems.
Demonstrated below in the networked learning model, sometimes referred to as the ‘Three Fields of Knowledge’. The third field, ‘new knowledge’ would not exist had it not been for the facilitated interaction between the learning participants and their interpretation and discussion of the existing research, policy and theory.
Learning by enquiry
There is an ethical prerogative to taking an enquiry stance by asking critical questions about self and learners within context, being open to change, critically examining a wide range of sources of information to inform knowledge and understanding, asking questions about impact and making informed decisions.
Through an enquiring approach, effective professional learning should place learning in the wider context of democratic purpose and social justice, highlighting the drive to improve education through informed educator voice and professional courage.
Learning that deepens knowledge and understanding
Effective professional learning should provide learners with new content like theory or research but also the opportunity to apply what they know in a new context. This involves developing skills, expertise and experience, developing depth of knowledge about self and practice and seeking solution focused approaches from an informed perspective.
Andragogy refers to the method and practice of teaching adult learners, as opposed to pedagogy, which is focused on teaching children. The term is often associated with Malcolm Knowles, an American educator who developed a theory of adult learning. According to Knowles, adults learn differently than children and require a different approach.
Andragogy: the art and science of helping adults learn
Knowles’ five assumptions of adult learners shown in the image above are summarised below:
Self-concept
Adults are self-directed, they:
• are independent
• like to find their own way
• can make their own decisions
• want to manage their own learning
Experience
Adults have breadth and depth of experiences to draw from and apply new learning. They:
• have diverse experience and knowledge
• may have ingrained ideas about things
• use problem solving, critical reflection and reasoning skills
Readiness
Adults want to learn things that are relevant in a real-to-life context. They:
• are goal focussed
• want just-in-time learning
• see value in meaningful learning experiences
• need a clear ‘why’ and ‘what’ for learning goals
Orientation
Adults are engaged by learning that is problem-centred and practical. They:
• are practical – learning should apply to their lives or job
• want to be involved in planning their learning
• focus on aspects that are most useful to them
Motivation
Adults are intrinsically motivated by various value drivers (not simply more money!):
• job satisfaction
• self-esteem
• quality of life
• personal growth and development
Source: Exploring adult learning theory (structural-learning.com)
It is important to note that andragogy is a contested theory because its foundational assumptions, broad applicability, and empirical support are often questioned. The idea that adults learn in fundamentally different ways to children is debatable, with some arguing that the differences are more nuanced than andragogy suggests. As a result, the theory remains influential to planning professional learning but continues to provoke discussion and critique.
Another contributing principle for planning professional learning is the concept of Transformative Learning Theory (TLT). Aileen Kennedy (2014, 2016) and John West Burnham (2005) highlight that professional learning sits on a continuum; emphasising how adults move through different levels of learning, depth of understanding, and professional growth over time. This highlights the complexity of adult learning, drawing attention to how professional learning can range from surface-level engagement to more transformative changes in individual and organisational practice, beliefs, and identity.
This doesn’t imply that one type of professional learning is inherently better than another. Instead, it acknowledges that different forms serve different purposes, and teachers may move across this continuum at various points in their careers. In fact, impactful professional learning often combines different levels of learning on the continuum.
Burnham's theory typically identifies three levels of learning:
Level 1: Transactional Learning (Surface Learning)
At this level, learning is primarily about acquiring facts, skills, and information. Learners focus on basic understanding or memorisation of material without necessarily engaging in deeper analysis or critical thinking. It’s about the transfer of knowledge in a clear, transactional manner.
Characteristics:
• learning is passive, often focused on short-term goals like passing exams or completing tasks
• external motivations, such as grades or rewards, typically drive this type of learning
• learners tend to accept information as presented, with limited critical reflection
Level 2: Transformational Learning (Deeper Understanding)
Transformational learning goes beyond basic knowledge acquisition. At this level, learners begin to make sense of new information by applying it to different contexts, questioning assumptions, and reflecting critically on their experiences.
Characteristics:
• Learning is active and reflective, with individuals engaging in problem-solving, critical thinking, and making connections between different areas of knowledge
• Internal motivation becomes more important, as learners are driven by curiosity or a desire to understand more complex ideas
• Learners start to challenge previous assumptions and reframe their understanding based on new information
Level 3: Transcendent Learning (Meta-Learning)
At this highest level of learning, individuals engage in meta-cognitive processes—they learn not only content but also how to learn and how their learning affects themselves and others.
This level of learning involves personal transformation and a deep integration of knowledge, values, and behaviour. It often involves questioning one’s own identity, worldview, and purpose.
Characteristics:
• learning is self-directed and transformative, often linked to personal growth and leadership development
• there is an emphasis on self-awareness, ethics, and social responsibility
• learners consider the broader impact of their knowledge and actions on the world around them
• personal values and beliefs are often reshaped as part of the learning process
Burnham’s thinking is mirrored in Kennedy’s framework highlighted below:
This framework shows the purpose of the model and examples of models of CPD which may fit within this category. As the purpose of the model moves from transmissive to malleable to transformative, the frame work notes increasing capacity for professional autonomy and teacher agency.
Examples of transmissive models of CPD:
- Training models
- Deficit models
- Cascade models
Examples of malleable models of CPD:
- Award-bearing models
- Standards-bearing models
- Coaching/mentoring models
- Community of practice models
Examples of transformative models of CPD:
- Collaborative professional inquiry models
Kennedy’s model (2014) also notes that as professional development becomes more transformative, individuals have greater agency over their learning. Instead of being passive recipients of knowledge, they become active participants in their professional growth, shaping the learning process based on their needs and context.
Kennedy also emphasises the importance of reflection in professional development, especially at the higher, transformative levels. Reflective practices enable individuals to critically assess their assumptions, practices, and the broader societal and structural issues that lead to personal and organisational transformation.
As a designer and facilitator of professional learning it is essential to consider from the outset the intended level of learning, the role of the learner and desired impact on the individual as this will greatly influence the facilitation of the learning and how it is evaluated.
There are several theories of adult learning and further reading can be done here: Exploring adult learning theory (structural-learning.com)
When planning professional learning it is useful to have a tool to help structure thinking. There are different tools to choose from and it might be the case that combining elements of several tools to create a bespoke approach is the best way to meet the learning needs.
The Education Scotland Planning Tool
The Education Scotland Planning Tool has been informed by the work of Bernice McCarthy (1980) and is a simple, logical method of mapping out the learning design. The link above has some worked examples of using this model.
The image shows the following six key areas:
- Purpose: who was involved in deciding? Is the purpose clearly shared with participants?
- Outcome: what is realistic for this session? How will we measure it?
- Why: Why is this important - how do we know? Examples - Data, Professional Standards, lived experience.
- What: What is the content of the learning? Examples - theory, new learning, frameworks, toolkits.
- How: How will the content be facilitated? What strategies will help people learn? Examples - practice session, relevant scenario-based problem solving
- Apply: How will learners take this learning back to their settings? Examples - action planning, what's next?, where can they access more learning?
Glaser Experiential Learning Model
For a more detailed planning tool, The HRDQ Experiential Learning Model offers a structured approach to professional learning, guiding learners through a cyclical process that fosters deep understanding and application.
This model emphasises the importance of active engagement, reflection, and application of knowledge. By moving through stages of focusing, experiencing, reflecting, thinking, modifying, practicing, and integrating, learners are empowered to connect theory with practice and develop new skills and competencies. This cyclical process encourages continuous improvement and adaptability.
At each stage the roles of the facilitator and learner are shown:
Stage 1 - Focussing
Facilitator - engage the learner
Learner - Focus on the learning
Stage 2 - Experiencing
Facilitator - facilitate meaningful/relevant learning experience
Learner - Experience new learning
Stage 3 - Reflecting
Facilitator - Encourage processing/discussion
Learner - Reflect on experience
Stage 4 - Thinking
Facilitator - Introduce behavioural theory
Learner - Think critically about new ideas
Stage 5 - Modifying
Facilitator - Structure feedback activity/help learner interpret
Learner - Modify behaviour/attitudes/knowledge based on feedback
Stage 6 - Practicing
Facilitator - Set up/monitor learner practice
Learner - Apply new learning to practice situations
Stage 7 - Integrating
Facilitator - Encourage evaluation of learning
Learner - Integrate new learning into work
