As teachers pause mid-way through the year to ask themselves, “Have I actually been recording and reflecting on my professional learning this year?” many are discovering a surprising truth: they’ve been engaging in far more development than they realised.
Welcome to the world of Teacher Identified Professional Learning (TIPL), an approach that recognises the richness of what teachers do every day.
A reminder from the ACT Teacher Quality Institute highlights that TIPL includes a wide range of learning experiences that improve professional knowledge and practice, even if they’re not formally accredited. And that’s where the “aha” moment begins.
That time spent observing children and young people closely, noticing their interests and behaviours? That’s reflective learning. Those conversations with colleagues while planning a program? That’s professional collaboration. Listening to a podcast during your commute? Yes - that counts too.
TIPL encourages teachers to rethink what counts as learning by asking:
“Is this new learning? Is it enhancing my practice? Does it align with the Standards?” If the answer is yes - then it counts.
When teachers take stock, the breadth of their TIPL becomes clear and impressive.
Across early learning settings and classrooms, teachers and educators are already engaging in meaningful professional growth through:
- Observing children and reflecting on learning outcomes
- Programming and planning discussions with colleagues
- Exploring family engagement strategies
- Embedding inclusion and diversity practices
- Reflecting on EYLF and Australian Curriculum implementation
- Participating in centre-based/ school/ subject specific learning communities
- Mentoring pre-service teachers or fellow peers
- Reviewing observation and assessment approaches
- Engaging with NQF and Quality Area improvements
- Listening to podcasts and webinars
What might once have felt like “just part of the job” is, in fact, rich, intentional professional learning. However, there’s a catch: if it’s not recorded and reflected upon, much of this valuable work risks going unnoticed, especially when it comes to renewing your registration each year.
TIPL isn’t just about doing, it’s about recognising, documenting, and reflecting. Teachers who pause to capture their learning journeys often uncover patterns:
- Growth in confidence when mentoring others
- Deeper understanding of children and young people’s learning through observation
- Stronger alignment with the EYLF, National Quality Framework and the Australian Curriculum
A Shift in Mindset
The biggest shift may not be in practice, but in perspective. TIPL challenges the traditional view that professional learning must be formal, external, or time-consuming. Instead, it celebrates:
- Learning that is embedded in daily practice
- Collaboration and conversation
- Curiosity and reflection
- Continuous improvement aligned with standards
In fact, most TIPL activities can contribute up to five hours toward registration requirements, with some activities counting even more.
So, have you begun recording and reflecting on your professional learning this year? If not, now might be the perfect moment to start, not by attending something new, but by recognising what you’ve already done. Because the reality is clear:
The professional learning is already happening. The opportunity lies in seeing it.
Next Edition :“From Reflection to Evidence: How to Log Your TIPL with Confidence”