Throughout this unit I have come to see my professional identity as something continually under construction, which means identifying my learning needs is an ongoing responsibility. The APST give me a shared language to name strengths and gaps honestly (AITSL, 2011). I selected the AITSL Teacher Self-Assessment Tool (AITSL, n.d.) because it lets me rate my practice against each standard and set targeted goals (Figure 10). Completing it helped me recognise, for example, that I need to deepen my knowledge in compliance and demonstrating legislative organisation of policies and procedures. Arndt et al. (2021) describe early childhood professional identities as shaped and reshaped by policy, context and relationships, and Churchill et al. (2022) frames reflective practice as the way teachers grow across their careers. This resource turns reflection into a professional learning plan that will guide my growth as a graduate teacher.