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Practical professional learning is the sixth element. Our faculty and students seek to know the theoretical knowledge. But we also want the practical experience and knowledge that makes connections with real life. We strive to balance theory and practice. Theory informs practice and practice informs theory.

The last element of professional learning is being results-oriented. We want our professors to be excellent teachers. We also want student learning to increase. Hence, we have a concern for quality control such as the Quality Assurance Committee of the College of Graduate and Innovative Programs which oversees areas such as course gap analysis, CAFÉ, and peer review recommendations. Since efforts have been put into improving the quality of teaching, content, skills and learning, the student evaluations have resulted in higher ratings for our courses and faculty members.

In addressing the seven protocols for adult learners and professional development, we believe that there is always room for improvement. We are not satisfied with what we have done. We know we can do better. This leads us to go further.

Lens three: models of teacher development

Sergiovanni (2005) in his Models of Teacher Development provides us with a useful framework to examine four years of the CAFÉ experience. The three models as described in Table 2 include: in-service training, professional development and renewal. Through CAFÉ the three models as seen in Figure 1 can be described as: information, formation, and transformation.

Models of Teacher Development
  In-service Training Professional Development Renewal
Assumptions Knowledge stands above the teacher. The teacher stands above the knowledge. Knowledge is in the teacher.  
  Knowledge is, therefore, instrumental. It tells the teacher what to do. Knowledge is, therefore, conceptual. It informs the teacher’s decisions. Knowledge is, therefore, personal. It connects teachers to themselves and others.  
  Teaching is a job and teachers are technicians. Teaching is a profession and teachers are experts. Teaching is a calling and teachers are servants.  
  Mastery of skills is important. Development of expertise is important. Development of personal and professional self is important.  
Roles Teacher is consumer of knowledge Teacher is constructor of knowledge Teacher is internalizer of knowledge.  
  Principal is an expert. Principal is a colleague. Principal is a friend.    
Practices Emphasize technical competence. Emphasize clinical competence. Emphasize personal and critical competencies.  
  Build individual teacher’s skills. Build professional community. Build caring community.  
  Through training and practice. Through problem solving and inquiry. Through reflection and reevaluation.  
  By planning and delivering training. By emphasizing inquiry, problem solving, and research. By encouraging reflection, conversation, and discourse.

Source:  Thomas J. Sergiovanni, The Principalship: A Reflective Practice Perspective, 5 th Ed. Boston, MA. Allyn&Bacon. Copyright ©2005 by Pearson Education.

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Source:  OpenStax, Education leadership review special issue: portland conference, volume 12, number 3 (october 2011). OpenStax CNX. Oct 17, 2011 Download for free at http://cnx.org/content/col11362/1.5
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