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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.

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