0.4 Cressman, j., richter, r., sims, p., schuth, s., & Sukowski,  (Page 3/6)

Lens two: qualities of effective professional development

Although this definition of professional development may focus us on content, process and context, there is still more to do. Fogarty and Pete (2009) provide us with seven protocols or best practices of effective professional development. These are: sustained, job-embedded, collegial, interactive, integrative, practical, and results-oriented. The first element is that professional development be sustained and continuous. Every year, full and part-time faculty are expected to participate in CAFÉ. Attendance at CAFÉ and at the mini-CAFÉs have been high.

Most participants look forward to these days of growth. Planning committees have been used to plan the next CAFÉ. There is a desire to improve upon the previous years’ experience. Many participants ask for more time together.

A second element is job-embedded professional learning. Department chairpersons, course leaders, instructional design specialists and administrative assistants are always willing to assist faculty. Some faculty members require extra time in the computer labs. Other faculty members need extra help that can be taken care of via the phone or email. Still others need one-on-one help. The support teams coach faculty to achieve competence and excellence in each of the courses offered. Tech Tips is a weekly email publication sharing the latest in technology in education. Other opportunities include roundtables, the monthly technology clinics, and Brown Bag Series presentations.

Collegial professional learning is the third element. Baron-Nixon (2007) has argued that high-quality instruction depends on regular, substantial interaction between full- and part-time faculty at the department level (50). In the “birds of a feather” sessions, full and part-time faculty work with each other to address content, teaching styles and student concerns. From these interactive sessions, course syllabi, content and assessments have been improved. There is a strong willingness to work together. Smoker (1996) says that when teachers put their heads together, the team effort can be the most powerful school improvement tool in the school. We believe this happens at CAFÉ.

Fourthly, interactive professional learning is a hands-on approach. We invite all faculty members to become involved in the continuous improvement of courses. We welcome suggestions, criticisms, concerns and additional resources. As a result, most faculty members take ownership of the courses they are teaching.

The fifth element of professional learning is being integrative. Our professors want face-to-face training; access to the Internet, online and web-based materials; text-supported items, research-based and other materials that expand their wealth of knowledge and bag of tricks. We share best practices and relevant articles. As a result of this intense sharing, the two hours of the “Birds of a Feather” sessions are not long enough. Most professors want more time.