Increasing student learning is the overarching goal of
all training.
The department is the unit of change.
Professional development is an ongoing process, not a "one-shot
approach."
All educators should be lifelong learners.
The involvement and support of the head is a key factor.
Setting and working toward improvement goals should involve all
stakeholders in the department.
Improvement efforts must recognize the values, norms, and beliefs that
shape department practice and culture.
Policies and practices must be connected to the change process.
Ownership and commitment is gained through input.
The primary goal of professional development is department improvement,
but both department and individual growth must be addressed in the effort.
The college must provide resources to the departments for this purpose.
Planning and implementation should utilize adult learning theory.
Coaching and ongoing systematic support are required for the transfer
of learning from training into applied, daily practice.
Colleges should provide recognition and rewards for those involved in
efforts to grow professionally.
Stakeholders must share decisions about time, schedules, curriculum,
personnel, space, and materials.
Professional development should support instructional and program
improvement.
Educators must have opportunities to learn from colleagues.
Opportunities should be provided inside departments to discuss,
practice, and reflect on new skills.
Participation across job function/role increases shared understandings
and stimulates the use of new approaches.
Broader support mechanisms outside the department are needed, such as
networks, collaboratives, coalitions, and partnerships, with individuals and groups
outside the department/college.
