Since the development of a critical conscience is realized through collective inquiry with peers and mentors, dialogue and reflection must assume a critical role in adult learning. Such collaboration also provides the emotional support necessary to navigate the often disorienting experience of change. Finally, school improvement scholars can also contribute to the successful design and implementation of professional development programs. These scholars point out that effective programs are not only consistent with learning theory, they are dependent on certain contextual factors for success. Programs are adequately supported by organizational conditions, materials, human resources, and funding.
Effective evaluation guides successful programs.
School improvement sources have also been instrumental in promoting student learning goals and effective student assessment as focal areas for professional development programs. Such topics provide for unifying, interesting, challenging, authentic tasks for teachers and help facilitate the outcomes important to stakeholders and policymakers. Recent research also connects teachers' professional growth activities with their patterns of computer use. In one recent, large-scale survey, teachers with a high degree of commitment to continuous learning were ten times as likely to feel comfortable with computers, have access to computers, and frequently use computers for instruction and for their own professional work. Furthermore, these same professionally involved teachers were most likely to embrace computers as an invaluable tool for supporting their constructivist practices, such as encouraging students to seek information, to produce products, and to communicate with others.