Education Professional Development A PD 360 Case Study – Manassas City Public Schools, VA

DISTRICT PROFILEManassas City Public Schools (MCPS) is located in Manassas City, Virginia, “a small community that provides big opportunities to its residents.” As a district of 6,866 students in ten schools, its size is also a plus and allows the staff to get to know the children as individuals and develop personal education plans to make sure that those individual needs are met. The district benefits from all the advantages a smaller city offers and feels a true sense of community with a collaborative bond between home and school that works to ensure the success of every student.Manassas City Public Schools embraces its mission to educate and develop productive, responsible, and contributing citizens of local and global communities. It is a school system that enjoys diversity as a challenging and balanced learning experience. The dedicated and highly qualified staff is equipped with ample resources and vital partnerships with family, community, business, and government.MCPS is very proud of its outstanding instructional staff…
• 18 National Board Certified Teachers
• 100% Highly Qualified Teachers (per No Child Left Behind requirements)
• 52.3% Licensed staff with post-graduate degreesDISTRICT FOCUSEven with an extraordinary teaching staff, MCPS has an ongoing desire to continually better its professional development (PD) in order to provide excellent student education. This means giving its teachers the most comprehensive PD available.Dr. Michaelene Meyer, MCPS Deputy Superintendent of Curriculum and Instruction, wanted to hike up the quality as well as streamline the PD process. She looked for a job-embedded resource that teachers could access immediately when they needed it and experience immediate success.SOLUTIONDr. Meyer had been a dedicated user of School Improvement Network’s The Video Journal of Education video products for many years. When she was introduced to PD 360, also from School Improvement Network, she knew she had found a high-quality answer for MCPS.ABOUT PD 360PD 360 is the leading on-demand professional learning resource for educators with over 700,000 subscribers. Teachers, administrators, professional learning communities, coaches, etc., have access to over 1,400 indexed and searchable video segments that present real, best-practice classroom examples. Each segment includes content from respected educational experts such as Michael Fullan, Rick DuFour, Doug Reeves, Rick Stiggins, and many others. PD 360 can be used to create a structured learning experience for an individual teacher, professional learning community, or entire school. It bridges the gap between training and classroom implementation with job-embedded follow-up, tracking, and reflection tools. PD 360 also gives educators access to an online community of teaching professionals that allows interaction and collaboration either within a district or across the United States and around the world. See a demonstration at pd360.com.DRIVING USAGE AND IMPLEMENTATIONOne year into its use, Dr. Meyer has already put many applications of PD 360 into place, such as:• A Three-Year Implementation Plan for Targeted Goals and ActionsGOAL ACTIONFirst YearAll Educators Registered on PD 360
Required to Watch Two Segments &
Answer Reflection QuestionsSecond YearEnglish Language Learners – A District Wide Approach
Everyone Watch and Complete Whole ELL Program & Use in PLC’s, Forums, & Faculty MeetingsThird YearImplementation and Targeted Goals
Principals Make Building Level Plan to Align with District Plan• English Language Learners
MCPS is having great success with its ELL training framework. During the coming school year, MCPS will be using PD 360 for an all-inclusive district wide approach to its 38% ELL population. PD 360 ELL segments will be used in faculty meetings, PLC’s, and forums to educate and start discussions on strategies and accommodations that actively involve ELL students in learning.• New Teacher Training
MCPS has re-vamped its entire beginning teaching program with the use of PD 360 integrated into seminars, with follow-up guides for the PLC meetings they hold between seminars. Because Dr. Meyer feels it is important to train new teachers to use PD 360, they are immediately introduced to it as a teaching resource. When there is an issue in their classrooms, they can be directed to segments of programs such as Classroom Management, Differentiated Instruction, and many more. PD 360 is also a good base for helping new teachers understand implementation of the district and school goals.• Teachers Who Struggle
Principals were trained and are now helping teachers who struggle by suggesting specific PD 360 segments that show what best classroom practices look like in needed areas. Each teacher’s usage as well as their answers to Reflection and Follow-Up Questions can be tracked by the administration to follow growth.• Walk Throughs
Getting principals into the classrooms has a huge impact on teacher training. As principals do classroom walk-throughs, they can email specific PD 360 segment links that are relevant to the instructional needs of the teachers while providing easy and effective, job-embedded follow-up. Being able to quickly provide instant remediation on many issues has been beneficial to both principals and teachers alike.• Group Trainings
PD 360 makes it easy to personalize group training. The digitized Facilitator Guides that accompany video programs provide assistance as district facilitators prepare training sessions. Video segments are shared with a group of teachers and PD 360’s automated reflection questions are assigned to help teachers implement new strategies. The trainer can read teachers’ answers and provide suggestions and feedback.Each department chair asked to be trained in PD 360 and have begun using segments to help share information in department meetings.• Professional Learning Communities
PD 360 supports PLC’s and gives them a solid resource to study. PLC’s watch a PD 360 video segment and discuss how to apply the practices in their classrooms. The accompanying digitized Facilitator Guides provide group activities, discussion questions, lesson plans, and graphic organizers.• Teacher Certification
Dr. Meyer is working on and is excited to put into action a program for teacher certification wherein PD 360 time viewed and Reflection Questions answered will be tracked and applied as credit.• Interactive Learning Communities
Through Interactive Learning Communities, teachers present each other with implementation ideas, participate in discussion forums, upload lesson plans, and share web links to helpful resources. Learning Communities can be created as public or private domains in which teachers and administrators can share best practices, learn from one another, and eliminate classroom isolation regardless of location.BENEFITSMCPS has found PD 360 to have many advantages that directly benefit it and Dr. Meyer looks forward to discovering many more.• Cost Effective
PD 360 has been very cost-effective for MCPS. Costing much less than traditional professional development, it can be purchased with a variety of funding sources available to districts and schools, including Title I, II, III, IV, V, VII, state funds, foundation funds, federal and state grant monies, math funds, reading funds, technology funds, etc. For example, MCPS has been able to pay for PD 360 with Title II funds.• Elementary and Secondary Programs
Dr. Meyer was delighted to find a PD resource that offered both Elementary-Focused and Secondary-Centered programs. This provides instruction that is geared to each teacher’s classroom level.• Great Educator Response
Teacher response to PD 360 has been excellent. As they are introduced to it, educators generally start using the easy search ability feature of the PD 360 website to research more topics.• User Capacity
With one price, educators have unlimited access to PD 360 and can view segments and programs as many times as they wish and as often as they need.• Accessible
Because PD 360 is an online and on-demand solution, teachers in the system can access it anytime and anywhere they have the Internet. They can log on at home as well as at work, encouraging teacher education on their own time schedule.• State Approval
The Virginia Department of Education is very familiar with School Improvement Network’s PD 360 and has been supportive and favorable of its use in districts.• Large Library of Content
MCPS’s educators can immediately find the help they need in the 1,400 fully indexed, video learning segments that address the most pertinent topics and have easy search ability. In addition, PD 360 continues to add more programs that are up-to-date and applicable.• Job Embedded
Professional development should not be identical for each teacher but should be responsive to a teacher’s day-to-day practices in school and student needs. As questions and situations arise in classrooms, teachers can instantly find answers in PD 360 to improve teaching and give support when needed instead of waiting for district workshops. The wide variety of content in PD 360 ensures that teachers of every experience level can find individualized help when they need it.”Teachers can no longer use the excuse that there is no relevancy or significance for them in our professional development program. A large variety of options is the beauty of PD 360 and there is relevance for everyone.”
Dr. Michaelene Meyer
Deputy Superintendent of Curriculum and Instruction
Manassas City Public Schools, Virginia• Relevant Topics
New, quality content is continually being added to the up-to-date PD 360 library providing a resource that helps teachers continue to grow professionally. PD 360 has programs dealing with nearly every educational initiative of the past two decades.• Research Based and Best Practices
PD 360 programs are always research-based and classroom-proven, dealing with nearly every educational initiative of the past two decades. Each program shows real classrooms from around the country using the best teaching methods.• A Common Voice
PD 360 encourages consistency in a common language and practice. The Focus Objectives support a more efficient, focused commonality with all educators in the district.• Individual Accountability
Teachers are empowered to take control of their own growth by having everything they need to improve their teaching in one place. Administrators can ensure that PD happens consistently with PD 360’s integrated tracking, reporting, and follow-up.• Easy-to-Use Search Features
With hundreds of fully indexed and searchable learning segments, teachers and administrators can easily find the answers they require. PD 360 has everything MCPS teachers need to immediately improve their teaching and implement the best classroom practices.• Real Classroom Examples
Dr. Meyer has been pleased with the wide variety of real classrooms from across the country that are shown in every PD 360 program so that teachers can actually see how to implement best practices in their own classroom management.”New teachers and teachers who are struggling often can’t visualize themselves putting best practices into action. PD 360 is a link for bringing in visual professional development, which starts meaningful conversations such as “What does this practice mean to us?” and “How can we implement it in our classrooms?”
Dr. Michaelene Meyer
Deputy Superintendent of Curriculum and Instruction
Manassas City Public Schools, Virginia• Tracking Features
Administrators can oversee PD usage with PD 360’s integrated tracking, reporting, and follow-up and will know which areas need extra reinforcement. The logs they are providing are really terrific in terms of how the videos are encouraging discussion and learning.• Real Experts
Over 120 respected education experts are available at each MCPS teacher’s fingertips whenever needed. Educators no longer have to wait to attend conferences, or pay the high costs associated with them, to learn from acclaimed authorities.CONCLUSIONDr. Meyer is insuring that Manassas City Public Schools, the small district in the small town, will continue to enjoy big benefits from PD 360, the most all-inclusive and effective teacher professional development obtainable.”We have more to learn on how to utilize the benefits of the program, but one step at a time.”
Dr. Michaelene Meyer
Deputy Superintendent of Curriculum and Instruction
Manassas City Public Schools, Virginia

Vocational Education – Right Choice for Your Future

Vocational Education and Training (VET) is also called Vocational training and Career and Technical Education (CTE)). It gets learners ready for careers based on manual or practical activities, traditionally non-academic and those related to a specific trade, occupation or vocation; hence the term, in which the learner participates.Oftentimes, it is called technical education, since the learner directly develops expertise in a particular group of techniques or technology. Vocation and career are usually used interchangeably. Vocational education may be compared to education in a typically broader scientific field. This may focus on theory and abstract conceptual knowledge, characteristic or tertiary education. Vocational education is usually at the secondary or post-secondary level. It, normally, interacts with the apprenticeship system of skills enhancement.Till the end of the 20th century, vocational education concentrated on specific trades such as, for instance, an automobile mechanic or welder. Hence, it was related to the activities of lower social classes. As a result, it was associated with a sort of stigma and vocational education got linked to the traditional and conventional apprenticeship routine of learning. But as the labor market got more focused and economies started to stipulate higher levels of skill, governments and businesses started increasingly investing in the future of vocational education.This is done through publicly funded training organizations and financially supported apprenticeship or trainee schemes for businesses. At the post-secondary level vocational education is normally provided by institutes of technology, or by local community colleges. In the 20th century Vocational education got extremely diversified. It now exists in industries such as retail, tourism, information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries.Online EducationThere are several terms for online education. A few of them are: virtual education, online education, distance education, Internet education, web-based education, and education via computer-mediated communication. Essentially, online education is characterized by:1. The separation of teachers and learners that differentiates it from one on one education2. The impact of an educational organization that differentiates it from self-study and private tutoring3. The use of a computer networks to provide or dispense educational content4. The offer of two-way communication through a computer network so that students may profit from communication with each other, teachers, and staffE-learningE-learning is classified as interactive learning. In this type of learning the content is made available online and gives automatic feedback to a students learning activities. Online communication with real people might or might not be included. However, the aim of e-learning is normally more on the learning content than on communication between tutors and students.

Challenges and Opportunities in the Context of Internationalization of Higher Education

The World Bank’s 1991 ‘World Development Report’ has made a very interesting observation that the scientific and technological progress and enhanced productivity in any nation have a close link with investment in human capital as well as the quality of the economic environment. Scientific and technological capabilities are, however, unevenly distributed in the world and are linked with the education system in a nation.The 21st century has seen quite massive changes in higher education systems both in terms of complexity of the systems and also in terms of its utility for converting education into an effective tool for social and economic changes. A very interesting relationship is emerging among education, knowledge, conversion of knowledge into suitable entities from trade point of view, wealth and economy.Internationalization of education includes the policies and practices undertaken by academic systems and institutions-and even individuals-to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.The higher education system across the world has witnessed two more interesting revolutions. The first is connected with the advent and use of computers in teaching and learning as well as research and the second is linked with communication revolution. Today, education transcends across the geographical boundaries. Besides, the structure and context of academic work also has undergone a tremendous change. Student diversity and the administrative and pedagogical demands of new modes of curricula delivery characterize the academic’s everyday working environment.The accomplishment of any educational change is linked with the readiness of teachers to implement new methods and innovative practices. The present paper is an attempt to understand the role of teachers in internationalization of higher education in India. The focus of the present paper is to be acquainted with the challenges and opportunities for faculty in the context of internationalization of higher education and their inclination to adapt the change.Review of literature:A growing number of papers and studies document the many ways in which the university experience of students, academic and administrative staff has been radically transformed [Chandler & Clark 2001, Deem 2001]. Student diversity and the administrative and pedagogical demands of new modes of curricula delivery characterize the academic’s everyday working environment. Identities as academics are under constant challenge as academic staff take on multiple and often conflicting roles as consultants, researchers, teachers, counselors and international marketers. Support for academics involved in international activities is scarce and the central strategic control of resources with its demands for flexibility compromises the quality of academic life.A qualitative study examines the role of international experience in the transformative learning of female educators as it relates to professional development in a higher education context. It also investigates how the learning productions of these experiences were transferred to the participants’ home country. Nine American female faculty and administrators who worked at universities in Arab countries in the Gulf region participated in this study. The results suggest that the transformative learning of the female educators was reflected in three themes: changes in personal and professional attitudes, experiencing a new classroom environment that included different students’ learning style and unfamiliar classroom behavior, and broadening of participants’ global perspectives. Another study sought to assess how and why some higher education institutions have responded to aspects of globalization and, in particular how organizational culture influences universities’ responses to globalization. Using a predominantly qualitative, mixed-methods approach, empirical research was used to explore the impact of globalization at four Canadian universities. A multiple, case-study approach was used to achieve a depth of understanding to establish the universities’ culture, institutional strategies, and practices in response to globalization.Context of the study:Political & educational contextEveryone recognizes that India has a serious higher education problem. Although India’s higher education system, with more than 13 million students, is the world’s third largest, it only educates around 12 per cent of the age group, well under China’s 27 per cent and half or more in middle-income countries. Thus, it is a challenge of providing access to India’s expanding population of young people and rapidly growing middle class. India also faces a serious quality problem – given that only a tiny proportion of the higher education sector can meet international standards. The justly famous Indian Institutes of Technology and the Institutes of Management, a few specialized schools such as the Tata Institute of Fundamental Research constitute tiny elite, as do one or two private institutions such as the Birla Institute of Technology and Science, and perhaps 100 top-rated undergraduate colleges. Almost all of India’s 480 public universities and more than 25,000 undergraduate colleges are, by international standards, mediocre at best. India has complex legal arrangements for reserving places in higher education to members of various disadvantaged population groups. Often setting aside up to half of the seats for such groups, places further stress on the system.Capacity problemIndia faces severe problems of capacity in its educational system in part because of underinvestment over many decades. More than a third of Indians remain illiterate after more than a half century of independence. A new law that makes primary education free and compulsory, while admirable, it takes place in a context of scarcity of trained teachers, inadequate budgets, and shoddy supervision. The University Grants Commission and the All-India Council for Technical Education, responsible respectively for supervising the universities and the technical institutions, are being abolished and replaced with a new combined entity. But no one knows just how the new organization will work or who will staff it. India’s higher education accrediting and quality assurance organization, the National Assessment and Accreditation Council, which was well-known for its slow movement, is being shaken up. But, again, it is unclear how it might be changed.Current plans include the establishing of new national “world-class” universities in each of India’s States, opening new IITs, and other initiatives. The fact is that academic salaries do not compare favorably with remuneration offered by India’s growing private sector and are uncompetitive by international standards. Many of India’s top academics are teaching in the United States, Britain, and elsewhere. Even Ethiopia and Eritrea recruit Indian academics.Welcoming foreign universities:Very recently it is announced that the government of India is preparing itself for permitting foreign universities to enter the Indian market. The foreigners are expected to provide the much needed capacity and new ideas on higher education management, curriculum, teaching methods, and research. It is hoped that they will bring investment. Top-class foreign universities are anticipated to add prestige to India’s postsecondary system. All of these assumptions are at the very least questionable. While foreign transplants elsewhere in the world have provided some additional access, they have not dramatically increased student numbers. Almost all branch campuses are small and limited in scope and field. In the Persian Gulf, Vietnam, and Malaysia, where foreign branch campuses have been active, student access has been only modestly affected by them. Branch campuses are typically fairly small and almost always specialized in fields that are inexpensive to offer and have a ready clientele such as business studies, technology, and hospitality management. Few branch campuses bring much in the way of academic innovation. Typically, they use tried and true management, curriculum, and teaching methods. The branches frequently have little autonomy from their home university and are, thus, tightly controlled from abroad.Foreign providers will bring some investment to the higher education sector, particularly since the new law requires an investment of a minimum of $11 million – a kind of entry fee – but the total amount brought into India is unlikely to be very large. Global experience shows that the large majority of higher education institutions entering a foreign market are not prestigious universities but rather low-end institutions seeking market access and income. Top universities may well establish collaborative arrangement with Indian peer institutions or study/research centers in India, but are unlikely to build full-fledged branch campuses on their own. There may be a few exceptions, such as the Georgia Institute of Technology, which is apparently thinking of a major investment in Hyderabad.Indian education is a joint responsibility of the Central and State governments – and many States have differing approaches to higher education generally and to foreign involvement in particular. Some, such as Andhra Pradesh and Karnataka, have been quite interested. Other States such as West Bengal with its communist government may be more sceptical. And a few, such as Chhattisgarh have been known to sell access to university status to the highest bidders.Significance of study:The volatile situation in higher education system vis-à-vis internationalization of higher education creates many opportunities as well as challenges to the teachers of higher education. Pressures for change in the field of teacher education are escalating significantly as part of systemic education reform initiatives in a broad spectrum of economically developed and developing nations. Considering these pressures, it is surprising that relatively little theoretical or empirical analysis of learning and change processes within teacher education programs have been undertaken. The present study considers this situation and makes an endeavor to understand the challenges faced or anticipated by the teaching faculty in the context of internalization of education.Aims of the study:The present study is aimed to understand and analyze the position of college teachers in general and those of working undergraduate colleges.Data collection:Locale of the study:Data for the present study is collected from the college teachers situated at Hyderabad. Colleges in Hyderabad are generally affiliated to Osmania University. In addition to various colleges, the city is home to three central universities, two deemed universities, and six state universities. Osmania University, established in 1917, is the seventh oldest university in India and the third oldest in South India. Indian School of Business, an international business school ranked number 12 in global MBA rankings by the Financial Times of London in 2010 is also located in Hyderabad.Colleges in Hyderabad offer graduation and post graduation and post graduation programmes in science, arts, commerce, law & medicine. College of Engineering – Osmania University, Jawaharlal Nehru Technological University, Indian Institute of Technology, etc. are some of the famous engineering colleges in Hyderabad. In addition to engineering colleges, various institutes known as polytechnics offer a three year course in engineering. Gandhi Medical College and Osmania Medical College are the centers of medical education in Hyderabad. Colleges and universities in Hyderabad are run by either by state government, central government or private individuals or agencies. Hyderabad Central University, Nalsar, NIPER, Potti Sreeramulu Telugu University, Maulana Azad National Urdu University, English and Foreign Languages University, Acharya N.G. Ranga Agricultural University, are some of the other universities located in Hyderabad.Universe and sample:There are 146 degree colleges offering undergraduate courses [B.Sc., B.Com, and B.A] situated at Hyderabad. Teachers working in these colleges are taken as universe for the present study. Most of these colleges are having academic consultants whose tenure is limited either to one term or one academic year. Academic consultants are not eligible for faculty development programmes of the University Grants Commission. Various programmes meant for faculty development are available for aided college teachers. Hence, the present study has selected aided college teachers working at Hyderabad as a sub category of the universe. At the outset, a focused group interview is conducted in order to collect information as to the willingness to train oneself for internationalization of higher education. Out of 150 lecturers participated in this focused group interview fifty were selected as sample for the present study by using random sampling method.Data for the present study is collected by using in-depth interview method with the help of a schedule. Information as to the socio-economic characteristics of the respondents, educational achievements, awareness of national and global career structures, research culture, working conditions, information as to the strategies adapted by the college in order to equip for internationalization is collected. Data collection is done during the months of march-may 2010.The qualitative information on awareness and availability of national and global career structures, strategies for integrating the international dimension, professional development, needs post-doctoral research culture, refresher courses and working conditions was collected by using case study method by using in-depth interviews.National and global career structures:Kaulisch and Enders [2005, pp.131-32] note that faculty work is shaped by three overlapping sets of institutions: 1] the generic science system, and systems in each discipline which to a varying extent are cross-national, emphasize the autonomy and mobility of researchers, and foster competition based on scholarly merit and prestige; 2] rules about work, competition and careers, where academic work is embedded in national policy and cultural settings; and 3] the organizational operations of universities, which both reflect national and local traditions and are touched by common trends such as massification, growing expectations about social relevance and the nationally-parallel global transformations. A fourth element in the mix that might be of growing importance is the impact of internationalization and globalization on academic careers.The present study finds that the available opportunities for the teaching faculty are based on all these four elements. Most of the respondents experienced interplay of all these elements in their work life. More than fifty per cent of the respondents felt that the massification of education is burdensome and acting as an obstacle for faculty improvement.Faculty mobility has long been a positive professional norm though varying by nation and field [El-Khawas, 2002, pp.242-43] and also varying somewhat in motive. A small number of researchers have expertise and reputations that confer superior opportunities in many countries. However, most teaching faculty have primarily national careers and use cross-border experience to advance their position at home, traveling mostly at the doctoral and postdoctoral stages and for short visits. A third group consists of faculty with lesser opportunities at home compared to abroad, due to remuneration or conditions of work, the denial of national careers due to social or cultural closure, or an economic freeze on hiring. This group has less transformative potential than elite researchers.Excellence in education will require improvement in infrastructure, well-crafted courses, e-learning materials, access to laboratories, computational facilities and above all well-trained and highly motivated teachers. When asked about the availability of resources and opportunities for research, 78 per cent of the respondents opined that there are many bottlenecks. In most of the colleges, e-learning, internet facilities are not available. Even their college libraries mostly will have books useful for the undergraduate students rather than useful for further research by the teaching faculty. Most of the respondents felt that they are not exposed to the pedagogical methods acceptable internationally. Hence, their awareness about the teaching methods is not much. At the same time, they were not trained in teaching-learning process relevant for internationalized educational system while doing their post-graduation or pre-doctoral/doctoral level.Strategies for integrating the internal dimension:There are many ways to describe the initiatives which are undertaken to internationalize an institution. They are often referred to as activities, components, procedures or strategies. In the process oriented approach to internationalization, emphasis is placed on the concept of enhancing and sustaining the international dimensions of research. Most of the colleges in general, autonomous colleges and colleges with potential for excellence are following the process oriented approach. Yet, the faculty is not ready to equip themselves for this internationalization. The reasons mentioned by the respondents include more work, fear of losing job, lengthy working hours, high aided-unaided teaching faculty ratio, low job satisfaction levels and lack of facilities at the institutional level.Professional Development NeedsFaculty members, or academic staff, as they are called in many countries, constitute a critical ingredient influencing the quality and effectiveness of higher education institutions. Universities in the developing world cannot respond to external changes and pressures without the involvement of capable, committed, and knowledgeable faculty members. The challenge for many faculty members, however, is that they are being asked to fulfill tasks and assume roles for which they are not adequately prepared. Besides, there are not many training centers to well equip them. Academic staff colleges are providing refresher and orientation courses but these courses are attended by those whose promotions are linked with attending refresher courses.Post-doctoral research cultureUnlike the advanced countries, where a large pool of post-doctoral research fellows carries out the bulk of high-quality research, there is a near total absence of a post-doctoral culture in India.79 per cent of the respondents expressed their willingness to pursue post-doctoral research but said that they are not able to do due to financial problems.Although the number of women at post-graduate and doctoral levels in various universities is high, very few of them make sufficient advance in their careers for a variety of social reasons. Women teachers and teachers studied in vernacular medium felt that though they are interested their family responsibilities and problem of language and communication act as major challenges for them.Conclusion:Higher education in India has entered into a new phase with the invasion of foreign universities and increasing aspirations of Indian students. This has created a need to revive the pedagogical methods. But the question still remains, whether the teaching faculty are ready to accept these changes or not? It is found in the present study that the teachers are ready to accept the challenges of global teaching. The need of the hour is to equip Indian teachers than permitting the foreign universities to establish their campuses in India. This requires a appropriate teacher education which can address the issue of organizational learning.Charles A. Peck, Chrysan Gallucci, Tine Sloan and Ann Lippincott [2009] illustrated some ways in which contemporary socio-cultural learning theory may be used as a lens for addressing the issues of organizational learning in teacher education. Using a theoretical framework developed by Harré [1984], they showed how processes of individual and collective learning led to changes in a teacher education program. Important innovations in program practice were generally found to have their sources in the creative work of individual faculty. However program level changes required negotiation of new ideas and practices within small groups of faculty, and with the larger collective of the program. The present study would like to conclude that the Harré model, and the socio-cultural learning theories from which it is derived, may offer a useful theoretical framework for interpreting complex social processes underlying organizational renewal, innovation, and change.References:El-Khawas, E. 2002 “Developing Academic Career in a Globalizing World”, in J.Enders and O. Fulton [ed.] Higher Education in a Gobalizing World: International Trends and Muual Observations, Kluwer, Dordrecht, pp.242-54Charles A. Peck, Chrysan Gallucci, Tine Sloan and Ann Lippincott [2009] Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change, Educational Research Review Volume 4, Issue 1, 2009, Pages 16-25Harré, R. (1984). Personal being: A theory for individual psychology. Cambridge, MA: Harvard University Press