The Stages of Teacher Development

Learning OutcomesExplain the stages of teacher developmentDescribe some of the challenges of a beginning teacherIdentify the types of professional development available for continuing lifelong learning

Survey QuestionWhat are the most commonly reported challenges of beginning teachers as reported by beginning teachers?

Beginning Teachers Most Often Report These Challenges:9. Relations with colleagues8. Students personal problems7. Insufficient materials and supplies6. Evaluating student work5. Planning class work4. Parent relations3. Dealing with individual differences2. Motivating students1. Classroom discipline

Time Crunchers Frequently Reported by Beginning TeachersAfter-School ActivitiesCoachingLesson PlanningExtra-Duty AssignmentsGrading PapersMeetingsFinding Instructional ResourcesPainting MuralsPreparing for Parent ConferencesDecorating the ClassroomTutoringModifying LessonsCatching Up on PaperworkClassroom Cleanup

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Profesional Life Span of A New Teacher : The beginning of a teaching career for some may be charged with excitement, challenge, and exhilarating success. For others, the first year of teaching may seem to be confusing, uncontrollable, filled with unsolvable problems, and threatened by personal defeat and failure. For many, beginning to teach is a unique and more balanced mixture of success, problems, surprises, and satisfactions. (Johnston & Ryan, 1983)

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Stages of Teacher Develolpment Novice Advanced Beginner Competent Proficient Expert

In the 1st yearIn the beginning years 2nd-- 5thNovice Teachers

New to the School or State

Limited Ability, Minimal Skills

Performance Considered Marginal

Who are Novice Teachers? Almost 2/3 of beginning teachers are younger than 25 years 42% have just finished college/U and have never taught before Are usually single, in debt or are financially struggling Are likely to teach outside their field Have technology skills May be more informed about multicultural issues

Novice Teacher QualitiesWilling & EagerCollaborative & CooperativeShows InitiativeReceptiveRequests FeedbackResponsiveValues Mentors HelpSelf-Analytic & ReflectiveCommitted

Novice

Learns to recognize various objective facts, initial concepts, and specific rules

This stage is the beginning of the preparation of becoming a professional educator.

Advanced BeginnerLearns to recognize facts and elements not defined in the Novice Stage and learns more sophisticated rules

This stage continues your development in your undergraduate program. Your undergraduate training ends with a student teaching experience.

3. Competent

Begins to recognize more context-free and situational elements; simplifies and improves performance; begins to problem-solveBegins as you accept full-time employment as a professional educator. It generally takes 2-5 years of on-the-job training for a person to become a competent professional educator.Many teachers never achieve this level because they do not gain enough experience.

Proficient

Learns to identify quickly the important elements of the task; develops rapid fluid style based on intuitive understandingsOnly a small percentage of professional educators ever reach this stage. These are the teachers one normally thinks about when we remember the teachers who had the most influence on us.

.Proficient

Individual's style begins to be expressed and experience (rather than school training) begins to be a major factor in performance.

Expert

Experience-based holistic recognition of similarity leads to natural, fluid performance that almost always works

We may only interact with a handful in our entire education experience. These teachers are widely recognized as superior. They are also likely to be mentors for teachers who desire to become like them.

Expert

At your stage of development, it is important to remember that it takes years of training and experience to become a competent, let alone a proficient or expert teacher.

All we ask at this point is that you work hard and try to learn from your mistakes. However, you need not feel guilty when you make mistakes; it comes with being in your stage of development.

Becoming a Master TeacherBoth critical thinking and self-regulation are necessary to attain the level of competence.

As these activities become habitual, movement to the proficiency and expertise levels becomes possible

Expert Teachers have Expert KnowledgeLet us examine some of the qualities of expert teachers.Expert teachers have gained greater knowledge through their experiences.They do not appear to have better memory in general.

Types of Expert KnowledgeContent KnowledgePedagogical KnowledgePedagogical-content Knowledge

Organization of Expert KnowledgeExpertsDeep StructureNovicesSurface Structure

Implications for TeachingTeachers become expert by learning from experience.Teachers become expert by growing in efficiency.Teachers become expert by developing their insights.

In sum :Novice to expert

Scenario PlanningBuilding PartnershipCulture ManagementOrg. Ldrshp & Mgmt.Knowledge Mgmt.Learning Org.Training and Dev.Org. Ldrshp & Mgmt.Systems ThinkingChange Mgmt.

Instructional Ldrshp.Conflict Mgmt.Team BuildingCreativity & InnovationRelationship & NetworkingInterpersonalStrategic Mgmt.Content PedagogyInformation Mgmt.Quality Mgmt.Staff Dev.Action ResearchEtiquetteContent PedagogyCommunicationTechnological Learning.School ImprovementPerformance Mgmt.Community Dev.

TUTORIAL TASK:

READ THE ARTICLE GIVEN. IN GROUPS OF 4 OR 5 COMPARE THE NOVICE TEACHER AND THE EXPERT TEACHER (BASED ON THE ARTICLE READ). USE ANY FORM OF GRAPHIC ORGANISER TO PRESENT THE INFORMATION EXTRACTED.

SHARE YOUR THOUGHTS OF THE QUALITIES OF EITHER A PROFICIENT OR AN EXPERT TEACHER.

Acticle :

MCCE Summer 06*This list is not all inclusive, the group can probably add many more. These are not in an order of priority.Teachers dont start out as experts.

Expertise develops as one gains experience and knowledge.

Expert teachers do not appear to have better memories overall (Gobet & Simon, 1998; Petre & Blackwell, 1999), but they have better knowledge about their domain of expertise.

Example - Chase & Simon, 1973, investigated expert versus novice chess players and their memory for configurations of chess pieces. They found that expert chess players only demonstrated better memories for configurations that might have come about from a real game. They were no better than novices if the chess piece configurations were entirely random.Researchers have noted that one key difference between experts and novices lies in how they organize their knowledge.

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