The Expert Teacher Notes

Bray, J. S., Kramer, P. A., LePage, D. (2000). The expert teacher. In B.E. Steffy, M. P. Wolfe, S. H. Pasch, & B. J. Enz, (Eds.), Life cycle of the career Teacher pp. 75-84. California: Kappa Delta Pi and Corwin Press, Inc.

Viewing the Expert Phase Through Case Study

Defining the Expert Phase

·      "Many expert teachers develop methods for recognizing and overcoming the negative external influences on their teaching. They have reached this level of development by upholding strict standards of teaching performance and by not allowing external influences to compromise them unduly. Expert teachers continue to honor their commitment to student learning and to their own learning and teaching experiences. They continue to maintain and create relationships with colleagues, parents, and students (p. 77)."

·      "They believe in all learners and strive to empower all students to reach their greatest potential (p. 78)."

·      "Thus, expert teachers are characterized by the continual quest for professional growth. They strive for better methods of teaching and learning and enjoy their own learning (pp. 78-79)."

·      "Experts are typically self-motivated to improve their teaching because of a strong commitment to the profession and a desire to be the best they can be (p. 79)."

·      "Expert teachers are driven by their pursuit of new ideas. They are thrilled at the prospect of trying something original and different, thriving on opportunities to learn about current educational trends and social issues (p. 79)."

Threads of Continuity

·      "Expert teachers view reflection as an ongoing process that includes looking back on actions and issues to determine more effective ways to carry out objectives (p. 79)."

·      "Teachers at the expert level pursue reflection in a collaborative manner, including dialogue, participating in focus groups or problem solving sessions with colleagues, and serving as teacher educators in partnership situations (p. 80)."

·      "Moreover, most professional development is geared toward less-experienced teachers and seldom meets the needs of experts. Another common problem is the lack of time to train, process, and develop new strategies (p. 81)."

·      "Finally, traditional sabbatical leaves provide opportunities for expert teachers to gain the quality time they need to learn and reflect on new knowledge (p. 81)."

Professional-Development Strategies

Recommendations for Research and Practice