TE
Faculty
Retreat
5/9/11
A
knowledgeable,
skillful,
commi4ed,
and
reflec7ve
professional,
in
any
domain,
field
or
discipline,
is,
arguably,
by
defini7on,
an
expert.
Although
our
candidates
cannot
be
expected
to
leave
WIU
as
such
in
completed
form,
by
understanding
what
the
process
of
a4aining
exper7se
entails,
we
will
know
and
understand
what
we
need
to
do
to
facilitate,
or
make
more
likely,
that
our
candidates
will
develop
into
expert
teachers
in
the
long
run.
To
the
extent
that
we
accomplish
this
aim,
we
are
empowering
our
candidates.
“As
differences
between
experts
and
novices
accumulated
in
educa6on
and
other
fields,
it
became
apparent
that
there
was
a
need
for
a
theory
of
development
to
describe
the
transi6on
from
novice
to
expert.”
‐
Berliner,
D.
C.
(2004).
Describing
the
behavior
and
documenFng
the
accomplishments
of
expert
teachers.
Bulle%n
of
Science,
Technology
&
Society,
24,
1,
200‐212.
“It
would
be
helpful
if
there
were
predictable
phases
of
teacher
development
that
could
guide
educators.”
‐
Hammerness,
K.,
Darling‐Hammond,
L.,
Bransford,
J,
Berliner,
D.,
Cochran‐Smith,
M,
McDonald,
M.
&
Zeichner,
K.
(2005).
How
teachers
learn
and
develop.
In,
L.
Darling‐
Hammond
&
J.
Bransford,
Eds.
Preparing
teachers
for
a
changing
world:
what
teachers
should
learn
and
be
able
to
do.
Jossey‐Bass.
From
Novice
to
Expert:
Developmental
Phases
in
Becoming
a
Master
Teacher
(Adap7ve
Expert)*
We
present,
in
what
follows,
a
rela7vely
well‐defined
concep7on
of
professional
development
as
the
path
to
becoming
a
master
teacher.
In
so
doing,
we
do
realize
that
the
“real
world”
is
a
less
well‐defined,
and
well‐
behaved
place
than
what
the
model
we
will
present
would
indicate.
Students
enter
the
Teacher
Educa7on
program
at
various
points
in
their
educa7onal
development,
and
some
meander
over
the
educa7onal
landscape
in
apparently
random
fashion
(oKen
blamed
on
the
ins7tu7on,
or
department,
or
some
other
convenient
en7ty).
Some
will
progress
more
slowly,
some
more
quickly,
and
some
not
at
all.
Others
will
progress
and
then
plateau.
Nevertheless,
most
will
follow
a
path
something
like
what
we
describe,
and
having
a
rough
concep7on
of
where
a
student
will,
or
should,
be
at
par7cular
points
along
the
path
can
be
helpful
to
students,
advisors,
and
faculty
as
we
work
together
toward
the
goal
of
producing
competent
beginners
in
the
profession
of
teaching.
It
is
also,
we
believe,
of
considerable
value
to
have
a
(rela7vely)
clear
concep7on
of
the
ul7mate
target
to
guide
us
along
the
way.
1
TE
Faculty
Retreat
5/9/11
Postulant
1.
A
person
submi>ng
a
request
or
applica6on;
a
pe66oner.
2.
A
candidate
for
admission
into
a
religious
order.
Ini7ate
1.
One
who
is
being
or
has
been
iniFated.
2.
One
who
has
been
introduced
to
or
has
aCained
knowledge
in
a
par6cular
field.
Appren7ce
1.
One
bound
by
legal
agreement
to
work
for
another
for
a
specific
amount
of
Fme
in
return
for
instrucFon
in
a
trade,
an
art,
or
a
business.
2.
One
who
is
learning
a
trade
or
occupa6on,
especially
as
a
member
of
a
labor
union.
3.
A
beginner;
a
learner.
Candidate 1.
A
person
who
seeks
or
is
nominated
for
an
office,
prize,
or
honor.
2.
One
that
seems
likely
to
gain
a
certain
posi6on
or
come
to
a
certain
fate:
young
actors
who
are
candidates
for
stardom;
a
memorandum
that
is
a
good
candidate
for
the
trash
can.
Journeyman
1.
One
who
has
fully
served
an
appren6ceship
in
a
trade
or
craG
and
is
a
qualified
worker
in
another's
employ.
2.
An
experienced
and
competent
but
undisFnguished
worker.
Expert
1.
A
person
with
a
high
degree
of
skill
in
or
knowledge
of
a
certain
subject.
2.
a.
The
highest
grade
that
can
be
achieved
in
marksmanship.
b.
A
person
who
has
achieved
this
grade. *Excerpted
from
The
American
Heritage®
DicFonary
of
the
English
Language,
Third
EdiFon
©
1996
by
Houghton
Knowledge
–
Comes
in
three
forms
–
declara6ve
(factual;
conceptual
understanding
and
integra7on);
procedural
(see
skills);
condi6onal
(range
of
applica7on;
situa7onal
awareness).
Declara7ve
knowledge
is
a
necessary
condi7on
for
higher
order
thinking
and
problem‐solving.
Condi7onal
knowledge
is
cri7cal
for
the
development
of
adap7ve
exper7se
and
is
enhanced
where
and
to
the
degree
an
individual
has
developed
a
principled
(theore7cal)
understanding
of
the
core
concepts
that
define
a
domain.
In
addi7on
to
basic
skills,
included
are
professional
knowledge
as
well
as
knowledge
and
understanding
of
context,
content,
pedagogy,
and
content
specific
pedagogy.
Mifflin
Company.
Electronic
version
licensed
from
INSO
CorporaFon;
further
reproducFon
and
distribuFon
in
accordance
with
the
Copyright
Law
of
the
United
States.
All
rights
reserved.
Skills
–
“The
ability
to
use
content,
professional,
and
pedagogical
knowledge
effec6vely
and
readily
in
diverse
teaching
se>ngs
in
a
manner
that
ensures
that
all
students
are
learning.”
–
NCATE
Professional
Standards
Handbook.
Here
we
are
in
the
domain
of
procedural
knowledge
which
defines
the
type
and
level
of
skill(s)
one
has
a4ained.
This
type
of
knowledge,
too,
exists
in
different
forms
on
a
con7nuum
from
the
rudimentary
capacity
to
slowly,
and
with
great
effort,
work
through
a
series
of
steps,
to
highly
automa7zed,
coordinated,
yet
flexible
and
adaptable
performances.
Teachers
must
somehow
integrate
content
specific,
social‐cultural,
and
pedagogical
skills
into
a
single,
fluid,
coordinated,
and
adap7ve
performance.
Disposi7ons
–
“Professional
a>tudes,
values,
and
beliefs
demonstrated
through
both
verbal
and
non‐verbal
behaviors
as
educators
interact
with
students,
families,
colleagues,
and
communi6es.
These
posi6ve
behaviors
support
student
learning
and
development.”
Commitment,
for
us,
is
treated
as
an
overarching
disposi7on.
Commitment
reflects
the
degree
to
which
individuals
invest
themselves
in
the
pursuit
of
a
goal,
or
set
of
goals.
Other
disposi7ons
may
be
locally
defined
but
must
include
(for
NCATE
accredited
ins7tu7ons
at
least)
fairness
and
the
belief
that
all
students
can
learn.
This
area
may
also
include
mental
disposi6ons
(e.g.,
reflec7ve,
analy7cal,
open
to
improvement).
The
ul7mate
ques7on
for
us
is:
to
what
degree
is
an
individual
commi4ed
to
such
disposi7ons,
and
to
becoming
the
best
teacher
possible?
2
TE
Faculty
Retreat
5/9/11
Prepara7on
for
Teaching
“…evidence…suggests
that
teachers’
development
is
influenced
by
the
nature
of
the
prepara7on
they
receive
ini7ally…”
–
Hammerness,
Darling‐Hammond,
Bransford,
Cochran‐Smith,
McDonald
&
Zeichner,
2005.
This
individual
has
taken
the
next
step.
His,
or
her,
professional
knowledge
and
understanding
of
core
subject
ma4er
(or
domain,
if
secondary
educa7on)
is
deepening.
The
focus
turns
to
acquiring
pedagogical
knowledge,
skills,
and
disposi7ons
as
individuals
are
ini7ated
into
the
tasks,
challenges
and
commitments
they
will
confront
as
future
teachers.
The
ini7ate
has
met
requirements
for
entry
into
teacher
educa7on,
has
a
loosely
developed,
emerging
knowledge
of
the
profession
based
on
personal
experience
and
ini7al
course
work,
his
misconcep7ons
are
fewer
but
not
fully
eliminated,
and
he
has
made
a
basic
commitment
to
enter
the
profession.
Given
that
his/her
basic
skills
and
general
knowledge
base
are
well
developed,
the
focus
turns
to
developing
deep
content
specific
knowledge
as
well
as
a
sound
professional
core,
and
preliminary
development
of
pedagogical
skills.
The
ini7ate
possesses
an
emerging
understanding
of
learners
and
learning,
the
importance
of
cultural
context
and
background,
and
related
core
professional
knowledge.
At
this
level
we
are
dealing
with
an
individual
who
thinks
he/she
might
want
to
become
a
teacher.
Of
course,
different
individuals
come
with
different
backgrounds,
but
these
individuals
typically
share
a
naïve
concep7on
of
the
profession
and
their
level
of
commitment
is
not
yet
deep.
The
primary
focus
of
this
phase
should
be
on
the
development
of
basic
skills
to
the
highest
level
possible,
and
perhaps
acquiring
a
general
understanding
of
the
nature
and
expecta7ons
of
the
teaching
profession.
In
terms
of
knowledge,
skills,
and
disposi7ons,
we
want
students
to
be
developing
high
levels
of
literacy
and
numeracy,
a
broad
and
general
knowledge
and
understanding
of
science,
literature,
history,
different
cultures,
etc.
The
abili7es
to
read,
write,
compute,
communicate,
and
reason
should
be
clearly
established
and
well
developed.
Lastly,
we
look
for
an
overall
commitment
to
learning
and
self‐
improvement
in
general
that
is
consistent
and
goal
oriented.
“Metacogni6on
is
an
especially
important
component
of
adap6ve
exper6se.”
‐
Hammerness,
K.,
et.
al.
(2005).
Having
acquired
some
pedagogical
training,
content
specific
understanding,
and
a
basic
grasp
of
the
social,
cultural,
professional
and
ethical
challenges
of
classroom
life,
the
appren7ce
is
prepared
to
begin
working
in
the
classroom
under
supervision.
The
focus
now
turns
to
prac7cal
applica7on
of
the
knowledge
and
skills
acquired
in
the
classroom
to
real
situa7ons
and
sefngs
that
approximate
the
demands
of
the
profession.
Most
misconcep7ons
(though
not
all)
regarding
the
profession
are
now
gone
and
the
appren7ce
is
in
the
process
of
becoming
aware
of
the
reali7es
of
the
demands
of
the
profession. Beyond
acquiring
many
basic
rou7nes,
developing
the
mental
habits
of
self‐analysis,
self‐explana7on,
and
self‐monitoring
during
this
phase
are
cri7cal
in
terms
of
the
long‐term
development
of
teachers.
3
TE
Faculty
Retreat
The
candidate
has
accumulated
the
knowledge
and
skills,
and
developed
the
disposi7ons,
needed
to
enter
the
profession
of
teaching.
He/she
has
had
the
opportunity
to
apply
the
knowledge,
skills,
and
disposi7ons
he
has
acquired
in
increasingly
complex
field
sefngs
and
is
prepared
to
manage
the
demands
of
a
classroom
at
a
rudimentary
level
using
basic
rou7nes
developed
during
student
teaching
and
learned
in
the
classroom.
However,
the
ability
to
improvise
and
adapt
to
unusual
circumstances
is
limited
and
underdeveloped.
Equipped
with
the
right
habits
of
mind
and
disposi7ons,
the
candidate,
with
appropriate
support
and
mentoring,
can
navigate
the
complex
world
of
the
classroom
successfully.
The
candidate
has
accomplished
all
that
is
necessary
to
be
worthy
of
ini7al
cer7fica7on.
The
candidate
is
transformed
into
a
journeyman
when
he/she
begins
working
in
a
classroom
of
their
own,
or
for
which
he/she
has
been
assigned
primary
responsibility.
Although
the
basic
skill
set
is
not
fundamentally
different
from
that
of
the
candidate,
the
journeyman
has
accepted
responsibility
for
a
classroom
and
has
entered
the
real
world
of
his/her
profession.
The
experience
can
be
transforma7ve
and
only
now
has
the
real
test
of
the
individual’s
commitment
and
quality
of
prepara7on
begun.
Possibility
has
given
way
to
actuality,
but
the
outcome
is
yet
to
be
determined.
If
(!?)
one’s
prepara7on
has
been
sound,
the
proper
habits
of
mind
have
been
developed,
and
the
suppor7ng
structures
are
present,
the
outcome
will
likely
be
propi7ous.
5/9/11
Transi7on
to
Teaching
&
the
Route
to
Exper7se
“…the
number
one
quality
believed
to
be
necessary
for
training
unusually
high
levels
of
performance
was
the
desire
to
be
excellent…mo6va6on
may
be
more
important
for
achieving
success
than
talent.”
‐
Berliner,
D.
C.
(2004).
“So
a
reasonable
answer
to
the
ques6on
of
how
long
it
takes
to
acquire
high
levels
of
skill
as
a
teacher
might
be
5‐7
years,
if
one
works
hard
at
it.”
–
Berliner,
2004.
The
emerging
expert
has
a4ained
true
command
of
fundamentals
deriving
from
prac7ce
and
familiarity.
They
are
fully
commi4ed
and
have
an
explicit
goal
to
succeed.
Such
an
individual
has
had
the
opportunity
to
repeatedly
apply
his/her
knowledge
and
prac7ce
his/her
skills
in
actual
sefngs
of
prac7ce,
some7mes
singly,
some7mes
in
coopera7on
with
others,
thereby
developing
a
personal,
experien7al
knowledge
base
to
add
to
their
previous
educa7onal
and
training
experiences.
The
result
is
the
emergence
of
both
a
substan7al
degree
of
automa7city
in
the
applica7on
of
skills
and
some
flexibility
in
dealing
with
variability
of
students
and
condi7ons
of
prac7ce.
Condi7onal
knowledge
and
awareness
is
growing
as
well.
This
phase
may
be
cri7cal
for
determining
whether
or
not
the
individual
achieves
adap7ve
exper7se
or
his/her
exper7se
remains
bounded
(approximately
50%
of
prac7cing
teachers
achieve
this
level).
4
TE
Faculty
Retreat
“…
a
con6nuing
set
of
studies
in
and
out
of
educa6on
informs
us
that
exper6se
is
quite
oGen
circumscribed.”
‐
Berliner,
2004.
The
expert
teacher
has
achieved
a
flexible
command
of
content
and
pedagogical
skills
and
possesses
substan7al
ability
to
improvise
as
well
as
to
diagnose
student
learning.
Expert
teachers
have
several
explicit
goals:
(1)
staying
current
in
their
field
and
(2)
maintaining
their
pedagogical
skills.
Classroom
rou7nes
are
well
established
and
highly
polished
(fluid)
under
standard
condi7ons.
However,
this
kind
of
exper7se
oKen
has
some
limita7ons.
That
is,
for
many
individuals,
exper7se
remains
bounded
(crystallized);
an
exper7se,
that
is,
7ed
to
familiarity
with
their
students,
materials,
and
their
sefng
(5‐10
years
of
professional
prac7ce;
approximately
20‐25%
of
prac7cing
teachers
achieve
this
level).
5/9/11
“…
there
are
indica6ons
from
the
literature
that…a
dis6nc6on
exists
between
adap6ve
exper6se
and
a
more
restric6ve
kind.”
‐
Berliner,
2004.
The
adap7ve
expert
is
an
elite
performer,
a
fluid
expert
able
to
diagnose,
improvise,
and
func7on
successfully
in
virtually
any
classroom
situa7on.
Years
of
deliberate,
focused
prac7ce,
passion
for
the
profession,
deep
social
and
cultural
awareness,
and
the
quest
for
con7nued
learning
and
improvement,
have
developed
and
polished,
a
set
of
flexible,
rou7nes
and
problem‐solving
skills
that
have
taken
this
individual
to
the
top
of
the
profession.
Adap7ve
experts
also
have
the
deliberate
goal
of
con7nuous
improvement.
Their
level
of
skill
makes
their
performance
in
the
classroom
appear
natural
and
easy.
This,
however,
disguises
the
years
of
focused
effort
and
deliberate
prac7ce
required
to
arrive
at
this
level
(10+
years
in
profession;
perhaps
5‐10%
of
prac7cing
teachers
achieve
this
level).
The
novice
to
expert
framework
not
only
opera7onalizes
our
Conceptual
Framework,
it
provides
a
shared
perspec7ve
for
all
involved
in
teacher
prepara7on
at
Western.
The
only
way
in
which
we
will
accomplish
the
loKy
goal
of
producing
candidates
prepared
to
enter
the
teaching
field
with
the
knowledge,
skills,
and
disposi7ons
that
will
make
the
development
of
exper7se
likely
is
to
work
together
and
integrate
our
various
programs,
courses,
etc.
such
that
they
all
facilitate
the
achievement
of
the
same
aim.
Not
every
candidate
will
be,
or
is
expected
to
be,
iden7cal
as
they
will
teach
at
various
levels,
various
types
of
content
and
skills,
etc.
However,
they
should
all
share
a
strong
commitment
to
becoming
an
expert
teacher,
with
all
that
entails.
Our
task,
together
–
as
advisors,
founda7ons
instructors,
methods
instructors,
content
area
instructors,
field
and
student
teaching
supervisors,
etc.
–
is
to
make
sure
that
happens.
It’s
much
more
likely
to
happen
if
we
share
the
same
vision,
understand
one
another’s
roles,
and
work
together
as
a
team.
5
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Faculty
Retreat
5/9/11
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6