NCATE
Steering
Committee,
October,
15,
2010
Important
quotes:
“As
differences
between
experts
and
novices
accumulated
in
education
and
other
fields,
it
became
apparent
that
there
was
a
need
for
a
theory
of
development
to
describe
the
transition
from
novice
to
expert.”
‐
Berliner,
D.
C.
(2004).
Describing
the
behavior
and
documenting
the
accomplishments
of
expert
teachers.
Bulletin
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.
“…evidence…suggests
that
teachers’
development
is
influenced
by
the
nature
of
the
preparation
they
receive
initially…”
–
Hammerness,
Darling‐Hammond,
Bransford,
Cochran‐Smith,
McDonald
&
Zeichner,
2005.
“…the
number
one
quality
believed
to
be
necessary
for
training
unusually
high
levels
of
performance
was
the
desire
to
be
excellent…motivation
may
be
more
important
for
achieving
success
than
talent.”
‐
Berliner,
D.
C.
(2004).
“So
a
reasonable
answer
to
the
question
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.
“…
there
are
indications
from
the
literature
that…a
distinction
exists
between
adaptive
expertise
and
a
more
restrictive
kind.”
‐
Berliner,
2004.
“…the
type
of
expertise
advocated…goes
well
beyond
the
development
of
basic
skills
and
“routine
expertise”
and
represents
instead
the
levels
of
knowledge
and
understanding
that
can
support
transfer
to
new
problems,
creativity,
and
innovation,
something
that
we
now
recognize
as
“adaptive
expertise.”
The
latter
should
be
our
target…we
must
develop
teachers
who
have
adaptive
expertise
in
the
domain
of
daily
classroom
instruction.”
–
Pellegrino,
2007.
“A
precept
of
educational
practice
is
the
need
for
alignment
among
curriculum,
instruction,
and
assessment…Alignment
is
difficult
to
achieve,
however.
Often
what
is
lacking
is
a
central
theory
about
the
nature
of
learning
and
knowing
in
a
given
domain
of
knowledge
and
expertise
around
which
the
three
functions
can
be
coordinated.”
‐
Pellegrino,
2007.
“The
first
important
principle
about
how
people
learn
is
that
students
come
to
the
classroom
with
preconceptions
about
how
the
world
works
which
include
beliefs
and
prior
knowledge
acquired
through
various
experiences.
In
many
cases,
the
preconceptions
include
faulty
mental
models
about
concepts
and
phenomena.
If
their
initial
understanding
is
not
engaged,
they
may
fail
to
grasp
the
new
concepts
and
information
that
are
taught,
or
they
may
learn
them
for
purposes
of
the
test
but
revert
to
their
preconceptions
outside
the
classroom.”
‐
Pellegrino,
2007.
“The
second
important
principle
about
how
people
learn
is
that
to
develop
competence
in
an
area
of
inquiry,
students
must:
(a)
have
a
deep
foundation
of
factual
knowledge,
(b)
understand
facts
and
ideas
in
the
context
of
a
conceptual
framework,
and
(c)
organize
knowledge
in
ways
that
facilitate
retrieval
and
application.”
‐
Pellegrino,
2007.
“A
third
critical
idea
about
how
people
learn
is
that
a
“metacognitive”
approach
to
instruction
can
help
students
learn
to
take
control
of
their
own
learning
by
defining
learning
goals
and
monitoring
their
progress
in
achieving
them.”
‐
Pellegrino,
2007.
NCATE
Steering
Committee,
October,
15,
2010