Becoming an Expert Teacher

I love the term "Experienced" much better than "expert" as well. You do become more experienced as each year progresses. You also gain more experience in many different areas. There are so many fields and areas of teaching and just because you may be an expert in one area definitely doesn't mean you're an expert in all areas of education.

I really like what a lot of you have said about research. I have never worked with a teacher in my field (elementary education) that was involved in his or her own research. It seems to me that many teachers who decide to begin a research project and perhaps write a book, then decide to leave the classroom. I wonder why this is so. Does anyone have any experience with this?

Also, a note about experience. Garmsten emphasized in his article "Becoming Expert Teachers" that reflection upon experience is the only way to progress toward becoming an expert teacher. It is in reflection that we truly begin to understand our effectivness as educators.

Shannon,
I agree with you that the term 'expert" would be better stated as experienced. I am uncomfortable with the term expert in that I know I have so much yet to learn, but I am not a novice either. In the spirit of my personal philosophy of being a life long learner, I wonder if one can ever consider ones self an expert?
Deborah

I like the term experienced as well. I feel if we are lifelong learners as most teacher are, we will never be experts. We continue to learn from peers, from research, etc.
Sally

It is interesting to see how people define "expert" teachers in different ways. I feel that the amount of time spent in the teaching field does not make you an "expert" teacher. I believe that "expert" teachers are teachers who are able to teach effectively and efficiently. They are teachers who are willing to challenge educational norms to better meet the needs of their students and teachers who continue to learn by keeping up with new methods of instruction and reading to keep themselves up to date about new information. I like how Felicia brings up a good point about being an expert in an area. I too know of some teachers who are "experts" in one area and weak in another. As considered a "new teacher" (since I am not considered a veteran) I feel that the sense of being an expert in an area gives me confidence as a "new" teacher. Though I may not be fully experienced in all subject matters, it empowers me as an educator to know that I have a great deal of knowledge in an area and that I may be able to share that knowledge with other teachers who may not have as much expertise as I do!

I agree with the posts that say a teacher can be an expert in their particular area of teaching. And, back to the original post, these expert teachers were created because of their experience in their particular area. Although I have taught in special education for 19 years I, in no way, feel that I am an expert teacher. I teach a small facet of special education (early intervention). I do fee that I am nearing expertise in that area as I have experienced continued success and assisted all students to progress to their ability at this age level. Take me out of my EI classroom and put me in a high school emotional support classroom and I would be back at the novice level. I do not necessarily agree with those that feel that expert teachers need to be actively involved in research to be categorized as expert teachers. Some people are not inclined to participate in research projects and devote themselves to their own classrooms instead. I still feel they are experts in their particular field.

I also agree with most of the responses. Gaining experience and expertise in one's field comes from trial,error and a lot of reflection and self analysis. To answer the inital question, I think that teachers do not automatically become an expert teacher over time. There has to be a cognizant effort on their part to grow and develop professionally. Time on the job does not qualify one to be an expert. Basically for me it boils down to quality v. quanity.

{quote from Abigail} It seems to me that many teachers who decide to begin a research project and perhaps write a book, then decide to leave the classroom. I wonder why this is so. Does anyone have any experience with this?[quote]
Abigail - I have actually talked to a few teachers who have published books and run the lecture circut teaching what they are "experts" in. The few I have talked with are also STILL in the classroom. They consider that their full time job, and are thankful to have an understanding administration. I find their advice and guidance the most helpful, because they are still in the classroom actually using what they are sharing.

Joyce - that's great to hear about researchers who lecture and still keep their foot in the door of their classrooms. How fortunate you are to work with them and be able to tap into their expertise for your own classroom!

I agree with parts of what everyone is saying. I think we all begin as a novice teacher, but those of us that stick with teaching improve in some area. I don't know if I will ever reach the title of being an expert teacher, because I do not see how that goal can be obtained. I have only been teaching for fourteen months and no day has been like another. I don't know if I will ever know how to deal with each individual situation expertly. I do believe I can become an expert in my content, and if I continue to enroll in workshops and staff development opportunities, I will be an expert with my teaching strategies. If there is a such thing as an expert teacher, I hope to be one in the near future.