Readers' Survey 2007: Best Blog for Educators

4th grade

Submitted by Rebekah Thompson (not verified) on November 21, 2008 - 13:38.

Novice to Expert

I feel all teachers area always learning new skills, concepts, and techniques. Becoming an expert teacher is a process. Do we ever really become experts? Teachers are expert in the fact that they can easily keep students engaged, they are patient, and they are always interacting positively with students and colleagues. Novice teachers are inexperienced and still trying to learn the "basics" of teaching-classroom management, how to engage students, curriculum content, and interacting with parents, colleagues, and students.

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Novice vs. Expert Teachers

Submitted by Katy McKenzie (not verified) on November 21, 2008 - 10:03.

When thinking of a novice-to-expert continuum of teacher development, I would describe a novice teacher as one who is in the beginning stages of gaining experience. This teacher is focused on the basics such as classroom management and looking at standards in a broad based scope. The novice teacher may be new to the teaching profession or a veteran. However, the expert teacher is very different. This teacher looks more in depth at standards. The expert teacher searches for best practices and is continuously researching for strategies to help the diverse community of learners. This teacher may more easily identify areas in which his students struggle. The expert teacher is motivated and proactive in taking the steps necessary to help students succeed while the novice teacher is doing his best to survive. I would categorize myself to be an educator who is progressing towards expertise. I feel that by pursuing a masters degree, constantly researching for best practices and providing reflection and insight on previous practices, one may move from a novice to an expert teacher.

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As many teachers try to

Submitted by Lori A. Hvisdak (not verified) on November 21, 2008 - 06:16.

As many teachers try to determine the difference between a novice and an expert teacher, most feel that the novice is the new teacher and the expert is the veteran teacher. I feel that this is not the case. Years do not automatically indicate or reward a veteran educator with the title of "expert" teacher. This profession is always changing, and if a veteran teacher does not continue to grow with the profession, he or she may never reach the expert level. Is there even an expert level? As I ponder and try to find an answer to this question, I realize that there may not be one correct answer. I have been teaching for 11 years, and every year I am searching and constantly changing my ideas and plans to match what is currently "the thing to do" in education. As I talk to several veteran teachers, they claim that the ideal philosophy of the best teaching practices seem to come complete circle. Many act as if it is no big deal. I feel that in order to move along the continuum of the novice teacher to the expert teacher, one must be willing to grow as an effective professional. Professional development and continually attending workshops and classes is one factor that can help a teacher to become more effective. The second key to becoming the most effective teacher is that one must be willing to use ideas and methods learned in the professional development sessions. I recently attended a professional development class, and to my surprise the new teachers are more willing to accept what is being taught. I was eagerly taking notes and planning how I can use what I was currently learning, tomorrow in my classroom. As I sat anxiously listening to the presenter, there was a veteran teacher next to me, rolling her eyes and stating, “Been there and done that”. This statement is not a true reflection of all veteran teachers, but it does support my point; the number of years or experience does not always reflect the image of an expert teacher. I feel that the enthusiasm and the willingness to grow as a professional, as well as taking responsibility for student learning are all contributing factors that indicate when a teacher has grown from a novice to an expert teacher. As I journey from being a new teacher to veteran teacher, I hope to have the same passion and enthusiasm that I have today. Hopefully I will become a veteran teacher that can be considered the expert teacher as well.

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Fifth Grade

Submitted by Maelys (not verified) on November 20, 2008 - 19:35.

I found many of your posts enlightening. I have to agree with those of you who stated that just teaching a certain amount of years does not make you an expert teacher. After reading several articles about the novice to expert continuum, I found myself realizing that many tenured teachers at my school are actually novice teachers. In order to become an expert teacher I believe that you must continually be involved in professional development and be eager to implement new strategies in your classroom. I think that someone who is an expert teacher is one who doesn't consider themselves to be an expert...because they are always trying to increase the knowledge they bring to their classroom and constantly reflectins as to how they can become a better teacher.

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novice to expert continuum

Submitted by Linda S. (not verified) on November 20, 2008 - 15:35.

I agree that we can never really call ourselves experts. There are always going to be changes in curriculum, sate mandates, procedures, and new trends to implement. I think even if we move to the expert level; there is always something new that comes along to challenge us. The irony is that educators who see themselves as "experts" in every facet of their professional lives are probably farther down on the continuum than those that admit that they will be novices time and time again throughout their careers.

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The way that I would

Submitted by E. Hendrix (not verified) on November 20, 2008 - 08:09.

The way that I would describe a novice teacher is one that develops a basic limited style of teaching and continues with that style. Without question, I believe that most new teachers, those that have only taught a couple of years, would be considered a novice teacher. I do not believe that all teachers reaching beyond several years of teaching move out of the novice stage. To become an expert teacher, one must continually evaluate and reassess their styles and methods of instruction (Garmston, J. 1998). An expert teacher must have a deep understanding in the concept area they teach, and a variety of methods in relaying such concepts. To move beyond novice to expert, one must use all resources available to them, in order to develop a more keen ability of instruction. The use of research is a vital resource, but not the only way a novice teacher advances. To be a well-rounded and advanced educator, individuals must gain knowledge from colleagues, administration, students, parents, and self-evaluation. I am confident in my ability as an educator, but I would not come close to considering myself an expert. I have been fortunate in developing the skills to acquire new views in my instruction. I have gained a great deal of advice and knowledge from many resources. However, I feel that an expert teacher is constantly learning. I have a great deal more to learn, as an educator, and I do not think I would ever want to consider myself an expert. Personally, I feel the moment I view myself as an expert teacher, will be the moment I stop growing as a professional.
I am fortunate to work in a system that places value on collaboration. There is a scheduled time, at least once a week, which teachers meet as a grade level. I work with a wonderful group of Kindergarten teachers. We view ourselves as family away from home, so we often meet more than the scheduled time. In our discussion, we talk about upcoming concepts and personal methods of teaching these concepts. We share strategies, manipulatives, along with successes and failures in our instruction of these concepts. One may discuss a challenge they are facing in their room to get suggestions for overcoming the challenge. There is a vast topic range in our discussion. We collaborate on matters from behavior, curriculum, and fun projects. While learning the new Georgia assessment for Kindergarten, we have collaborated with teachers and state department employees using “live meeting” program. This has allowed us to interact with other educators using the computer. We were able to communicate and interact with other teachers to answer questions and discuss specific criteria pertaining to the new assessment. The collaboration with my peers has been a vital instrument in my continuing growth as an educator.

Garmston, R. J. (1998, Winter). Becoming Expert Teacher (1): Journal of Staff Development, 19, 1-5

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Novice vs. Expert While I

Submitted by Nicole Simonsen (not verified) on November 19, 2008 - 18:14.

Novice vs. Expert
While I was browsing through the postings I noticed that many of them mentioned years spent in the classroom helps determine positioning on the continuum of novice to expert teachers. I disagree. I am only a second year teacher and am not anywhere near being an expert teacher, but I do believe that I am a good teacher. I do some of the things that were mentioned of expert teachers. However, I believe that becoming an expert teacher is a never-ending process because we as educators have to be committed to life-long learning. I hope that I never come to a point where I think I know it all, I’m an expert and I can be done.

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