Tuesday, December 21, 2010

Certified expertise

Immediately after I established this blog, Tetsuro and I had a long conversation about what we mean when we say "teaching expertise." Well, apparently National Board Certification has the answer, because they are certifying teachers for possession of just that, i.e., teaching expertise. I am going to look into the ways in which teachers must demonstrate expertise in order to receive this certification. In the meantime, if someone can shed some light on this, I would be happy to hear from you.

http://readme.readmedia.com/16-Iowa-State-Education-Association-members-earn-National-Board-Certification/1803155

Monday, December 13, 2010

How does morale play into the development of expertise?

This is the question I find myself contemplating after reading this very distressing article on the Washington Post website. Take some time to read the article. I won't say it's uplifting, but even in the midst of the turbulent changes occurring in our schools, we can still see the dedication that these teachers have to their jobs and the children they teach. At the same time, we can also see how their morale is being sapped by increasingly larger numbers of students to teach in each class, micromanagement, lay-offs and budget cuts, etc. I don't imagine that many teachers teaching in these conditions feel motivated enough to continue their professional development, but I would be interested in hearing your thoughts on the matter.

http://voices.washingtonpost.com/answer-sheet/teachers/teachers-how-much-more-can-we.html

Wednesday, December 8, 2010

High quality teachers...

Another article, this time about a white paper on education in the UK, emphasizing the importance of attracting "high quality" recent college graduates into teaching careers. One thing that concerns me about this trend is the implied (or sometimes implicitly stated) idea that we should be attracting potential teachers to the profession who have a good deal of subject matter expertise. However, there seems to be little emphasis on attracting those who might have potential in terms of developing teaching expertise, or who have already started to acquire it..

http://www.egovmonitor.com/node/39757

Friday, December 3, 2010

Co-teaching and expertise

I have had many opportunities to co-teach in Japan. It is always a challenge to adjust styles, but the end result usually comes out better than expected. Also there is the added benefit of professional development: As I and my colleague blend our ideas and expertise to fit the students we are teaching, I often wind up adding to my bag of tricks, and find myself growing through them. So, when I came across this brief article, it struck a consonant chord in me. I thought I might share it with the hope that others who have co-taught or team-taught before would contribute their experiences with this approach to teaching, too. 

http://www.gcnews.com/news/2010-12-03/School/High_School_Teachers_Share_CoTeaching_Approaches.html

Wednesday, December 1, 2010

Getting serious about improving teaching?

This editorial from the StarTribune points out a disturbing "coincidence":  Children of lower socioeconomic status are more likely to be taught by less qualified teachers than those of higher socioeconomic status. In other words, poor children have a greater chance of meeting inexperienced teachers or teachers teaching outside of their field of expertise in the classroom than rich children do. Although the need for expert teachers is acute at all levels of the education system, it seems to me that teachers with the most expertise are needed in schools where children may lack options other than attending public schools or the support at home necessary for them to thrive academically. Please take a look at the editorial and let us know what you think.

http://www.startribune.com/opinion/editorials/111082899.html?elr=KArksLckD8EQDUoaEyqyP4O:DW3ckUiD3aPc:_Yyc:aUvDEhiaE3miUsZ

Tuesday, November 30, 2010

Something else occurred to me...

A final thought in this series of posts on my work with teachers in professional development activities over the past two weeks. In reflecting on the second post, I find myself coming back to Grenier (2006) and the conceptualization of the development of expertise as one that is cyclical in nature. Grenier (2006) describes the development of expertise in museum docents and points out instances when expert docents go back to the novice stage in terms of subject matter expertise and/or certain skills when they take on new projects or new exhibits. I couldn't help comparing this to some of the struggles the high school teachers are having as they grappled with how to teach this new curriculum they are developing. Certainly, the teachers haven't lost any of their teaching expertise; however, they seem to be regressing in terms of confidence in using that expertise in a new area of content. This seems to parallel Grenier's docents' movements in and out of expertise as they worked to master new walking routes, new exhibits, and new knowledge.

Monday, November 29, 2010

Some more thoughts...

Following the post I made on the 24th, I had another opportunity to work with experienced teachers, this time high school teachers. Actually, I have been working with many of these teachers over the past 8 years on a series of projects. This time we were discussing a new curriculum that is being built and implemented at the school where they teach. It is quite different than a standard EFL curriculum, which is usually focused on language acquisition. This new curriculum is more humanities based and the emphasis is on personal growth in students as much as it is on English language skills and their acquisition.

One thought that occurred to me in the midst of one of our normal brain-storming sessions- two or three hours without any breaks because everyone is so into our discussions that no one notices how much time has passed- was something that much of the literature on teaching expertise, e.g., Bell, 1997; Varrella, 2000; Schempp et al., 2002; Tsui, 2009, points out: Expert teachers challenge themselves by taking on tasks that stretch and push their limits, and these challenges often lead to new areas of expertise.

The new curriculum being discussed has been proposed by the teachers at the school and all are rising to meet that new challenge. Though they are still experiencing a bit of uncertainty as to how it will turn out, they are all focused on its potential and what they can do to make it successful.

As usual, there were no breaks in our meeting, and when we finished, I and another colleague who works at the same university I do (both of us are consultants for the project) commented to each other that we wished all of the meetings we have to attend could be as stimulating as these. Both of us agreed it would be a better world if time at all meetings passed by as quickly as it seems to do at these! 

Wednesday, November 24, 2010

Some thoughts from the past week

   Over the past week, I had the opportunity and pleasure of working with three different groups of teachers in professional development activities. Though all of the groups were comprised of teachers of EFL, the teaching contexts of the groups varied. e.g., elementary school, junior high school, high school. One of the groups consisted of educators working in multiple contexts, and the other two of educators working in a single context and, actually, at the same schools. One thing that impressed me about each of these groups, despite their differences, was a feeling of excitement about teacher development in general, and their own development, in particular.
   The literature points out the importance of teacher motivation in the development of expertise (Schempp et al., 2002; Varella, 2000), and in my work with teachers, I get the impression that those who are committed to becoming better teachers usually do. I also have the feeling that development, like successful learning experiences, tends to gain and maintain its own momentum: Once you have had a taste of success in the classroom, which was the result of some sort of teacher development activity, you want to try a little more, and so on. Work on motivation in adult learners seems to support this type of thinking, e.g., Wlodkowski (2008). I am wondering if others have experienced similar feelings or thoughts when it comes to your own professional development as teachers. I look forward to your comments.

Monday, November 22, 2010

Pedagogic Content Knowledge

This presentation, by Ian Robertson, deals with expertise in the Vocational Education and Training sector. Robertson bases his presentation on the work of Shulman (1987) and Turner-Bisset (2001), and introduces the idea of an overarching, amalgam-like base of knowledge, which Shulman calls Pedagogic Content Knowledge, that enables expert teachers to meet both routine and non-routine situations in their teaching contexts. Much of what Robertson presents is consistent with literature found in the short list of resources I have posted about expertise in general and expertise in teaching. This short video is well worth a quick or even more careful look.

http://www.youtube.com/watch?v=XKOgi0EadQY

Wednesday, November 10, 2010

Good teaching is good teaching!

Here is an interesting clip on learning styles, or more accurately on learning styles that don't exist. I hemmed and hawed with myself about whether to post this link or not, but one of the lines in the last section, "Good teaching is good teaching," sealed the deal for me. What do you think?
http://www.youtube.com/watch?v=sIv9rz2NTUk

P.S. Thanks to my EPS 510 colleague who recommended it.

Monday, November 8, 2010

Not gifted?

"I am not really a gifted teacher, I just work hard at it," says UC Davies 2010 teacher of the year Rick Grosberg. Upon receipt of the prize, he thanks his students and tells them that teaching is "a two way street. That's why it's so exciting for me." Enthusiasm for one's subject, hard work, a playful attitude, intellectual honesty, highly motivated, creative, innovative, these are all qualities that Professor Grosberg seems to possess. The video is a little longer than most, but take some time to watch it. You will be glad you did.

http://www.youtube.com/watch?v=uGbREjNi1aI&feature=channel

Friday, October 29, 2010

"We need to shift the culture..."

Former DC Public School Chancellor Michelle Rhee tells us we need to attract the highest achievers and pay them when they "perform" well. Do you think that "high achievers" are more likely to become expert and effective teachers than say someone who may not be the highest achiever, but loves children and teaching? Take a look and let us know what you think.
http://edition.cnn.com/video/#/video/bestoftv/2010/10/28/ps.michelle.rhee.education.reform.cnn?iref=allsearch

Saturday, October 23, 2010

A working bibliography for expertise

I have compiled a short list of references that have been helpful to me in understanding the concepts of expertise and its development in general, and in teaching, in particular. I thought it might be of help to others so I am posting it here. This list is not necessarily exhaustive, but it does give you a good picture of what is out there on the topics.


Alexander, P.A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32 (8), 10-14. DOI: 10.3102/0013189X032008010
Bell, M. (1997). The development of expertise. Journal of Physical Education, Recreation & Dance, 68 (2), 34-38.
Boyd, P., & Harris, K. (2010). Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36 (3), 9-24. DOI:10.1080/19415250903454767
Dall’ Alba, G., & Sandberg, J. (2006). Unveiling professional development: A critical review of stage models. Review of Educational Research, 76 (3), 383-412. DOI: 10.3102/00346543076003383
Daley, B. J. (1999). Novice to expert: An exploration of how professionals learn. Adult Education Quarterly, 49 (4), 133-147. DOI: 10.1177/07417136990490401
Grenier, R. S. (February 2006). The Cyclical Nature of Expertise Development. Proceedings of the annual meeting of the Academy of Human Resource Development (AHRD), Columbus, OH.
Grenier, R. (2009). The role of learning in the development of expertise in museum docents. Adult Education Quarterly, 59 (2), 142-157. DOI: 10.1177/0741713608327369
Kinchin, I.M., & Cabot, L.B. (2010). Reconsidering the dimensions of expertise: From linear stages towards dual processing. London Review of Education, 8 (2), 153-166. DOI: 10.1080/14748460.2010.487334
Schempp, P., Tan, S., & McCullick, B. (2002). The practices of expert teachers. Teaching and Learning, 23 (1), 99-106.
Tan, S.K.S. (1997). The elements of expertise. Journal of Physical Education, Recreation & Dance, 68 (2), 30-33.
Tsui, A.B.M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15 (4), 421-439. DOI: 10.1080/13540600903057179

Monday, October 11, 2010

Teaching to the test or teaching for the students?

I found two articles in the New York Times Online today. These offer an interesting counterpoint to one another. There is obviously a need for better and more expert teachers, but is testing the way to promote their development. What about the students? Are they better off because of these tests and teachers who teach to them?
http://www.nytimes.com/2010/10/11/education/11scores.html?th&emc=th
http://www.nytimes.com/2010/10/11/opinion/11douthat.html?th&emc=th

Sunday, October 3, 2010

Are these things part of expertise?

Tetsuro was kind enough to post this link in one of his comments in our discussion of expertise. I thought I would share it with everyone to see whether you thought these things were part of expertise or not. Some of the comments about masters degrees and teaching experience not being necessary qualifications for good teachers are reminiscent of comments made by politicians in the post just prior to this one. What do you think?

http://abcnews.go.com/WNT/video/secrets-americas-greatest-teachers-9961455

Friday, October 1, 2010

Is subject matter expertise enough?

A candidate for state superintendent of schools thinks that a college degree and subject matter expertise are all that is necessary to teach in Arizona public schools. Furthermore, he thinks degrees in education are overrated. For more on his ideas and those of other candidates see the article below.

http://www.azcentral.com/business/abg/articles/2010/09/30/20100930abg-teaching0930.html

What do you think?

Monday, September 27, 2010

Need for expertise is recognized but new graduate programs fail to attract students

The Japanese Ministry of Education had hoped to address the many issues schools and teachers are currently struggling with by establishing professional graduate programs in which teachers would develop the expertise needed to meet these challenges. However, these programs have not attracted the number of students originally expected. See the link here for the reasons why.
http://www.nytimes.com/2010/09/27/education/27iht-educLede27.html

Wednesday, September 22, 2010

Expert teachers get frustrated too!

But maybe not for the reasons we would think. This article from the UK discusses how recognized expert teachers feel they are not being put the best use in terms of participation in the professional development of other teachers. Nor do they feel their impact on improved learning in schools is being properly evaluated.

http://www.getreading.co.uk/news/education/s/2078035_expert_teachers_reveal_frustration

Sunday, September 19, 2010

Is it possible to assess the value of teachers?

This article is a couple of weeks old, but it caught my eye in the days leading up to me starting this blog. Value-added assessment has created a stir of controversy, but some think it is one way to evaluate the effectiveness of teachers and their teaching. What do you think?http://www.nytimes.com/2010/09/01/education/01teacher.html?_r=1

For more on how others, including practitioners, policy makers, and scholars, feel about the issue, try accessing the NY Times Room for Debate.
http://www.nytimes.com/roomfordebate/2010/09/06/assessing-a-teachers-value?ref=education

Or for another opinion try this one.
http://www.nytimes.com/2010/09/05/magazine/05FOB-wwln-t.html?_r=1

Saturday, September 18, 2010

Welcome to Expert Teacher

For the last few years I have been grappling with the concept of teacher expertise. Part of this comes from the work I do with teachers of all levels of expertise who are already working in public schools, and the other from the fact that I teach university students who want to become teachers. Though I am usually working with teachers or prospective teachers of English as foreign language whose native language is Japanese, I find myself working more and more with teachers of other disciplines as well. Regular contact with both veteran and novice teachers has caused me to ponder the following questions: What is expertise? How do we get it? Is there some way to help teachers develop it? What do we mean when we say someone is an expert teacher? What makes them different from a novice or even competent teacher? Did they get that way just through years of experience and practice? If so, do all teachers develop expertise if they teach long enough? These are some of the questions I hope you will discuss with me here.