Berliner's+Teacher+Expertise


 * Teacher Expertise**


 * Essential Questions:**
 * What does an expert teacher do?
 * Do the strategies expert teachers use, or the habits of mind they have, differ from other teachers?
 * How do the discussions of expert teacher compare in the ACOT study and Berliner’s research?
 * What are the similarities and differences between expertise as defined by Berliner and the ACOT studies?
 * Is the fact that they are done in two varying contexts critical or not?


 * Berliner’s stages**
 * 1) Novice
 * 2) Advanced Beginner
 * 3) Competent
 * 4) Proficient
 * 5) Expert

• Focuses on student discipline and classroom management. • Sees the trees, but rarely the forest (follows lesson plans even if they aren’t working.) • Feels lack of control, so often resolves that by blaming students. (I have the hardest/ poorest/least experienced class.) • Develops teaching repertoire by observing more experienced teachers, personal trial and error or from what they experienced. • Begins to see patterns in behaviors (both adult and student). • Still guided by rules, but begins to see when context guides application of them. • Still tends to blame other factors (home, TV, prior experience) for student performance. • Base their behavior on both experience and formal knowledge, don’t rely on personal trial and error as much. • Develop strategic knowledge of when to apply rules stringently--and when to ignore. (Chooses battles.) • Begin to actively notice results of feedback--that positive feedback all the time may actually lower expectations. • Still rely on following the established rules, while becoming more competent in how to recognize and classify contextual conditions and label and describe recurring events. • Global sense and holistic perception of teaching situations • Consciously assess salient features of encountered problems and apply those analytical decision to effect sensible instructional behaviors • Recognize learning difficulties as related more to the structure and organization of the lesson. • More concerned with their knowledge and understanding of essential content and their ability to teach it well. • Extends teaching repertoire by observing more experienced teachers, personal trial and error or from what they experienced. • Intuitive grasp of a situation and seem to sense in non-analytic, non-deliberate ways the appropriate response to make. • Sort, identify and analyze the essential contingencies with precision and proficiency. • Establish routines and procedures, rules and strategies to solve problems with maximum efficiency and minimal error. • Extensive and sophisticated knowledge of the subject matter to be taught.
 * Novice**
 * Advanced Beginner**
 * Competent**
 * Proficient**
 * Expert**