Match teacher education, mentoring, and evaluation to developmental stage: routines and scripts for novices, analytical mentors from the competent and proficient, and stage-appropriate evaluation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's policy section recommends that early training concentrate on perceptual training and identifying instances of concepts, that novices be given 'standard lesson forms and scripts' and practice in routines, and that districts tell new teachers their assignments in advance. Mentors may be better drawn from competent or proficient teachers, who remain analytical enough to communicate their reasons, and research-based evaluation instruments suit novices but are irrelevant for proficient and expert teachers.

Design Implications¶

Context¶

Requirements¶

• Knowledge of what a teacher will teach in the first year, so scripts and practice opportunities can be prepared for particular assignments

Constraints¶

• The article states these policy ideas are tentative and most need more qualifications; scripted lessons held on experienced teachers would stifle the development of expertise

Target Learners¶

• novice teachers
• beginning teachers
• alternatively certified entrants

Target Learning Goals¶

• classroom routines
• lesson planning
• transition from novice to competent teaching

Affordances¶

• Berliner Five Stage Teacher Expertise Theory

Related Strategies¶

• Advance community-based lifelong learning through mentoring relationships connecting local expertise with desired learners
• Mentoring
• Withdraw mentor support earlier than currently thought, and calibrate how closely mentors work with mentees
• Pair flexible mentoring with clear milestone checklists and fallback activities in novice mentor preparation

Examples¶

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Key Sources¶

• Berliner, David C. (1988). The Development of Expertise in Pedagogy. American Association of Colleges for Teacher Education. https://eric.ed.gov/?id=ED298122