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Improving Teacher Practice: Debunking the Myth of the Performance Plateau

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Bibliographic Details
Title: Improving Teacher Practice: Debunking the Myth of the Performance Plateau
Language: English
Authors: Goodwin, Bryan, Slotnik, William J., McREL International, Community Training and Assistance Center (CTAC)
Source: McREL International. 2018.
Availability: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Peer Reviewed: N
Page Count: 12
Publication Date: 2018
Document Type: Reports - Descriptive
Descriptors: Misconceptions, Teacher Competencies, Teacher Attitudes, Creativity, Imitation, Models, Expertise, Peer Teaching, Reflection, Independent Study, Visualization
Abstract: Research dispels the myth that teachers peak as professionals early in their careers, hitting a performance plateau after only a few years on the job. While most teachers keep honing and polishing their craft the longer they stay in the classroom, a fair number do not. Over the years, research on how experts in a variety of fields have continued to develop their talents shows that these experts have several things in common: (1) falling in love with their field; (2) imitating the experts and automating the fundamentals; (3) moving beyond the point of imitation and avoiding slipping into low-effort mode; (4) developing multiple mental models; and (5) unleashing creativity. The paper recommends creating a system that nurtures teachers' talent throughout all stages of their career by: (1) ensuring that people entering the system demonstrate a passion for teaching; (2) providing new teachers with models to follow; (3) developing the expertise of mid-career teachers through reflection and peer coaching; and (4) creating opportunities for teachers to engage in self-directed learning.
Abstractor: ERIC
Number of References: 20
Entry Date: 2018
Accession Number: ED587394
Database: ERIC
Description
Abstract:Research dispels the myth that teachers peak as professionals early in their careers, hitting a performance plateau after only a few years on the job. While most teachers keep honing and polishing their craft the longer they stay in the classroom, a fair number do not. Over the years, research on how experts in a variety of fields have continued to develop their talents shows that these experts have several things in common: (1) falling in love with their field; (2) imitating the experts and automating the fundamentals; (3) moving beyond the point of imitation and avoiding slipping into low-effort mode; (4) developing multiple mental models; and (5) unleashing creativity. The paper recommends creating a system that nurtures teachers' talent throughout all stages of their career by: (1) ensuring that people entering the system demonstrate a passion for teaching; (2) providing new teachers with models to follow; (3) developing the expertise of mid-career teachers through reflection and peer coaching; and (4) creating opportunities for teachers to engage in self-directed learning.