CorePlanner Blog


Accomplished Teacher Series: From Experienced to Expert

Distinguishing Expert Teachers from Novice & Experienced Teachers


~  Promoting education as a central source of meaning in our lives 


CorePlanner June Blog Focus: Recognizing our Committment to Excellence in Teaching


Recognizing excellence in teaching is well stated by New Zealand professor, John Hattie, University of Auckland:

"These studies have demonstrated the need for a focus on dependably identifying, esteeming and encouraging excellent teachers, wherever they may be. We do have excellent teachers in our schools in New Zealand, but we have a reticence to identify such excellence in the fear that the others could be deemed not-excellent. We work on the absurd assumption that all teachers are equal, which is patently not true to any child, any parent, any principal, and known by all teachers.

Such an assumption of equality brings all teachers down to the latest press scandal about a teacher, and our profession needs and deserves better than this. Every other profession recognizes and esteems excellence (Queens Counsels, Colleges of Surgeons, Supreme Court Judges) but in teaching, we reward primarily by experience irrespective of excellence, we promote the best out of the classroom, and we have few goalposts to aim for in professional development, instead allowing others to define what latest fad, what new gimmick, what new policy will underline the content of professional development.

Like expertise in teaching, we need a deeper representation of excellence in teachers, a greater challenge and commitment to recognizing excellence, and a coherent, integrated, high level of deep understanding about teacher expertise."



≈  Expert teachers are more adept at monitoring student problems and assessing their level of understanding and progress, and they provide much more relevant, useful  feedback.

≈  Expert teachers have a multidimensionally complex perception of classroom situations.

≈  Expert teachers are more adept at developing and testing hypotheses about learning  difficulties or instructional strategies. 

≈  Expert teachers are more context-dependent and have high situation cognition.

≈  Expert teachers have high respect for students.

≈  Expert teachers engage students in learning and develop in their students’ self- regulation, involvement in mastery learning, enhanced self-efficacy, and self-esteem as learners. 

≈  Expert teachers have positive influences on students’ achievement.


√  the article: