Distinguishing Expert Teachers from Novice and Experienced Teachers. 16
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 an
d commitment to recognizing excellence, and a coherent, integrated, high level of deep
understanding about teacher expertise.
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