1. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing Teacher expertise: What has professional development to do with it? Jacobiene Meirink & Monika Louws Symposium Teacher expertise Utrecht, 11-10-2012

2. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 2 Aim - Combining research on effective teacher professional development and research on teacher expertise - Defining missing links & new research questions

3. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 3 Review studies on TPD Effective features: -Content focus -Active learning -Collective participation -Duration -Coherence -Theory of improvement (Van Veen, Zwart, Meirink & Verloop, 2010)

4. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 4 Theory of improvement PD features - Content focus - Active learning - Collective participation - Duration - Coherence Increased teacher quality Change in instruction Improved student learning Cultural and structural conditions (space, time, agency and resources) Based on Desimone, 2009

5. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 5 Missing links Part one (Jacobiene) -How do features of PD need to be specified for becoming an expert teacher? Part two (Monika) -How do professional work phases relate to the development of expertise? And which PD activities are helpful?

6. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 6 Experts vs. beginning teachers -More routines -Extensive PCK, including deep representations of SMK -Better problem solving strategies -Better monitoring of learning and providing feedback to students -Better classroom climate -More challenging objectives -….. (Berliner, 2001)

7. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 7 How to become an expert Learning by doing  10.000 hours? ´Not all practice makes perfect´  How can PD support the development of teachers to become experts?

8. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 8 Effective features & expert teachers? Content focus -Level of subject matter knowledge -Level of pedagogical content knowledge  How to optimally adapt the content of PD to different development phases of teachers?

9. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 9 Effective features & expert teachers? Active learning - Inquiry about the concrete tasks of teaching, assessment, observation, and reflection - Make connections between what is learned and classroom instruction (Borko et al.,2010)  What´s the level of support that teachers need in inquiry learning during different phases of development?

10. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 10 Effective features & expert teachers? Collective participation -Content of collaboration? -With whom? -Level of interdependence?  In what way can collaboration contribute to the development of teacher experts?

11. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 11 Part two: Phases of development

12. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 12 Phases of development -Professional work phase theory (Day, et al., 2007; Fessler & Christensen, 1992; Huberman, 1993) -Commitment -Self-efficacy -Identity -Motivation -Expertise development theory (Berliner, 1994) -Helpful PD-activities?

13. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 13 Phase 1 – Induction (0 – 3) Example - In the future, one may hope that one can at least have everything under control and that you know exactly, yeah, know what the tricks of the trade are so to say and that you’re able to anticipate to everything instead of asking others all the time. Learning - A lot! Focus on classroom management - Need others Parallel to expertise phase: Novice & Advanced beginner

14. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 14 Phase 2 - Competency building (4 – 7) Example - Do I do that every time? No, because of lack of time. But I now notice that with such a project that I really enjoy doing, I’m thinking, I would like to this with every class two times a year, to do things like that, based on projects. Learning - Focused learning goals - Use others Parallel to expertise phase: Competent

15. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 15 Phase 3 - Enthusiastic & growing (8 – 15) Example - [..] everyone may enter my classroom any time, sometimes I profit from that, and sometimes I do not, that can happen, but I really feel that it is important that that is possible Learning - Improving & enriching teaching (e.g. ICT) - Help each other & exchange ideas - ‘new’ challenges - become coach for beginning teachers Parallel to expert phase: Proficient & Expert (but not everyone!)

16. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 16 Phase 4 – Stability (1/2) (16-30) Example - That need came, it is something new. You are, because of the exam classes, a little stuck – routinely – to the subject content. And now you find innovation actually because you are perceiving things differently. Also, that you go in depth, primarily because of the BOS-course, but also in the didactical-trainer-course. Learning - Search for challenge in job (e.g. develop as professional) - Coach beginning teachers

17. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 17 Phase 4 – Career frustration (2/2) Example - ‘The feeling of being locked into your job’, I totally don’t have that, but that also might have to do with the perspective of us emigrating next year, that is there of course. Learning - Search for meaning/challenge in job (e.g. develop as professional) - Others?

18. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 18 Phase 5 – Career wind down Example - [..] I can quit in two years and then you’ll of course receive less retirement allowance et cetera, but then I had it. Because, that is true, I’ve finished it. Not with the students, they know that too, but I’ve actually had it with the organisation at school Learning - Coping? Keep it fun? - Indicating borders of profession? Expert +?

19. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 19 Discussion 1.Schoolwide professional development is often not aimed at the development of expertise 2.PD aimed at (development of) teacher expertise requires different types of activities 3.What to do with the expert teachers in schools?

20. Leiden University. The university to discover. ICLON, Interfacultair Centrum voor Lerarenopleiding, Onderwijsontwikkeling en Nascholing 20 Contact? Jacobiene Meirink: meirink@iclon.leidenuniv.nl Monika Louws m.l.louws@iclon.leidenuniv.nl