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• complete action research on a classroom happening;
• consider ideas to provide differentiation, before-during-after questions to
promote critical thinking, or assessments to plan developmentally appropriate
instruction—for example, by attending problem-solving workshops;
• lead a workshop or organize a book on classroom management ideas that
worked for them in mentoring apprentice teachers; or
• take a university course or start to work on a master’s degree.

Stage 3 – Expert Teacher Stage
Expert teachers are confident in their ability to teach. These teachers understand
that past school experiences determine how students behave in the classroom. They
routinely vary instructional strategies, extend instructional time, and provide more
scaffolding needed for study mastery as they not only know the subject matter
but also now better understand how to teach content to their students. They make
instructional decisions based on their own beliefs rather than those of colleagues or
administrators (Katz, 1972; Lynn, 2002; Steffy et al., 2000). Teachers in this stage
ask questions such as
• How can I help certain children who are not learning?
• What are some new materials, techniques, approaches, or ideas that I can use to
be more effective?”
• What is the best way to assess student learning?
• How can I show students are learning?
• What are other school districts doing?
• What does research have to say?
Expert teachers always consider the effect of their teaching on their students and
strive to be a positive role model to their students and colleagues. Expert teachers
are highly motivated to remain engaged in the reflection-and-renewal process and
pursue action research in their own classrooms. They are leaders in their schools as
well as their district and may help with responsibilities such as chairing a department
or grade level or helping to plan and implement local professional development,
curriculum development, instructional support, and new-teacher induction training.
Thus, these teachers need PD to
• increase their repertoire of teacher knowledge—for example, by attending
national workshops and conferences;
• examine the happenings of their classroom through action research;
• open their classroom for others to observe good teaching methods;
• continue university course work to finish a degree or start a new one;
• organize and lead activities such as a new-teacher orientation or parent program;
and
• mentor student teachers.

Stage 4 – Distinguished Teacher or Maturity/Leader Stage
Distinguished teachers are passionate about teaching and are advocates for all
their students. They enjoy teaching and believe that teaching is a joy and not just
work. Distinguished teachers have a positive relationship with their students and
coworkers and support student-centered approaches (Katz, 1972; Lynn, 2002; Steffy
et al., 2000). They are flexible, and their door is always open. They ask questions
such as

28 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators