Expertise in Every Classroom

Expertise in every classroom should be the norm, not the exception. We have all had that magical teacher, who we remember years later. We remember how this teacher made us believe we could do anything. The mythical experts exist and have much to teach us in our quest to build a powerhouse education system. Unfortunately, forty years of research and over 25 years of reform models have led to few changes in the teaching profession and in the overall outcomes in education. Both national and international research demonstrates expertise in teaching can be clearly defined and developed. Countries around the world have successfully revamped their systems to develop and support expert teachers. While we grapple with failed value-added models and are beginning to understand linkage to single achievement test scores leaves out the impact teachers have upon the students, peers, and the culture as a whole. We have erected barriers in the form of scripted curricula, overuse of testing, and failed professional development models. Yet some teachers overcome all the barriers and develop expertise. These teachers find avenues of development either in small pockets of peers or individually. While other countries are developing experts in mass numbers, the United States is creating such teachers in very, small pockets. Examining the thinking processes and practice of these teachers offers a glimpse into what we should desire in every classroom in every school. This book bridges both research and practical elements. We believe expert teachers desire both. We often discuss the disconnect between research and practice. This book is intended to bridge both academic expectations and practitioner expectations. We believe the academic community must make research accessible and user-friendly to practitioners and practitioners should be at the forefront of research discussions. We must blend the ivory towers of academia with the daily work in our schools if we are to create world class systems. Expert teachers are both academic researchers and critical practitioners. Reform movements are showing little progress. We need to redefine the profession.
About the Author: Amanda Shuford Mayeaux, EdD, NBCT, assistant professor in educational foundations and leadership at the University of Louisiana at Lafayette, is a multinational award winning educator with a passion for developing expertise in educators at all levels. Her experience as an educator ranges from classroom teacher to leadership. Her research focuses on expert educators, professional learning, and organizational barriers to student success. Dianne F. Olivier, PhD, professor in educational foundations and leadership at the University of Louisiana at Lafayette, has extensive experience as a teacher and administrator in K-12 and higher education. Dianne's expertise has been recognized at the university, national, and international levels in the area of professional learning communities. Her research also focuses on critical issues related to educational leadership.