• Home
    Home This is where you can find all the blog posts throughout the site.
  • Categories
    Categories Displays a list of categories from this blog.
  • Tags
    Tags Displays a list of tags that have been used in the blog.
  • Bloggers
    Bloggers Search for your favorite blogger from this site.
  • Archives
    Archives Contains a list of blog posts that were created previously.
  • Login
    Login Login form

The Art of Mastery: What Defines a Master Teacher?

Posted by on in Education Leadership
  • Font size: Larger Smaller
  • Hits: 5989

I had a conversation this week with an educator that I would define as a master teacher. “What,” she asked, “defines mastery in teachers?” Is it years of experience? Self-efficacy? Or perhaps a set of specific skills that lend themselves to high achievement for students?

I would say possibly a combination of all three.

Can new teachers really be thought of as masterful? Maybe, but I would bend more toward the thinking that in most cases it takes a few years to attain mastery. I have seen brand new teachers do a terrific job immediately, but they are few and far between.

Certainly there are teachers who have been teaching for many years and still have not risen to this level. How, then, does a teacher attain this art of mastery?

9 Skills Master Teachers Possess:

  1. A strong understanding of content
  2. The ability to develop and maintain meaningful relationships with students, staff, and families.
  3. Understanding of effective classroom management
  4. The ability to analyze data and put a plan in place for every student
  5. reflective nature  that allows the teacher to think about a lesson’s strengths and weaknesses
  6. A willingness to be a leader in the school, serving on committees and mentoring others
  7. The ability to plan and deliver engaging lessons that create an environment for excellence
  8. High expectations for all students, parents, and staff
  9. High growth and/or student achievement for students

So, where do master teachers get these skills?

Certainly we learn content in college. Hopefully we would get some practice in the analysis of data and the art of differentiation. What about the others though?

Teachers develop into master teachers while on the job. They learn from others. They get inspired from watching master teachers work.

What kind of environments are the incubators of these skills? Are you working in such an environment where master teachers are encouraged and nurtured? If not, how can you make changes that will help infuse these skills or at least create opportunities to attain them?

Here are a few ideas for molding master teachers:

Encourage teachers to observe each other

Require everyone to present to the faculty at some point

Use the Google model that gives 20 percent time to create something special and watch the innovation blossom

Give teachers time and environments in which to reflect and give feedback to each other

Do a strength analysis of your staff and have a strong understanding of who needs additional guidance

Celebrate successes and value others’ ideas

To be cliché, nothing breeds success like success. No one wants to be considered a master more that the teachers in your building. Consider your school culture and see if it is conducive to the creation of master teachers. If it is not, what can you do to change the culture? Be the change; make the change.

Artfully create rockstar-like master teachers.

Be one yourself.

Last modified on
Rate this blog entry:

Dr. Cathy Beck @cathypetreebeck has been in education for the past 27 years. She currently works as the assistant superintendent in Summit County, CO. Cathy is the co-author of Easy and Effective Professional Development. She has a new book,Leading Learning for ELL Students, which will be available in early 2017. Cathy is also an adjunct professor for Concordia University and the American College of Education.

  • No comments made yet. Be the first to submit a comment

Leave your comment

Guest Sunday, 21 July 2019