THE SEVEN PRINCIPLES OF MASTERY TEACHING

Mentors can help apprentices recognize and develop the skills they need to start becoming master teachers. Master teacher is still unclear term in education, but some understanding of what the term entails is emerging. According to Robyn R. Jackson, he has identified seven principles of effective instruction that the best teachers practice through his work helping…


Mentors can help apprentices recognize and develop the skills they need to start becoming master teachers. Master teacher is still unclear term in education, but some understanding of what the term entails is emerging. According to Robyn R. Jackson, he has identified seven principles of effective instruction that the best teachers practice through his work helping teachers. Although mentors who guide new teachers may not yet have attained all the qualities of a master teacher, they’ll have a better idea of what to aim for, and they can help new teachers understand what great teachers do.

Here are seven principles of mastery teaching that mentors should explore with teachers early in their careers. The first principle is to start where students are. Master teachers strive to see students in terms of strengths instead of shortages. They know students well enough to help them make personal connections to classroom material. The second principle is to know where students are going. Great teachers connect standards to learning objectives and activities. Students need a conceptual understanding of rigor and the process of planning thorough units, practice interpreting standards, and support in designing formative assessments. The third principle is to expect to get students to their goal. Master teachers maintain high expectations of both themselves and their students. This may involve reflective conversations about teachers’ beliefs and values and how those beliefs affect their instructional choices and views of students’ abilities. The fourth principle is to support students along the way. Master teachers plan proactive interventions and supports for struggling students. Experienced teachers should provide guidance on effective remediation practices and detailed instructions on how to set up intervention strategies that will catch students before destructive struggle ruins them.  The fifth principle is to use feedback. Part of supporting students along the way is providing feedback that facilitates learning. Accomplished teachers reinforce students for working hard, not for “being intelligent”; help students interpret grades; and help students internalize feedback and apply it to future learning. They need instruction and practice in how to clarify the learning that an assessment targets, provide feedback that addresses that target, and give feedback that’s specific, descriptive, and replicable. The sixth principle is to focus on quality, not quantity. Master teachers know how to avoid overworking. They need help to prioritize standards and objectives, assign purposeful homework, and separate what content students need to know from what is nice to know. The last principle is to never work harder than your students. Master teachers are careful not to do work that is actually students’ work, and they ensure that students know how to do their jobs.

In a nut shell, we can help teachers meet this fate by helping them see, from the beginning, that mastery is the result of consistently practicing a few principles of effective instruction. Thus, these principles serve the new teachers as a road map to mastery and help them understand their own strengths and weaknesses.

By: Priscila Concepcion | Master Teacher I | MNHS – Poblacion | Mariveles, Bataan