Stages of teaching expertise from routine to adaptive: A model for advancing teaching effectiveness

This cross-sectional study evaluated the implementation of a professional practice standard for teaching over four years in a top-performing Canadian education system with 62 school districts and approximately 35,000 teachers in the system. Using a convergent mixed methods research design, quantitative data were generated from online surveys with 5536 teachers and qualitative data were gathered through focus group interviews with teachers ( n = 193). Results from the study have been used to inform an update to the Teaching Effectiveness Framework (Friesen, 2009) and provide insights into a model for advancing teaching effectiveness. Conceptual stages were developed to illustrate teacher progression from routine to adaptive expertise, measured on a four-point scale. The scale is introduced as a resource to support the integration of policy initiatives into actionable practices and professional learning. Results underscore the value of integrating research literature with teacher and student perspectives to conceptualize and advance teaching effectiveness principles. • Results provide a model for advancing teaching effectiveness. • Framework charts conceptual stages from routine to adaptive expertise. • Study provides a system-oriented perspective for the conceptualization of teaching effectiveness.