Robyn Jackson writes that teaching mastery is the result of consistently practicing a few principles of effective instruction: master teachers start where students are, connect standards to learning objectives and activities, maintain high expectations of both themselves and their students, plan supports and interventions to help students meet high expectations, focus their own work on quality (not quantity), and never do students’ work for them. This issue will discuss how best to support beginning teachers in their journey toward mastery. How can new teachers learn to be masterful given their own teaching style, personality, and situation? How do mentors separate the signal and the noise for new teachers, to focus on key principles of practice? How can school leadership consistently convey new teachers toward mastery? What are the roadblocks to mastery?
ASCD Express is looking for short, 600–1,000-word essays on the theme “Becoming a Master Teacher.” Guidelines for submissions are here; please send us your submissions to email@example.com by March 1, 2013.