The document presents a five-stage model for developing teaching capabilities, emphasizing the evolution from basic functions to maturity and innovation in the teaching/learning role. It highlights how experience and reflection contribute to personal growth and effectiveness in facilitating student learning. Each stage is characterized by specific traits, from initial, ad hoc practices to mastery and adaptive teaching focused on student satisfaction.

1. Stages of Development in the
Teaching/Learning Role
GLENN MARTIN
JUNE 2018

2. Introduction
It can be useful to look at the development of
teaching capability in terms of stages. A model
consisting of five stages is presented here.
The model provides a map for one’s personal
growth as a teacher. The proposition it
incorporates is that, with experience, reflection
and continued work on our improvement in the
teaching/learning role, over time we will
generally develop from Stage 1 towards Stage 5.

3. Overview
Note, we refer to “the teaching/learning role” rather than simply saying “the
teacher”.
This change in terminology recognises that teaching (principally, delivering
content) remains a valid and necessary role, but incorporated within the role is
an emphasis on the importance of enabling and facilitating student learning.
The term “teaching/learning role” looks to the body of research on learning, and
how it can inform teaching practice. It causes us to address the question:
“What do we know about how people learn?”

4. Overview
The five stages are shown below. The descriptors for
each stage in the model can help to explain the
characteristics of our own past and current
performance and provide a guide as to what we
should focus on to continue our development.
Stage 1:
Initial, Ad hoc
Stage 2:
Rudimentary
competency
Stage 3:
Mastery of
basic
performance
Stage 4:
Mastery of
wider range
of contexts
Stage 5:
Maturity and
innovation

5. Stage 1: Initial, ad hoc
Description
Basic teaching functions are performed,
but practices may be inconsistent,
reactive, tend to be ritualistic; emotionally
detached or overwhelmed
The analogy: It’s like
developing competence
as a climber.

6. Stage 2: Rudimentary competency
Description
Basic teaching tasks are performed
reliably, but workload is perceived as
heavy; performance goals are unclear;
gaps in teaching knowledge and skills;
communication may be inadequate or
inappropriate

7. Stage 3: Mastery of basic performance
requirements
Description
Teaching practices are established and
understood, but higher-level integration of
practices is lacking; ability to respond to
changes or problems is limited

8. Stage 4: Mastery of wide range of
contexts with success
Description
Broad repertoire of teaching skills has
been achieved; wide range of situations is
addressed effectively; self-awareness of
practice is established

9. Stage 5: Maturity and innovation
Description
Teaching performance is effective,
appropriate, adaptive; focus is now on
student learning and satisfaction; self-
awareness is strong; knowledge and
understanding are continually improved;
practices are innovative

10. Comments
This “stages” model was devised using many different models
of stages, including models in the areas of career
development, professional development, project
management, and capability maturity models.
The model fits into a broader framework that describes the
purposes, capabilities and tasks of the teaching/learning role.
For other slide sets on teaching and learning topics, search
“Glenn Martin” on Slideshare.
Contact: glenn@glennmartin.com.au