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The call for teacher improvement has long been advocated in educational circles. Hargreaves & Fullan (1) asserted it takes eight years to reach the highest level. The important direct relationship of teacher effectiveness to student achievement was summarized by Hattie (2). Many pathways to developing teacher have been explored. A unique body of literature exploring expertise and it acquisition led to the articulation of deliberate practice theory (3,4) with robust application in the domains of chess, music, medical training, and professional domains (5). Although a robust set of reviews have synthesized knowledge in other domains a comparable review could not be found in the field of education. Therefore, this chapter synthesizes the literature applying deliberate practice theory to the cultivation of teacher effectiveness.

Becoming an Expert on Purpose: How Deliberate Practice Informs Teacher Effectiveness