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Dear "Teacher Educator",
We’ve begun every edition with this greeting — but have we ever paused to think of what being a TE really entails?
In this edition, we attempt to deconstruct this identity and explore the role of a teacher educator in in-service teacher learning.
So, who qualifies as a Teacher Educator? What are the skills & functions that unite those who do? - and is there a shared purpose?
When we tried to answer these, we were left with even more questions: A trainer is clearly a TE — but is a Headmaster? What if that HM determines the annual learning priorities? What about an AEO who conducts training? A school leader that conducts a learning needs analysis? An instructional coach seems like an obvious yes, but is an instructional designer too?
In the course of our inquiry, a few recurring themes stood out. The first—and most obvious—was a deep concern for teacher learning and development. This included viewing teacher learning both as a means to an end (improved student outcomes) and as valuable in its own right. While this concern appeared to be a necessary condition, it did not, by itself, seem sufficient to define someone as a teacher educator.
The second, more pertinent distinction lay in how individuals acted on this concern—specifically, in deliberate and skillful ways. As we examined these actions more closely, we found that most revolved around a few core areas: strategising about learning, designing for learning, and measuring learning. We use the term deliberate to emphasise that these are not incidental efforts, but central, purposeful work. Similarly, we highlight skillful to underscore that those engaged in teacher learning bring a level of competence and expertise to the task—just as we would expect of teachers working with their students.
As we reorganised our findings, it became clear that the work of teacher educators—regardless of their formal titles—centres on the following specific areas of professional responsibility and influence. Ultimately, it is their purpose and actions, rather than their designation, that truly define them.
The overarching plan or vision guiding teacher learning—what goals to pursue, why they matter, and how professional growth aligns with broader educational aims.
The process of shaping learning experiences—structuring content, methods, resources and formats (e.g. workshops, coaching, communities of practice) to support meaningful teacher development.
The actual delivery or facilitation of teacher learning—putting the plan into action through activities, interactions, and ongoing support.
The process of assessing the effectiveness of teacher learning—gathering evidence to understand what worked, what didn’t, and how to improve future efforts.
In most cases, those who work on teacher learning formally carry out a blend of these functions within their formal identities. This edition is our humble attempt to explore and clarify some of the identities. Not because titles, roles, or appointments are what matter most—but because having clarity about them can be genuinely helpful to contribute meaningfully, collaborate and cultivate one's craft.
When teacher educators have a clear understanding of their roles—and how these relate to the work of others—it becomes easier to collaborate with intention, align efforts, and support one another’s practice. This kind of shared clarity strengthens our collective capacity to make a real, lasting difference in teacher learning.
So the question is, how do you take your beverage?
While we’ve attempted to outline some of these identities, this is by no means an exhaustive list. Even within each designation, one will find a wide spectrum of competencies, responsibilities, and expressions in practice. We therefore venture that any professional who is deliberately and skillfully involved in the learning journey of teachers, can call themselves a Teacher Educator.
What's Brewing For You?
What's Brewing For You?
We'd love to paint a collective picture of the identities that you, the readers of Perspectives-in-Practice, embody most in your role.
To that end, please select the function that you think most closely describes what you do in your work.
You have come to the end of this edition!
Thank you for engaging!
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