The Life Cycle Model
This site is dedicated to help you become a competent, caring, and qualified professional utilizing the Life Cycle Model. This developmental model provides a framework for professional growth and renewal; through six phases (Steffy, Wolfe, Pasch, and Enz 2000).

The Life Cycle Model will enable you to:
• use a diagnostic tool to identify what phase of the life cycle model you are in;
• access information and links to valuable resources that will help promote your growth;
• identify concerns commonly experienced by professionals at each phase and offer suggested solutions; and,
• provide suggested opportunities for reflection.


Phases of the Life Cycle Model
Novice Teacher
The novice phase begins when preservice students first encounter practicum experiences in their teacher education program and continues through student teaching and the intern experience.
Contributed by Rick Breault
Apprentice Teacher
The apprentice phase begins for most teachers during the student teaching experience when they are given responsibility for planning and delivering instruction. This phase typically continues through the first year of induction and often into the second and third years of teaching.
Contributed by Mary Clement
Professional Teacher
The professional phase emerges as teachers grow in self-confidence as educators. Student feedback plays a critical role in this process. Student respect for teachers and the teachers’ respect for students form the foundation upon which this stage is built.
Contributed by Polly Wolfe
Expert Teacher
The expert phase symbolizes the achievement of the high standards desired by the National Commission on Teaching and America's Future. Even if they do not formally seek it, Expert teachers meet the requirements for national certification. Expert teachers are ever evolving, growing, and changing; they are committed to the newest ideas in the profession.
Contributed by Pam Kramer
Distinguished Teacher
The distinguished phase is reserved for those teachers who are truly gifted in their field. They exceed current expectations for what teachers should know and be able to do. They are the “pied pipers” of the profession. Distinguished teachers impact policy decisions occurring beyond the classroom.
Contributed by Billie Enz
Emeritus
For some educators, leaving a career is an end; for others, it is a beginning. Some retirees remain so active in the field that they earn the status of emeritus teachers. Through consultation, volunteering, mentoring, and service activities with professional groups, these teachers advocate and lobby for teachers and educational issues.
Contributed by Billie Enz

The process of reflection, renewal, and growth, as shown above, is the central and critical aspect of this model. If teachers are not successful in attaining personal and professional growth through reflective activities, they enter a downward spiral – withdrawal. Withdrawal begins when, for whatever reason, teachers do not remain engaged. Without engaged participation, they do not grow. The school environment must provide opportunities for reflective practices and professional development for teachers to continue growing throughout a career.
© 2004 by Betty Steffey

“Great teachers find ways to continue to grow over the course of their professional lives.” (Steffy, Wolfe 2003)

  Novice-Apprentice Apprentice-Professional Professional-Expert Expert-Distinguished Emeritus
Years of Experience 0-2 0-3 3-10 7- 15-
Professional Preparation Pre-service course work Bachelors degree In-service workshops Masters coursework In-service workshops Master’s degree National Board Certification Local recognition of teaching talent Doctoral work  
Curriculum Learning about curriculum expectations State-District goals andclass objectives Knows curriculum State-District goals Class objectives Helps to establish grade-content goals. Establishes learning objectives for district. Helps to establish State-National curriculum standards.  
Instruction Beginning to learn about and use instructional strategies Uses a range of instructional strategies, continues to refine teaching techniques. Uses a wide range of strategies based of the needs of students. Researches new approaches to teaching. Teaches others how to use new strategies. Conducts teacher-classroom research.  
School-Community Involvement Participates in grade-department level meetings Participates in grade-department level meetings.Serves on school-wide committees. Chairs grade-department level meetings. Serves of school-wide committees. Serves on District level committees. Chairs grade-department level meetings. Chairs-serves of school-wide committees. Chairs-serves on District level committees. Serves on State-National level committees. Often mentors new teachersTutors students
Professional Development Opportunities Learning about local and national professional groups Begins to attend local and national professional meetings Begins to present at local professional meetings. Serves on committees for professional organizations. Presents at National meetings. Serves in leadership roles at local-state organizations. Serves on committees for National organizations.