Many postsecondary institutions have started to explore what it means to develop and demonstrate teaching expertise, recognizing not only the complexities of teaching and of documenting the experiences of teaching,but also that teaching expertise is developed through a learning process that continuesover time (Hendry & Dean, 2002; Kreber, 2002). Our framework for this growth of teaching expertise draws from the scholarly literature related to postsecondary teaching and learning to demonstrate that teaching expertise involves multiple facets, habits of mind (orways of knowing and being),and possible developmental activities.