Self-Specialized Teachers for Domain Post-Training

Domain-specific supervised fine-tuning (SFT) often improves in-domain performance at the cost of degrading a model's general capabilities. We view this degradation through two practical gaps in domain SFT: a supervision-compatibility gap, where domain targets differ in style and reasoning format from the original model's natural responses, and a trajectory-preservation gap, where teacher-forced SFT optimizes fixed target tokens without constraining the model's behavior on its own generated prefixes. This process fails to preserve the model's original behavior. We propose RAFT (Data Refinement and Adaptive Distillation for Domain Fine-Tuning with Alleviated Forgetting), a two-stage framework that addresses both factors. First, RAFT constructs model-compatible supervision through self-conditioned rewriting, semantic filtering, and answer fusion. Second, RAFT performs Answer-Conditioned On-Policy Distillation, where the original instruction-tuned model provides soft targets on student-generated trajectories while being conditioned on the fused answer as helpful context. We further introduce top-K temperature distillation and EMA-based adaptive loss balancing to stabilize the domain-general trade-off. Across three instruction-tuned backbones and five domains, RAFT improves average domain accuracy by 23.2% over standard SFT, while recovering part of the SFT-induced degradation on MS-Bench and IFEval, with relative improvements of 18.2% and 10.2%, respectively. These results show that coupling data refinement with trajectory-level preservation provides an effective recipe for domain fine-tuning with alleviated forgetting.

Specialist distillation effectively transfers domain expertise to student models via teacher-generated reasoning trajectories. However, when these specialists are trained solely on question--answer pairs without explicit reasoning supervision, what governs the trajectories they generate? In this work, we show that specialist optimization implicitly selects from this latent trajectory space. To isolate and observe this latent distribution, we leverage student distillation not as a downstream goal, but as an agnostic probe---since students inherit no parameterization or optimization constraints from the specialist, inheriting only the sampled trajectories themselves. Through this probe, our empirical analysis unveils a tight governing relationship: across 27 specialist--student pairings, their specialization--generalization profiles correlate exceptionally strongly. Crucially, explicitly controlling the specialist's distributional drift systematically shifts both the teacher and its distilled student along a controllable trade-off between domain precision and general-capability retention. Across chemistry, physics, and multilingual settings, distilled students systematically reflect these specialist-induced profiles, even across divergent model families. Our findings establish a new view of specialist training: when gold reasoning is absent, tuning choices directly control the latent supervision passed to downstream models.

Reinforcement learning can turn one language model into several specialists, each excellent at a single skill such as mathematics, coding or following instructions, but users need one model with all of these skills. Multi-teacher on-policy distillation (MOPD) merges them by letting the specialists teach one student: the student answers each prompt, and the specialist for that prompt's domain gives feedback on every token. This routing decides which specialist teaches, but not how strongly its feedback moves the shared student. In Qwen3.5 models at three sizes, we find that MOPD's student does not beat one taught by the best single specialist and gains little of the mathematics specialist's advantage. The feedback is unbalanced: instruction-following feedback is several times more spread out than mathematics feedback and dominates the student's updates. We propose Domain-Normalized MOPD (DN-MOPD), which keeps the routing and rescales each domain's feedback by its measured spread. On six public benchmarks, DN-MOPD improves the average score over MOPD at every size, across three random seeds and under two answer-length limits, and recovers most of the lost mathematics gain. Controls with fixed domain weights show that the gain comes mainly from turning down instruction-following feedback rather than turning up mathematics alone, and that fixed weights close to those DN-MOPD measures perform comparably. Combining specialists therefore requires deciding not only which one teaches, but also how strongly its feedback counts.