Chartered teachers matter: envisioning their future as leaders of learning

Hudson, Brian (2012) Chartered teachers matter: envisioning their future as leaders of learning. Technical Report. Association of Chartered Teachers Scotland (ACTS), Dunfermline.

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Abstract

This report traces the development of the Chartered Teacher Scheme (CTS) using
an approach based on documentary analysis of reports published during the last 10
years. It places this significant and far-sighted policy initiative, which was an
important pillar in A Teaching Profession for the 21st Century (2001), within a wider
international context in which the “Scottish approach” has been recognised as being
at the forefront of quality improvement in schools. Central to this has been the
combination of internal and external evaluation based on the use of quality indicators
to identify strengths and areas for improvement. It is argued that the section devoted
to the Chartered Teacher in the recent Report of the Review of Teacher Employment
in Scotland (McCormac, 2011) represents a sharp departure from this approach and
is short-sighted in its conclusion. It does not present a full consideration of all the
available evidence or a balanced evaluation involving a full analysis of both sides of
the debate. Further, in presenting what is described as a “widely held view”, it is quite
misleading in terms of what is presented as evidence. As such, Recommendation 19
to discontinue the CTS should be treated with great caution as a basis for sound
policy making. The documentary analysis involved in producing this report highlights
a complex and long running debate about the CTS around grade, rewards, duties
and role and identifies an associated need to develop a more widely shared
understanding about the meaning of leadership in particular. In looking to the future,
it argued that existing agreements do provide the necessary basis for clarifying the
role of the Chartered Teacher with all stakeholders and that a positive future can be
envisioned by focussing discussion and debate on the meaning of the Chartered
Teacher as a “Leader of Learning”.

Item Type: Reports and working papers (Technical Report)
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
L Education > LB Theory and practice of education > LB0051 Systems of individual educators and writers
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB2165 Teacher training in universities and colleges
Depositing User: Shaun Billing
Date Deposited: 30 Apr 2013 08:48
Last Modified: 30 Apr 2013 08:48
URI: http://sro.sussex.ac.uk/id/eprint/42928

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