Some people are very excited about the new College of Teaching and, especially, its charter. This means that by accrediting various courses and other types of professional development it will be able to award (royal) chartered teacher status and thereby cement its role at the pinnacle of conferring the new ‘outstanding’ teacher status on the most deserving.
In Scotland a Chartered Teacher Programme which began in 2003 has been abolished, the Donaldson Report stated the following reasons:
The grade of chartered teacher was created with the intention of rewarding teachers who remained in the classroom and to simultaneously provide encouragement for main grade teachers at the top of their salary scale to engage in a robust, self-funded continuous professional development programme. The design intent was to recognise and reward excellence. To encourage participation in the Chartered Teacher Scheme two routes to chartered teacher status were created; one via accredited prior learning, the other on completion of twelve modules (for each two modules completed a salary increment is awarded).
As of May 2011, 1,216 teachers have attained chartered status and a further 2,800 are currently on the programme and have gained at least one module. Entry to the accreditation route to chartered status was ended in 2008.
While we received evidence that demonstrated the commitment and professionalism of many chartered teachers, the widely held view is that the existing cohort of chartered teachers does not singularly represent the best teachers in Scotland. The reasons for this are several; the means of entry to the scheme when it was first created and the self-selection process for entry did not provide a sufficiently robust means of screening applicants; also some of our very best teachers for a variety of reasons have not embarked on the route.
Until recently, self-selection without approval of a headteacher resulted in instances of headteachers not being aware that staff in their schools had applied for chartered teacher status. This has been revised recently and headteachers must now approve applications for staff to participate in the programme – albeit that this process is still rather light touch. Absence of specific duties attached to the role of chartered teacher means that in some instances, chartered teachers are paid more to undertake the same job they have always done with no improved outcomes for children and young people.
We heard evidence that there are barriers to participation in the Chartered Teacher Scheme in the form of finance and the time available to complete the modules. Thus some dedicated classroom teachers are unable to embark on the programme of study that would result in achieving chartered teacher status because of other commitments.
Local authorities have no means of controlling the cost of the Chartered Teacher Scheme because it is essentially self-selecting. Additional salary is, in some instances, paid to staff for little tangible benefit, and indeed we heard evidence that some chartered teachers would prefer that it were not known within their schools that they had achieved the status, lest expectations would rise that they should contribute more. We also heard some evidence that the scheme is seen as mainly academic and did not sufficiently recognise good classroom practice.
The responses to the Review’s call for evidence clearly demonstrate that there are mixed feelings amongst the education community about chartered teachers. Thirty-eight per cent of respondents felt the scheme should be retained, 37% felt it should be amended and 25% felt it should be discontinued.
We are of the view that the Chartered Teacher Scheme, while laudable in its aims, has not delivered against its stated objectives. The available evidence does not show that the ‘best’ teachers have remained in the classroom rather than pursuing promoted posts – indeed promoted post holders have commented to us that theirs is a vital role and should not be equated with not wanting to teach or being inferior teachers. Furthermore, the overall contribution made to education in Scotland by chartered teachers does not represent a good investment, due mainly to the lack of any formal role post qualification.
Taking all the evidence into account, we believe that the Chartered Teacher Scheme should now be discontinued. Our view is that despite positive steps such as the introduction of the revised Standard by the GTCS and notwithstanding the excellent practice we are sure some chartered teachers bring to schools, the concept of chartered teacher has not worked successfully since it was introduced by the Teachers’ Agreement. The model by which individuals are able to enter the system without sufficient gate keeping regarding their appropriateness has damaged the credibility of the Chartered Teacher Scheme. Similarly the lack of clarity as to the role of chartered teachers has made it dif cult for both local authorities and the teachers themselves to make the most of their skills.
I am sure those involved in the setting up of the College are aware of these problems and will wish to address them as there are some clear questions that a teacher might want answers to before they commit to joining the College of Teaching:
If the existing cohort of chartered teachers does not singularly represent the best teachers in Scotland how will chartered status in England ensure that it does?
Will headteachers… approve applications for staff to participate in the programme ? If so will Headteachers coerce staff into joining the College, if not, will there be much point in joining the college if the Headteacher doesn’t think you will achieve chartered status? If the Headteacher doesn’t want a teacher to apply for chartered status how much of their free time will a teacher have to devote to attaining chartered status?
Will there be specific duties attached to the role of chartered teacher?
If there are not specific duties will it mean that in some instances, chartered teachers are paid more to undertake the same job they have always done with no improved outcomes for children and young people?
What will be done to ensure there are no barriers to participation in the Chartered Teacher Scheme in the form of finance and the time available to complete the modules?
How can dedicated classroom teachers [who] are unable to embark on the programme of study that would result in achieving chartered teacher status because of other commitments be sure of their future in the profession, or will they become looked down as second class teachers?
And as the overall contribution made to education in Scotland by chartered teachers does not represent a good investment, due mainly to the lack of any formal role post qualification.
What formal role, if any, will chartered teachers in England have? If so, is there any evidence that teachers want this role, if not will it be a good investment?
I look forward to seeing if any answers to these concerns are forthcoming.