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2. Background to current scheme

McCrone Report

2.1 The independent Committee of Inquiry into Professional Conditions of Service for Teachers (McCrone Committee) looked very closely at the existing promotion and management structures in Scottish schools. They found that the only way for individual teachers to seek career and salary progression was to apply for management posts which would ultimately take them further away from the activity which had attracted them to the profession - classroom teaching - and into administrative and management activities, for which they might have neither the qualifications nor the inclination. There was no career track for teachers who wanted to stay in the classroom; the prospects for teachers who did not want to seek management responsibility were very poor. They quickly became stuck at the maximum salary point for a classroom teacher, possibly for as long as 30 years.

2.2 The Committee considered that the career structure for the teaching profession must provide adequate opportunities for advancement for those teachers who do not wish to seek management posts, but to remain primarily in the classroom, practising and developing their expertise in teaching and learning. There should be a career pathway within the teaching profession which recognises and rewards the achievement of excellence in classroom teaching, without requiring a move into school management.

A Teaching Profession for the 21st Century ( TP21) - Agreement Reached Following McCrone Report

2.3 In September 2000, Ministers established an Implementation Group to make recommendations to the Scottish Executive on the matters raised in the McCrone Report. The Implementation Group was tripartite, with membership drawn from all of the teacher organisations, employers (through COSLA) and from the Scottish Executive. With regard to the CT scheme the Group said "Progression through the CT grade will be by qualification, with access open to teachers who have relevant experience and who have maintained a CPD portfolio. There is a need to design transition arrangements which take full account of prior learning and describe an accelerated route based on folio submission with evidence covering the core activities undertaken within the qualification route."

2.4 It also outlined the following duties for a classroom teacher/Chartered Teacher.

"Subject to the policies of the school and the education authority the duties of teachers, promoted and unpromoted, are to perform such tasks as the Headteacher shall direct having reasonable regard to overall teacher workload related to the following categories:-

(a) teaching assigned classes together with associated preparation and correction.

(b) developing the curriculum.

(c) assessing, recording and reporting on the work of pupils.

(d) preparing pupils for examinations and assisting with their administration.

(e) providing advice and guidance to pupils on issues related to their education.

(f) promoting and safeguarding the health, welfare and safety of pupils.

(g) working in partnership with parents, support staff and other professionals.

(h) undertaking appropriate and agreed continuing professional development.

(i) participating in issues related to school planning, raising achievement and individual review.

(j) contributing towards good order and the wider needs of the school."

Selection Process

2.5 To be eligible to embark on the CT scheme, a teacher must:

• have a recognised teaching qualification;
• be fully registered with the GTCS;
• be at the top of the main grade salary scale; and
• have maintained a CPD portfolio.

2.6 All teachers who wish to achieve CT status must first apply to the GTCS to establish their eligibility. This is regardless of which route they choose to take.

Detail of Routes

2.7 There are 2 ways in which eligible teachers can undertake the CT scheme:

• The programme route - by completing a number of core modules and option modules with an accredited provider.
• The accreditation route - by submitting portfolio and commentary demonstrating how they meet the Standard for Chartered Teacher ( SCT) through the accreditation of prior learning.

The Programme Route

2.8 The Programme Route is often referred to as the modular route because it involves teachers undertaking a structured course of developmental study and work based projects with an accredited CT provider. Teachers are required to complete a total of 12 modules (a total of 180 credit points) before making a claim for CT status. After completing module 1 on self evaluation, teachers are required to complete a further:

• 3 core modules;
• 4 option modules; and
• and the equivalent of 4 modules for a work-based project.

2.9 Core and option modules can be taken with one of the accredited CT providers. These are higher educational institutions in Scotland that have gone through a rigorous accreditation process and have shown that the modules they offer meet the criteria in the SCT. The core and option modules do not need to be completed in any particular order, although some providers may suggest an appropriate route.

Core Modules

• 1 - Self evaluation;
• 2 - Learning and Teaching;
• 3 - Education for All;
• 4 - Working Together.

2.10 There is a wide variety of option modules to choose from and candidates should seek advice from their provider before embarking on a particular module. Option modules can relate to:

• The core modules;
• Working with pupils at different stages of the school;
• Core skills;
• Curriculum and subject specialism;
• Responding to individual pupils needs;
• Inclusion;
• ICT;
• Independent study modules.

2.11 The final piece of work required of the Programme Route is the submission of work based projects. This may be:

• One project equivalent to 4 modules; or
• Two projects equivalent to 2 modules each.

APL through the Programme Route

2.12 Accreditation of Prior Learning ( APL), in relation to the CT Programme Route, is a process which enables teachers to gain academic credit for either formal certificated learning (existing certificates or diplomas), or experiential learning (through developing practice or by attending non award bearing courses). After successful completion of module 1 on self evaluation candidates are able to claim up to a maximum of 6 modules as prior learning. Accredited CT providers all have slightly different rules and procedures for dealing with this process. All APL claims must be matched to the SCT. Theoretical study and analysis must be clearly linked to the enhancement of professional practice.

The Accreditation Route

2.13 The Accreditation Route has been designed for experienced teachers who are confident that their professional actions are already at CT level and who have sufficient evidence and commentary to support their application. After successfully completing module 1 on self evaluation, teachers can choose to sign up with the GTCS to complete the remainder of their CT scheme, the equivalent of 11 modules, by preparing and submitting an Accreditation Route claim. This claim is the equivalent of a masters degree and it should be noted that the work submitted is expected to be of a comparable standard.

2.14 The Accreditation Route involves candidates submitting a portfolio and commentary based on current and recent practice which shows how the teacher has met all the competencies of the SCT. There are 2 phases to this route:

• The Advisory Phase - after submitting their application teachers are allocated an adviser;
• The Assessment Phase - once teachers complete and submit their claim to the GTCS, this is assessed by independent assessors.

CT Duties/Contribution

2.15 The contribution that a CT can or should make to the wider school improvement agenda has not been made explicitly clear. The McCrone Report did expect that CTs would act as role models for junior colleagues and offer a wide contribution to the school on learning and teaching while being a resource for the school and wider local authority. What is clear is that CTs will not have any additional management burden to that experienced by a teacher at the top of the main grade. This is formalised in the TP21 Agreement at Annex B.

2.16 The SEED/National CPD Team booklet "Chartered teacher Status: Frequently Asked Question" says " CTs should demonstrate the capacity to contribute to the professional development of colleagues and to make a full contribution to the educational effectiveness of the school and wider professional community".

2.17 The Standard for Chartered Teacher ( SCT) says "the CT will be committed to influencing and having a leading impact in team and school development, and to contributing to the professional development of colleagues. As a member of a wider professional community, he or she will be committed to influencing the development of teaching and learning, and to strengthen partnerships with other professional groups, parents and other agencies".

2.18 Occasional Paper 1 from the National CPD Team issued in August 2005 listed some suggested principles that would be helpful in considering the contribution a CT can make. These are:

• CTs will not be asked to undertake management roles;
• the focus of the contribution that CTs make will be on learning and teaching, and on strengthening partnerships with other professional groups, parents and other agencies. Such contribution will require to be agreed within the school;
• CTs will continue to maintain a CPD portfolio tracking their professional development against the SCT, and their professional review and development will focus on this portfolio;
• any work-based development or project that CTs undertake will be agreed with their line manager and resourced, including the allocation of time;
• CTs will share their enhanced professionalism with colleagues and will seek opportunities to influence the development of teaching and learning.

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