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Speaking note
I am delighted to be here today at the launch of the Association of Chartered Teachers Scotland and I thank you for the invitation.
So much has changed in recent years within the teaching profession, and I believe that the changes have been for the better. We now have a highly motivated, highly skilled and highly enthusiastic teaching workforce
One of these changes has been the introduction of the Chartered Teacher scheme. This is an important time for the Chartered Teacher scheme. Although we have had Chartered Teachers for several years now it is only over the last 2 years that I think we have had the critical mass that allows us to start assessing their contribution in schools and their impact on learning and teaching. It is only right that we look to see the strengths and weaknesses in the Chartered Teacher scheme and work together to improve what we have for the benefit of children and young people.
Now that we have 750 fully qualified Chartered Teachers, stakeholders will rightly begin to ask about the distinctive contribution that Chartered Teachers are making. Colleagues, employers, parents and pupils all have an interest in the Chartered Teacher scheme succeeding. Also the scheme has attracted interest from around the world and this wider educational community, some with their own similar schemes, will be looking to see what benefits we get from our Chartered Teacher scheme.
This is why, at my request, HMIE are currently undertaking an aspect review into the impact of Chartered Teachers. We are likely to see initial results this summer with a fuller analysis next year. I hope to share these results with all stakeholders so that we can agree and disseminate good practice about the role of Chartered Teachers.
I also hope that the revised Standard for Chartered Teacher together with the proposed SNCT guidance on the role of Chartered Teachers will go some way to ensuring that both Chartered Teachers and those aspiring to the grade know what is expected of them. I expect both the Standard and the SNCT guidance to be issued by early June.
It is against this backdrop, and that of our overarching and collective commitment to Curriculum for Excellence, that it is so pleasing to see Chartered Teachers themselves form into an association. With aims such as:-
- encouraging communication and collaboration;
- developing awareness of the professional identity of Chartered Teachers; and
- encouraging the provision of appropriate CPD opportunities for Chartered Teachers.
These aspirations suggest to me that you have an appropriate focus to take the Chartered Teacher scheme forward.
My take on this is that there is no shortage of appropriate CPD opportunities for Chartered Teachers. Chartered Teachers can lead action research, peer observation and professional learning teams within schools as part of their CPD, part in relation to the Curriculum for Excellence. They have the experience and credibility to influence colleagues and contribute to their professional development.
There is also the opportunity to strengthen partnerships with other professional groups, agencies and parents. This is a particularly important area and one where we want to ensure children and young people can benefit from different professionals recognizing each others roles and working towards a more joined up provision of service. Chartered Teachers can, and should I believe, be playing a significant role in this - particularly as we seek to involve the whole range of children's services in the delivery of the Curriculum for Excellence.
Other areas that Chartered Teachers may want to focus on in their CPD is the mentoring and coaching of colleagues, both those new to the profession and those that are mid-career and may need a motivational lift. Coaching is a powerful tool and is a good way for Chartered Teachers to develop leadership skills while at the same time benefiting those colleagues they are coaching.
The duties that Chartered Teachers will want to focus on are around:-
- working in partnership with parents, support staff and other professionals;
- participating in issues related to school planning, raising achievement and individual review; and
- developing the curriculum.
All these duties give scope to allow Chartered Teachers to demonstrate their skills and abilities. With regard to developing the curriculum Chartered Teachers are ideally placed to work with both the senior school management team and classroom teachers. Their confidence and openness, their drive to succeed and to lead in their chosen profession, their knowledge of the complementary fields of theory, policy and practice, are the qualities and skills that will be powerful tools in devising ways to deliver the Curriculum for Excellence.
Curriculum for Excellence will not come about through top down direction. It is the creativity, ingenuity and confidence of teachers across Scotland that can make Curriculum for Excellence happen, and Chartered Teachers can lead the professional dialogue that is fundamental to tackling the challenges and ensuring success. Peer group discussion and collective reflection amongst practitioners are invaluable means of deepening learning and extending thinking.
Back in November the GTCS announced the findings from a major piece of research that they had commission, in partnership with the Scottish Government, on the professional culture in the teaching profession. The rationale for commissioning this research was that the profession had changed radically since the implementation of TP21. It was, therefore, time to find out what teachers' views of teacher professionalism was and if it differed between teachers at different stages of their careers.
Some of the findings were:-
- that teachers felt that their influence on school policy was limited;
- that teachers were receptive to being involved in practitioner research;
- that teachers were supportive for the importance of collegiate working; and
- that teachers had a strong consensus about the value of CPD.
These findings give all stakeholders some challenges. We need to:-
- look at the decision making at school level to ensure all teachers views are considered and respected;
- ensure there is a positive and supportive environment for teachers to work collaboratively in areas such as practitioner research and peer learning in their schools and that opportunities are identified and created to meet this need; and
- ensure that CPD not only meets the needs of the school but also of the individual.
These are all interesting challenges that Chartered Teachers will I am sure wish to contribute to. It is a way to show that Chartered Teachers can help in revitalizing and re-energising both schools and the profession as a whole.
I certainly hope that we continue to see an increase in the take up of the Chartered Teacher scheme and that it proves to be a major contributor to improving the learning and teaching in schools. I am also sure that the Association for Chartered Teachers Scotland will make a positive contribution to that goal.
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