"We want to focus on what actually works in the classroom by equipping teachers with access to high quality research and the skills to evaluate and share their own practice. We bridge the gap between research and practice, and support teaching professionals to gain the expertise they need to achieve and maintain genuine excellence. This will improve the quality of teaching and learning, which in turn secures the best outcomes for students."
Now, I tend to be a little suspicious of bodies such as these, especially after the poorly received and ill-fated GTCE (General Teaching Council for England), abolished in 2012, but I decided to pay the £45 fee to join up as it gives me access to a large archive of articles about second language learning and teaching. I have also seen the body in action by taking part in two enjoyable recent events, one at Ashlawn School, Rugby, and one in London at the North Bridge Upper School. My role was to help teachers develop their thinking about methodology. This body will evolve organically depending on how much teachers choose to take part.
Regarding research papers they say:
"The Chartered College mobilises research and evidence from across the education landscape in a way that meets the needs of our members and improves outcomes for learners. Our knowledge pathways provide teachers with access to high quality, relevant evidence via a range of bespoke routes connecting the worlds of research and education. These include an online knowledge platform access to over 2000 magazines, journals and papers through an online gateway, and a termly professional journal, peer-reviewed by teachers and academics, with contributions from respected commentators and practitioners."
Although the government has put money to get the Chartered College going, it will become self-financing (surprise, surprise) and is independent of government. It is meant to be a grass-roots movement, run by teachers for teachers. In this respect it looks more useful and attarctive than the old GTCE, a top-down organisation which teachers were forced into.
One aspect you might find interesting is this:
Their Chartered Teacher programme, offers an accredited, career-long, professional development pathway.
"Chartered Teacher Status will recognise the knowledge, skills and behaviours of excellent teachers, highlighting the importance of their expertise in supporting the learning of children and young people and representing the first step in the development of a career pathway focused on effective classroom practice, not leadership. It will also bring teaching in line with other professions, where recognition of expertise and expectation of career-long professional learning are well-established."
They add:
"In 2018, the programme will begin as a pilot. In order to complete the programme and achieve Chartered Teacher Status, participants will undertake a range of different assessments that allow them to showcase their knowledge and skills against the areas set out in the Chartered College’s professional principles. These include:
- Rigorous written and oral assignments
- Completion of a professional development plan
- Participation in debate activities
- A small- scale research or improvement project
- Submission of a portfolio of videos of practice, work samples and reflections.
- Four face-to-face events, including a presentation and award event
- Workshops, training, reading lists and supporting materials to help develop practice in key areas
- An experienced mentor to support them during the programme
- Support to lead a research-based improvement project linked to an area of school priority
- An interview with an expert in the field of their research-based improvement project, to support them with building on relevant research
- An online platform to facilitate collaboration with other participants
- Feedback on assessments as they are submitted
- The ability to use the postnominal ‘CTeach’ once Chartered Teacher Status is awarded."
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