Changing circumstances, changing approaches - the challenges of changing

school and council as a chartered teacher.

Scottish government’s 2009 introduction to standard for CTThe Chartered Teacher is an accomplished,

innovative teacher who demonstrates sustained enhanced expertise in practice.

The Chartered Teacher embraces and actively promotes the values, principles and practices of equality and social justice in all areas of work.

The Chartered Teacher is a critically informed, reflective practitioner who systematically evaluates the nature and extent of impact achieved for learners and learning.

The Chartered Teacher plays a leading role in the professional development of colleagues and makes a recognised contribution to the educational effectiveness of the school and the wider professional community.

My claim: challenge in educationChallenging pupils – looking at approaches to

teaching Higher EnglishChallenging pupils – extra curricular

activities – debating & outdoor adventure trips

Challenging myself & others – building learning communities

What I ended up doingSecretary of cluster L&T group, introducing Mediated

Learning to all cluster schoolsChair of Sharing Good Practice group, running CPD

sessions for teachersAdviser to S6 theatre trips committeeDebating club coachMember of Teaching & learning, Positive Behaviour &

CPD working groupsDepartmental mentor Member of regional ACfE numeracy groupSchool contact for town twinning with Capella Maggiore

in Italy – I set up and ran the school’s twinning club.I attended regular meetings of the Borders’ CT support

group

Original code of practice on the role of the CT “The Chartered Teacher remains primarily a

classroom teacher and at no point should the Chartered Teacher be regarded as part of the school’s management structure. Therefore, the contribution which could be made must be consistent with the duties of a teacher as set out in the SNCT Handbook, should maintain the primacy of the teacher’s focus in learning and teaching and must be both realistic and capable of being delivered within the 35 hour working week and a school’s Working Time Agreement. It must also reflect the Chartered Teacher’s own expertise which will take account of their teaching experience, interests, Continuous Professional Development (CPD) and programmes of study undertaken.”

Reflection:List all the things you are involved with.

Now star those that you really feel fully committed to.

Challenges of a new schoolClassroom

Departmental

School

Regional

ReflectionWhat are the things which support you in

your current post?

Is there anything you could do to improve your current situation?

What could I do? Classroom:Higher activitiesDebating

Department:WikispacesACfE developmentCross marking

What could I do? School:Assessment & Reporting groupSharing Good Practice sessions

Regional: ???

Skills awarenessGenuinely want my pupils to succeedWilling to give up time for pupilsPresentationNot afraid to ask questionsWilling to put myself forward

Potential de-skillsSometimes I leap in too fastI can make assumptions about the value of

something without really understanding the context or history

I still say yes too quickly

Reflection: What aspects of your current practice would

be easily transferred?

What skills do you have that could help you to adapt?

What potential de-skills are you aware of that you have to overcome?

The challenge of the futureWhat way now for the CT?Do we need to forge our own path before it’s

forged for us?What are the questions we need to ask

ourselves?