Association of Chartered Teachers. Conference -2011

Joe McGeerUniversity of the West of ScotlandResearch On The Chartered Teacher Scheme

Background to the Scheme

The Houghton Inquiry (1974),The Clegg Committee (1981) The Main Inquiry (1985)

The Sutherland Report. (Teacher Education and Training, 1997)

Consultation Document: Proposals for developing a Framework for Continuing Professional Development for the teaching profession in Scotland. (SOEID, 1998)

Targeting Excellence (SOEID, 1999)

Public Education In Scotland Into The Millennium. (Known as The Millennium Review) (1998)

A Teaching Profession for the 21st Century‘ (The McCrone Report). May 2000

A Teaching Profession for the 21st Century‘ (SEED, January 2001)

The Ministerial Strategy Committee. (MSC) (2002)

The Standard for Chartered Teacher. (2002)

Origins of the CT.

‘Framework…to encourage the best teachers to develop their careers in the classroom’ (1998 consultation on CPD)

‘There should be opportunities for career advancement for those teachers who wish to remain in the classroom, especially teachers of acknowledged excellence’ (1999 McCrone Inquiry principle 3)

Background to the Scheme

Why the Chartered Teacher structure recommended in the McCrone Report was not implemented.

Accomplished teacher Effectively CPD open to all. There were implications of that decision. The Review of the Scheme

Teacher Improvement – The literature 1 The connection between teacher quality and pupil

attainment. Not strongest link but best policy option.

Teacher improvement through experience of classroom teaching alone largely limited to first few years.

Teacher expertise. Not a strong link to qualifications and experience, but to motivation, reflection and a desire to improve.

Teacher Improvement – The literature 2 Short term, imposed and erratic CPD less effective.

Best CPD ‘regular, sustained often involving qualifications’

Alternative career paths – those related to performance pay less successful

Pupil attainment not strongly linked to features such as organisational structures, conditions of service, strategic leadership. Impact of class size – inconclusive.

International comparisons

Other English speaking countries. Individual aspects ‘extremely varied’

Other European countries. Again varied but broadly consistent with literature.

Far eastern countries – Cultural, economic and social factors appear important to pupil attainment.

Research Methodology

The survey of teachers. 1180 responses via SurveyMonkey

The interviews. Gordon Jeyes, (ADES) Peter Peacock, (Education Minister) Dougie Mackie, (EIS President) Ronnie Smith, (EIS General Secretary) Matt MacIver, (GTCS General Secretary) Keir Bloomer (ADES) and Michael O‘Neil (ADES and Chair of Review Group)

Positive features from the survey of all teachers It is showing initial signs of success Especially if the respondent knows the work of a

Chartered Teacher Chartered Teacher status will improve pupil

attainment The professional development and status of the

Chartered Teacher will be enhanced. The majority of young teachers, under 34 years of

age, intend to undertake the Scheme in the future.

Concerns – all teachers

The structure does not meet the requirements of teachers, not being seen as good alternative career path

It did not make the best use of available funding. Most teachers did not have a good knowledge of

the Scheme. Most teachers eligible will not undertake the

Scheme

Suggestions for improvement 1

Classroom observation should be part of the assessment process.

Regular reappraisal should take place. It should be operated along the lines of the current

Scottish Qualification for Headship Scheme. Academic study should be part of it. (A point

strongly supported by headteachers)

Suggestions for improvement 2

The success should be measured in terms of teacher retention and recruitment and pupil attainment

The quality of teaching in the classroom should be the critical measure of success.

Some assistance with the cost of the courses should be provided.

Written comments

Costs. Excellence - a large majority stating that CTs should

be clearly seen to be excellent teachers. Future role not clear. Reduction of promoted posts in secondary schools Lack of knowledge of the Scheme Workload an issue Some confusion over routes available Positive experience.

Responses – Chartered Teachers 1

Largely female and possibly with a slightly higher proportion compared to the national profile

Fairly evenly split between primary and secondary schools, with a slightly higher proportion in primary schools compared to the national profile

Disproportionately high proportion of teachers with an SEN/learning support background

Responses – Chartered Teachers 2 Likely to have made use of APL in the

programme route Engaged in a higher level of collaboration

with colleagues uncertain about their current and future role

Likely to have experienced difficulties with colleagues about their function

Motivated to undertake the Scheme for a range of reasons but with salary and professional development the most common

Responses – Chartered Teachers 3 Likely to have chosen their provider for a range of

reasons with cost, proximity and elearning being significant factors

Not likely to have moved post as a result of undertaking the Scheme

Likely to continue with educational research. Overall this paints a picture of aspiring and

qualified Chartered Teachers who feel that the enhanced skills that they have acquired are yet to find a suitable role within mainstream schools.

Interviews - 1

Wide range of views Directors more managerial approach, but even here

differences The unions, GTCS and Ministers focus on public

service, consultation and democratisation Underlying philosophy of Scheme differed from

the mainstream discourse. Agreement ‘fluid and rushed’

Interviews 2

The sudden availability of large sums of new government money

New government in Scotland wishing to be seen to be different and prove its effectiveness

Pressure from Ministers to come to a very quick deal Desire to resolve a long running dispute Structure designed to facilitate a quick settlement The low priority attached to the Scheme in a very wide ranging

deal The underlying philosophy of valuing, and investing in,

education and its teachers held by key individuals at the time, notably Ministers

The Review of the Scheme

Review did not change fundamental nature of Scheme Relationship between Review Group and the new Minister Focussed on preventing a small number from entering the

Scheme Nature of gatekeeper could change the philosophy. GTCS

and local authorities Review of McCrone would be required Opposition of unions Scottish desire to remain distinctive? Is this real? What would the Scheme look like if created now?

The discourse

The official discourse has been contradictory but largely aimed at supporting the performative culture

Excellence Leadership Professional identity

Excellence 1

“We need to ensure that each school takes responsibility for seeking its own improvement, so that every school is excellent, improving or both” Targetting Excellence (1999)

“Show how schools can improve their good practice and make it excellent. (Journey to Excellence guides)

There are many ambitious, excellent schools in Scotland. (Ambitious Excellent Schools (2004) - forward)

Excellence 2

“Excellence describes the furthest end of the quality spectrum. When we think of excellence, we think of an outstanding aspect, a model of its kind - the very best there is”. (HMIE website)

Excellent - outstanding, sector leading. (Inspection report definition)

Excellence 3

HMIE evaluations of all 34 Secondary school inspections January-June 2010.

Imp Learners Learners Curr Imp self TotalPerf Exp Needs eval

Excellent 0 0 0 0 0 0 Very good 13 10 11 13 7 54 Good 9 22 19 14 15 79 Satisfactory 7 2 4 7 10 30 Weak 5 0 0 0 2 7 Unsatisfactory 0 0 0 0 0 0

Leadership 1

“The quality of leadership in any establishment is key to providing excellent learning”. HMIE Leadership for Learning‘ (2007)

What are the leadership elements of the CT? Management? In authority? Power/coercion/manipulation? Patronage? Financial control?

Leadership 2

InfluencePersuasionInspirationExemplarInitiativeCritical stance

Professional Identity

Develops and changes over time

Were many teachers comfortable with:- Previous post structures Defined curriculum and courses Nationally determined pay and conditions Limited professional discretion

New professional identity

Reduced number of promoted (management) posts Faculty structures Curriculum for Excellence Performance review Re-accreditation Test and examination results ‘Critical, influential and persuasive’ Chartered

Teachers

Conclusions.

Created under special, if not unique, circumstances. Underlying philosophy still confused and subject to

possible change. Broad philosophy has some research credibility Teachers still sceptical – impact on identity Showing signs of initial success

Recommendations

Clear statement of aims required Clarification of the role of the GTCS in relation to

the local authorities, unions, universities, Government and HMIE.

Statement of the role of the Scheme in relation to other CPD, notably SQH and initial teacher education.

Development of some aspects of the Scheme eg Role of CT, costs and information.

Conclusions

Do it now if you can!