Chartered College of Teaching The Joint Mathematical Council June 9 2017

Background General Teaching Council (GTC) abolished in 2010 Prince’s Teaching Institute Commission (2014) A Royal College of Teaching? Collaboration with subject associations, learned societies, unions Support from DfE within context of a ‘school-led’ system Existing College of Teachers combined with new professional body to form the Chartered College from 18 January 2017

Listening to the profession

Listening to the profession Teachers have told us that they want: accredited, relevant professional development access to high quality research that is relevant and clear to share effective practice as part of a collaborative community of teaching professionals the Chartered College to support teacher wellbeing the Chartered College to be a collective voice for the teaching profession.

The teacher voice Teachers told us that they want the Chartered College to be a collective voice for the teaching profession. The Chartered College will represent and amplify the teacher voice by: ensuring resources and services are developed based upon what teachers tell us they need working with teachers to restore professional pride and status being an independent Chartered College that is research-informed, unifying, trusted and inclusive.

Teacher knowledge

Access to research Teachers told us that they want access to research and evidence that is relevant and clear. The Chartered College will achieve this by: bridging the gap between schools and the research community providing access to over 2,000 full text journals, ebooks and research papers publishing a peer reviewed journal for our members providing user-friendly research summaries and commentaries.

Professional development Teachers told us that they want accredited, relevant professional development. The Chartered College will achieve this by developing a Chartered Teacher programme that: becomes the most highly regarded pedagogical qualification for teachers in the world provides a programme of learning that is transformative, engaging, and evidence-informed allows teachers to work on an area that is relevant to their day-to-day practice.

The sharing of practice Teachers told us that they want the Chartered College to facilitate the sharing of effective practice. The Chartered College will establish regional networks that: provide a space for teachers to connect and collaborate encourage reflective teaching and the exchange of ideas enable teachers to develop their capacity for using evidence to inform their practice gain financial independence from government.

Membership

Membership Founding membership opened on 18th January 2017 to anyone teaching or leading in early years settings, schools, or colleges with young people 0-19yrs. Professional affiliate membership is for those who work closely alongside teachers and leaders, across all phases, specialisms and settings - all focused on improving outcomes for pupils and young people. Student membership is now open and is free to all ITE students. Fellowship is also be launched soon. Other forms of membership will be made available in due course.

Membership provides: the opportunity to help build the Chartered College and shape the future of the teaching profession access to over 2,000 full text journals, e-books and research papers entry to Chartered College events opportunities to be involved in local, thematic & regional communities subscription to a peer reviewed journal.

The Chartered College of Teaching Journal

Chartered College of Teaching Networks

Local networks – for clusters of schools interested in working together to develop, share and extend evidence-informed practice Thematic networks – for teachers and professional affiliates interested in sharing research and evidence-informed practice relating to a particular theme, setting or issues Regional hub networks – regional bases offering larger events, collaborative research support and quality-assured CPD opportunities

Chartered Teacher Professional Principles

Professional knowledge and understanding Chartered Teachers have and maintain a developed knowledge and understanding across four key areas: Pedagogy, curriculum and assessment, including in relation to their subject, phase and/or setting; Knowledge of their subject; Learner development and cognitive science in relation to their phase/setting; The nature of education research and evaluation.  

Being a teaching professional Chartered Teachers embody the teaching profession in four key ways: Sustained approach to career-long professional learning; Commitment to providing appropriate academic and pastoral support for all learners; Demonstration of the highest level of integrity and professionalism; Engagement with other professionals to create a strong community for learning.

Professional practice The classroom practice of a Chartered Teacher is characterised by four key elements: Creating an optimal environment for teaching and learning for learners; Planning and preparing effective sequences of lessons; Teaching high-quality lessons that enable learners to progress; Critical evaluation of own practice on learner outcomes.

What are the core components of effective pedagogy for mathematics? Question for discussion What are the core components of effective pedagogy for mathematics?

Chartered College of Teaching survey https://docs.google.com/a/chartered.college/forms/d/e/1FAIpQLScnHRG8LN_Z7dzF3CO17qts1j4Bks68agKOT23KMzWIJqZoJg/viewform

Thank you. For further information see www. chartered Thank you! For further information see www.chartered.college or email JFlutter@chartered.college