Identifying and Rewarding Accomplished Teachers : The Scottish Experience Rosa Murray Professional Officer (Professional Learning & Development) Ian Matheson Educational Planning and Research Officer

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route The research conducted by the GTCS analyses evidence from the reflections of teachers who have achieved the Chartered Teacher status through the academic route leading to a Masters Degree. It shows how these teachers have transformed their practice through a process of reflection, enquiry, critical evaluation and collaborative practice.

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route 146 teachers achieved the Professional Award of Chartered Teacher through the Programme Route between September 2005 and May Of these 116 (79.45%) were female and 30 (20.55%) male. Table 1: Age distribution of teachers achieving Chartered Teacher status by the Programme Route PrimaryMale Female SecondaryMale Female TotalMale Female Total

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route 75.34% of these teachers were aged between 41 and 65. So why did they do it?

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route They said: “I wanted to develop and grow as a teacher.” “I wanted to gain recognition for the high standard of practice and professionalism I set myself in teacher.” “The programme offered the professional development and status previously lacking in my career.” “Most of my practice was based on reflection in action which tends to be self reinforcing and limited in its scope for change. Reflection on action offers a better opportunity for change.”

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route Impact on the teachers: “I am more reflective and have rediscovered the joy of teaching.” “I believe I have become a better teacher… after twenty years of teaching it is both a delight and revelation that I still want and need to learn more.” “Learning again gave me a greater empathy with my pupils.”

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route Impact on the teachers: Many of the teachers commented that they understood more fully the processes by which children and young people learn. “I have been forced to re-appraise my practice and attitudes to my pupils who have diverse educational needs.” “My teaching has been transformed and I now endeavour to create learning environments with an emphasis on the management of learning rather than behaviour.”

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route Impact on the teachers: Co-operative learning Co-operative learning Collaborative practice Collaborative practice Action based research Action based research Innovation and change Innovation and change Advocacy Advocacy Reflective practice Reflective practice Critical awareness about practice and policy Critical awareness about practice and policy Collegiality Collegiality

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route Impact and Role: “I am now recognised as a useful member of teams looking to improve teaching and learning.” “I now act as a mentor for student teachers.” “I am sought out by my colleagues, who now regard me as an expert teacher, for advice on teaching and learning.” “I contribute to staff development in the school and act as a researcher to provide Senior Management with information to inform policy development…”

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route Impact and Role: “I have felt like a pioneer in every sense of the word. I have explored new territory in terms of educational research. I have initiated new practices of teaching in the school. I have helped clear the obstructions of cultural norms and misunderstanding and prepared a way for others to follow.”

A Professional Journey : the Experience of Achieving Chartered Teacher Status through the Academic Route The future… Additional duties within the school/local authority for Chartered Teachers Additional duties within the school/local authority for Chartered Teachers Chartered Teachers as active catalysts in the process of change Chartered Teachers as active catalysts in the process of change How Chartered Teachers might contribute to/lead/support educational change in their own contexts and across the profession How Chartered Teachers might contribute to/lead/support educational change in their own contexts and across the profession