Association of Chartered Teachers. Conference -2011

1. Association of Chartered Teachers. Conference -2011 Joe McGeer University of the West of Scotland Research On The Chartered Teacher Scheme

2. 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)

3. 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)

4. 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)

5. 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

6. 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.

7. 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.

8. 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.

9. 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)

10. 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.

11. 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

12. 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)

13. 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.

14. 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.

15. 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

16. 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

17. 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.

18. 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’

19. 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

20. 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?

21. The discourse • The official discourse has been contradictory but largely aimed at supporting the performative culture • Excellence • Leadership • Professional identity

22. 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)

23. 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)

24. Excellence 3 HMIE evaluations of all 34 Secondary school inspections January-June 2010. Imp Learners Learners Curr Imp self Total Perf 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

25. 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?

26. Leadership 2 • Influence • Persuasion • Inspiration • Exemplar • Initiative • Critical stance

27. 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

28. 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

29. 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

30. 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.

31. Conclusions • Do it now if you can!