Make a Date with Falkirk’s Chartered Teachers

1. Make a Date with Falkirk’sChartered Teachers Anne Pearson, Yvonne McBlain, Scott Doyle, Joan Horne & Katrina Lucas

2. Aims for today: • To share our vision of the role(s) of chartered teachers within Falkirk Education Services • To share a range of individual chartered teacher work and impact • To show how this work fits into professional and authority development planning

3. Who is Who? • Anne Pearson – Curriculum Support Manager, Falkirk Council Education Services • Katrina Lucas – CT en route, Primary Teacher, Comely Park PS • Joan Horne – CT Support for Learning, Larbert High School • Scott Doyle – CT Secondary History, Falkirk High School • Yvonne McBlain – CT, Support for Effective learning and Teaching, Camelon Education Centre

4. David Drever, Convener GTCS “…we operate most effectively when leadership in our learning community is collegiate, shared and respectful of the active contribution that all staff should make in its exercise. This approach demands in turn a real trust in the professional qualities that are required of all our registered teachers. Such a thoroughgoing and inclusive type of leadership might well serve to light up the road we are going to travel in 2012.” Page 5, Issue 43, GTCS Magazine

5. The role of our manager Instigator and encourager of: • A learning community ethos • Establishing collegiate working as the norm • Maximising the impact of the talent available

6. How has this climate impacted? Links with “The Donaldson Review” • Recommendation 33 – shifting the balance of CPD from set-piece events to local, team-based approaches which centre on self-evaluation and collaboration • Recommendation 34 – planning and evaluating CPD more directly on its intended impact on learners Page 4, Issue 43, GTCS magazine

7. Policy and Systems • Linking planning and evaluating to a learning cycle in order to increase impact – allowing for reflection • Using this to inform Professional Review and Development processes • Trying to foster Teacher Learning Communities where chartered teachers can have a suitable distributed leadership role

8. Chartered Teachers and Policy? Teaching and learning will be supported by Chartered Teachers who:  • demonstrate skilled use of pedagogy through enhanced performance of elements of Learning and Teaching section 4  • use academic and research sources to extend their educational knowledge • use a reflective cycle of learning to extract beneficial ideas and integrate these effectively • design and implement action research processes which explore and evaluate existing and emerging practice • mentor and support other practitioners to impact positively on individual and school practice

9. How does this link to ACTS? • There should be clear guidelines on the role of Chartered Teachers which are understood by all stakeholders • In accepting a leadership responsibility, CTs should be leaders of learning within an ethos of distributive leadership • Stakeholders should accept the diversity of professional expertise contributed by CTs across a range of professional actions • PRD processes for CTs should record planned and agreed contributions...Managers who lead PRD need to be fully conversant with the standard and code of practice for CT • Clear, progressive, educational pathways should be developed for “leaders of learning”, to build the professional capacity of staff Page 6 Issue 43 GTCS Magazine

10. How will our speed dating work? • Choose a starting table – equal numbers • Move around every 6 minutes • Listen, talk, ask, share! 