The Standard for Chartered Teacher was introduced in 2002 as a benchmark of professional performance for experienced classroom practitioners against which they could evaluate their practice, plan for professional learning and development and receive performance related pay. A new revised Standard for Chartered Teacher will be published in 2009. In this paper we explore the processes that shaped the revision of the Chartered Teacher Standard. This is analysed from three key perspectives: the role of the profession in articulating the professional standards expected of teachers; the influence of policy in shaping alignment to major policy initiatives and evidence from research commissioned by the General Teaching Council, Scotland, showing the impact of enhanced practice and professional context and culture for teachers in Scotland. The paper suggests that through a review process involving the practice, policy and research communities, the notion of what it means to be a Chartered Teacher could be interrogated and debated, resulting in broad consensus and shared understanding of underpinning principles, actions and behaviours of accomplished teaching. This resulted in a revised Standard for Chartered Teacher that while influenced and informed by conceptual models such as Schon’s ‘reflective practitioner’ and Hoyle’s ‘extended professional’ provides a clearer understanding of what it means to be a Chartered Teacher.

The paper provides an analysis of the main drivers and influences involved in the review process, critically interrogating the dominance of key stakeholders and the process by which consensus was achieved.

The paper will suggest that the revised Standard for Chartered Teacher reflects greater consensus about what it means to be a Chartrered Teacher and provides a clearer framework for teachers and schools to plan for and benefit from accomplished teaching.