Evaluating Accomplished Teaching

Author(s):

Margery McMahonRosa MurrayFrances McKie Annie McSeveney

Conference:

ECER 2010

Network:

1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 02 A, Teacher Quality

Paper Session

Time:

2010-08-25

11:15-12:45

Room:

AUDITORIUM XV, Päärakennus / Main Building

Chair:

Maureen Killeavy

Contribution

Concern about teacher quality across the career phases has focused attention internationally on policy levers to incentivise and support the continuing professional development of experienced teachers. There are a number of international models of this form of CPD and professional recognition: Chartered Teacher in Scotland and Wales; Advanced Skills Teachers and Excellent Teachers in England; Advanced Skills Teachers in Australia and National Board Certification in USA. As the range of models increases and the number of teachers attaining enhanced status grows, the impact of this for pupils, teachers, schools and the teaching profession needs to be considered.

This paper reports the findings of a pilot project, funded by the Scottish Government in partnership with the General Teaching Council for Scotland, undertaken by members of the Chartered Teacher Research Group based at two universities in Scotland (May 2009-February 2010).

Method

The research involved a literature search, analysis of Masters projects submitted by Chartered Teacher graduates, focus groups with teachers awarded Chartered Teacher status and school based research involving interviews and observation in two schools. The aim of the school based research was to examine the impact of Chartered Teachers for pupils and teachers in the context of the school community. It also sought to develop prototype research protocols and instruments for investigating accomplished teaching. A distinctive feature of the research design was the involvement of two Chartered Teacher Researchers as members of the research team who were recruited following an open invitation issued through the General Teaching Council for Scotland to all Chartered Teachers and a formal interview process.

Expected Outcomes

Findings from the research has implications for all stakeholders involved in the development of Chartered Teacher in Scotland and for similar initiatives internationally. Reported outcomes from the research (due February 2010) suggests the need for a more explicit statement and clarification of the ways in which Chartered Teachers can support learning and teaching in schools, as well as contributing to the professional learning and development of colleagues in their school and local authority.

References

Connelly, G., & McMahon, M., (2007) ‘Chartered Teacher: accrediting professionalism for Scotland’s teachers – a view from the inside’ Journal of In-Service Education Vol 33, No1 March 2007 p91-105 Forde, C., McMahon.M., McPhee, A.D., & Patrick, F., (2006) Professional Development, Reflection and Enquiry London: Paul Chapman Publishers General Teaching Council Scotland (2009) Report from Council Meeting 3 June 2009 http://www.gtcs.org.uk/About_GTCS/Council/CouncilMeetingMinutes/council-report-june-2009.aspx General Teaching Council Scotland (2009) Standard for Chartered Teacher http://www.gtcs.org.uk/Publications/StandardsandRegulations/The_Standard_for_Chartered_Teacher.aspx (accessed 06-10-09) Ingvarson, L.C. & Hattie, J. (Eds.). (2008). Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards. Volume 11, Advances in Program Evaluation. Amsterdam: Elsevier Press. Reeves, J., and Fox, A., . (2008) Practice-Based Learning. Developing Excellence in Teaching, pp.1-13. Edinburgh, Dunedin. Reeves, J.(2007) ‘Inventing the Chartered Teacher’ British Journal of Educational Studies Vol 55 No 1 pp 1 – 15 Scottish Government,(2008) Chartered Teachers Press Release http://www.scotland.gov.uk/News/Releases/2008/06/09082339 (accessed 06-10-09) Scottish Government (2008) Report of the Chartered teacher Review Group http://www.scotland.gov.uk/Publications/2008/06/04102833/3 (accessed 06-10-09) Scottish Negotiating Committee for Teachers (SNCT), (2009) Code of Practice on the Role of the Chartered Teacher http://www.ssta.org.uk/pdf/SNCT/09-09-29%20SNCT-09-14%20Part%202%20Appendix%202%2016.pdf (accessed 06-10-09) Williamson, Z., & Robinson, G., (2009) ‘Challenge, Freedom, change: an emerging language of activism from Chartered Teachers? Professional Development in Education, 35 (1), pp43-61

Author Information

Margery McMahon

University of Glasgow

Educational Studies

Glasgow

Rosa Murray

General Teaching Council for Scotland

Edinburgh

Frances McKie

Inverness Royal Academy

Annie McSeveney

Association of Chartered Teachers

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