01 SES 10 C, Learning about Expert Teachers
Parallel Paper Session
The Chartered Teacher scheme, introduced in Scotland in 2001, offered a model of professional learning, development, reward and recognition for teachers. Ten years later, in 2011, the Scottish government announced a freeze on entry to the Chartered Teacher scheme following recommendations for its termination as part of a report on Teachers’ Pay and Conditions. Through a critical analysis of published research, policy documentation and reports from professional and media organisations this paper will question whether the Chartered Teacher scheme, as a model of professional learning failed, or if it was failed by the particular constraints of the workforce remodeling agreement from which it emerged. By comparing the scheme to international models of teachers’ professional learning, and drawing on international evidence that indicates that incentivized performance models / merit pay models are complex and difficult to implement, most lasting only 5 years, the paper contests that the Chartered Teacher scheme did develop a model of practice based learning for experienced teachers that has relevance and application at a time when career long approaches to professional learning is gaining currency.
Forde, Christine, Margery McMahon and Beth Dickson (2011) ‘Leadership Development in Scotland: after Donaldson,’ Scottish Educational Review, 43 (2), 55-69. McMahon, M. (2011) ‘Leaders of Learning - Accomplished teachers as teacher leaders’ in MacBeath, J., & Townsend, T., International Handbook of Educational Leadership and Administration Kluwer Academic Publishers p779-794 Scottish Government (2011) Teaching Scotland's Future Edinburgh:Scottish Government Reeves, J., McMahon, M., (2010) Evaluating Accomplished Teaching. Report of a Pilot Study into Means of Investigating the Impact of Accomplished Teaching on Pupils’ Learning in the Context of the Chartered Teacher Initiative in Scotland Report submitted to GTCS and Scottish Government Glasgow: University of Glasgow McMahon, M., & Reeves, J., (2007) Evaluating the Impact of Chartered teacher: the perceptions of Chartered Teachers Report submitted to GTCS and Scottish Government Glasgow: University of Glasgow 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 Doherty, R., & McMahon, M., (2007) ‘Politics, Change and Compromise: Restructuring the Work of the Scottish Teacher’ Educational Review Vol 59, Issue 3, August 2007 p251-265 Menter, I., McMahon, M., et al, (2006) Teacher Working Time Research Report submitted to Scottish Negotiating Committee for Teachers Glasgow: University of Glasgow
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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