01 SES 10 C, Learning about Expert Teachers
Parallel Paper Session
The Future of Expert Teachers in England: a case study
The development of expert teacher designations is a global phenomenon [McKinsey Report, 2007]. In England, The Advanced Skills Teacher (AST) role was introduced in 1998, the current estimate is about 4,500 serving ASTs. An OfSTED survey of the initial development of the role in 2001, a follow up study in 2003, and a more thorough review undertaken by CfBT in 2004 were all largely positive about the value of the role. The most recent comprehensive research [Fuller, Goodwyn, Francis-Brophy, 2012] demonstrates, from the perspective of ASTs, that the role is highly valued and effective
In its White Paper on education  the English Government undertook to review current designations, such as the AST and The Excellent Teacher. Since then the Review of Teachers’ Standards group, has recommended  the adoption of a single, somewhat simplistic, Master Teacher Standard, not linked to reward and unsupported by any research evidence, national or international.
Research about the future of ASTs is highly significant as these teachers are currently the leading exponents of teaching expertise within the profession in England, some with over 12 years experience in the role. The findings from this research will offer researchers and policy makers an opportunity to learn from the professional knowledge of a key section of the teacher work force and to evaluate whether proposed changes will genuinely benefit the profession and raise the status of teaching. The Standards Review group has proposed a single, additional Master Teacher Standard, the Government has accepted the recommendations of the group generally but is still considering the ‘Master Standard’. The exact status of the AST should such a standard be adopted is yet to be resolved. Many ASTs hold an appointment in their particular school although they have been assessed by the external body that awards the actual status. It is possible that the AST designation may continue to be recognised and awarded even if the Master Teacher Standard is adopted.
In considering these potentially major policy changes, this paper will present findings from a study focusing on the views of the current AST workforce on their roles and future career plans and their views of the proposed new Master Standard.
CfBT, (2004), The Work of Advanced Skills Teachers, Report.Fuller, Goodwyn, Francis-Brophy, 2012 forthcoming www.education.gov.uk Goodwyn, A., (2010), The Expert Teacher of English, London: Routledge. McKinsey Consultancy, (2007), How the worlds’ best performing schools come out on top, McKinsey, New York. OfSTED, (2001), Advanced Skills Teachers: appointment, deployment and impact, HMI report. OfSTED, (2003), Advanced Skills Teachers: A Survey, HMI Report.
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
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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