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 [2011] 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 [2011] the adoption of a single, somewhat simplistic, Master Teacher Standard, not linked to reward and unsupported by any research evidence, national or international.  In particular the views of Head Teachers have not been considered in creating this potentially major policy change.

Research about the importance 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 experienced Head Teachers 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.  It is clearly vital to understand what Head Teachers may be the value of maintain the AST role into the future.

In considering these potentially major policy changes, this paper will present findings from a study focusing on the views of the current Head Teachers about the AST workforce and their views of the proposed new Master Standard

For Government documents which are often subject to change and revisions, see the Department for Education web site: www.education.gov.uk CfBT, (2004), The Work of Advanced Skills Teachers, Report. 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.