An introduction to the Chartered College of Teaching
We were delighted to welcome Joe Treacy, from the Chartered College of Teaching, to present to colleagues at the Research School Conference on 3rd February. The Chartered College of Teaching opened formally on 18 January 2017.
The idea of a member-driven College of Teaching was explored in 2013 by a Commission of the Prince’s Teaching Institute, and its development has been the result of collaboration with subject associations, learned societies and unions, as well as school teachers and leaders. During his first three months in post, Joe has spoken to many teachers about what they wanted from the College. The overall aim is for the College is to improve the quality of teaching and learning by:
- Supporting teacher professionalism, status, pride and confidence
- Being an independent, research informed, trusted and credible voice
- Providing easily accessible, quality research
- Offering Chartered Status, and quality assurance for CPD
- Being inclusive of all teaching practitioners
The CCT will have financial support from the Department for Education for its first three years, and thereafter will have to be self-sustaining. The CCT’s Chief Executive is Professor Dame Alison Peacock, formerly Executive Headteacher of The Wroxham School in Hertfordshire.
The CCT is based very much on the premise of ‘positive deviance’ – a strength-based approach which considered that the community already has the solutions to its problems and the collective intelligence to resolve them.
Professor Dame Peacock commissioned research, which involved over 15,000 teachers from all types and phases of school, to look at what teachers most wanted from their new College, which led to the following ‘wish list’:
- Supervision that supports teacher wellbeing
- Partnership between schools and the research community
- A communal learning platform for CPD
- A code of conduct for engaging in professional dialogue
The CCT is already responding to the profession and is developing the Chartered Teacher Programme, which will provide accredited, relevant professional development. The College will also provide its members with access to research, by bridging the gap between schools and the research community and providing access to over 2,000 full text journals, articles and eBooks. Regional networks of teachers will be established to aid sharing of practice and groups of schools will partner with higher education institutions to deliver regional learning communities. Teacher wellbeing will be supported by providing resources and services that won’t add to teachers’ workload and which will facilitate open conversations. The College will represent and amplify teacher voice and will shine a light on best practice. The CCT is also planning to develop its own peer reviewed journal.
Membership of the CCT is £39 for the year.
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