In June this year, we published a first draft of the Professional Principles for the new Chartered Teacher Status for comment. That draft set of principles has now been revised, and each is now accompanied by a set of descriptors to articulate what these areas of knowledge, practice and behaviour look like at the level of a Chartered Teacher – you can find these below this blog. This set of principles will be used as the basis for the programme for the pilot cohort of teachers undertaking our new Chartered Teacher qualification from January 2018. Over the course of the next few months, we will undertake further consultation with the sector and evaluate these principles with our pilot group of teachers in order to revise and finalise them for use from 2019. The next phase of open consultation will begin in October and will run for six weeks – we look forward to hearing your views on the principles and whether they represent the expertise and professionalism you would like to epitomise your profession.
In our consultation so far, we have heard from many hundreds of teachers and school leaders about their views on the features that identify a truly excellent teacher. This included input from our professional pathways advisory group and through surveys, focus groups and individual interviews with a wide range of school leaders, teacher educators and sector experts, but most importantly, with our members and the wider teacher profession. We have also drawn on a wide research base about what makes effective teaching – those things that really have an impact on the progress of children and young people in our schools, colleges and other settings. In our pilot set of professional principles, you will see these articulated clearly.
The principles are by necessity broad and flexible enough to apply to the wide range of settings in which teachers across the country operate. Many of the areas covered will be familiar; they share some threads with the teacher standards, and many features are common with models of expert teaching adopted internationally. This is no surprise; we have looked at other models extensively, and there is a high level of consistency across these. There is a quite commonly held, if sometimes tacit, understanding of what it is that defines excellence in teaching.
As you would expect, excellent subject knowledge, maintained through scholarly engagement with the latest research and thinking, is the foundation upon which the principles stand. Knowledge of how children and young people develop and learn, the principles of effective pedagogy both within their own subject area and more generally, the implications of cognitive science for classroom practice, and the features of good assessment also form part of a Chartered Teacher’s core knowledge base. A large number of those who responded to the consultation, too, identified the value in a Chartered Teacher being outward looking and engaging with key trends and debates in education, both locally and internationally.
A deep knowledge base, of course, is not enough – a Chartered Teacher must be able to translate this into effective practice, planning and teaching excellent lessons that ensure all children and young people make progress, and working with other professionals and the wider school community to provide the support that is critical for children and young people’s learning and wellbeing. Their high expectations of all children and young people are demonstrated in their delivery of challenging content that makes them think deeply, and they are able to effectively and efficiently assess understanding and build on this to ensure progress.
The behaviours expected of a Chartered Teacher go beyond just excellent practice and knowledge within their own classroom, however, and indeed are inextricably linked to them. It was very clear in the feedback we have received from teachers across the country that chartership must also recognise both a teacher’s commitment to lifelong professional learning and development of the practice, and the impact that they make within and beyond their own classroom. Critical evaluation and reflection are also at the core of how teachers understand their impact and improve their practice. A desire to contribute to the profession, to support and develop others and to help build knowledge and capacity, is at the centre of what it means to be a member of the Chartered College, as is engagement with research and evidence, and these are both clearly reflected in the professional principles.
We hope that you will find much in these principles that reflects your own practice and that of other experienced, engaged and effective practitioners in your own setting. We look forward to our next round of formal consultation in October and hearing your input, as well as to testing this set of principles with our pilot cohort of aspirant Chartered Teachers; applications for the programme will open at the end of this month, but in the meantime you can sign up initial interest on our Expression of Interest form here. If you have any thoughts or questions, you can always contact the team on firstname.lastname@example.org
Chartered Teacher Professional Principles for the pilot cohort
The Professional Principles outlined here are intended to reflect and celebrate the practice of really effective practitioners, recognising the importance of expertise in classroom teaching and representing the first step in the development of a career pathway that focuses on this.
It is an extensive list, but that in itself highlights the depth and range of expertise that teachers have and for which they should be recognised. Of course, whilst these principles outline what excellent teachers know, do and how they act, it is important to place them firmly in the context of improving outcomes for children and young people.
You will see that there is some overlap between the different principles and their descriptors; the knowledge, skills and behaviours of an excellent practitioner do not sit in isolation. Indeed, these principles reflect the fact that the very best teachers are engaged in a cycle of professional improvement: their practice is underpinned by deep professional knowledge, which they continually update and maintain through sustained engagement with research, professional development and interaction with others.
A Chartered Teacher:
1. Has and maintains deep knowledge of subject area or area of specialism
1.1 Holds deep, relevant, up-to-date knowledge of their subject or area of specialism
1.2 Understands how content and knowledge within their subject or area of specialism is organised, as well as how these concepts and principles have been established and may have changed over time
1.3 Is committed to maintaining and extending up-to-date knowledge of their subject or specialism through scholarly engagement with the latest research and thinking
1.4 Draws on a range of different sources of credible, relevant subject or specialist knowledge, for example by engaging with expert colleagues and specialist organisations
1.5 Demonstrates a genuine interest in and enthusiasm for their subject or specialism and a desire to share this with colleagues and the children and young people they teach.
2. Has a critical understanding of subject- or specialism-specific pedagogy
2.1 Has a critical understanding of a wide range of subject- or specialism-specific pedagogical approaches, knows how to deploy these effectively, and builds this through engagement with a community of specialists
2.2 Identifies and draws on relevant education research and combines this with their knowledge of subject or specialism to develop a subject- or specialism-specific teaching repertoire
2.3 Knows how to organise, sequence and present their subject or specialist knowledge effectively in the classroom in ways that take account of and build on prior knowledge
2.4 Understands the preconceptions and misconceptions children and young people may have about the subject or specialism and has a variety of strategies to address these
2.5 Has a sophisticated subject-specific vocabulary that they adopt to explain complex concepts to children and young people, including useful forms of representation, analogies, illustrations and demonstrations.
3. Has deep knowledge of the most effective pedagogical approaches and how children and young people develop and learn
3.1 Has and maintains an up-to-date knowledge of which pedagogical approaches have the strongest research evidence for effectiveness, taking into account the strengths and limitations of the evidence base
3.2 Understands a wide range of pedagogical approaches and their relevance in different contexts, and can articulate and justify the reasons each might be used
3.3 Has deep knowledge and understanding of how children and young people develop and learn, and the implications of this for practice in different contexts
3.4 Has up-to-date knowledge of theories and research from the field of cognitive science and understands how these can be used to inform practice in education
3.5 Has a clear understanding of possible barriers to learning, including for children and young people with special educational needs and disabilities or English as an additional language, and knows how to select and use appropriate strategies to overcome these.
4. Understands how to design, implement and evaluate a range of assessment types
4.1 Has a strong understanding of the principles of high quality assessment, including validity and reliability, across a range of assessment types and purposes (e.g. formative, summative, peer)
4.2 Selects and designs assessments for a range of purposes and demonstrates awareness of the limitations of these assessments
4.3 Is able to critically interpret and analyse assessment outcomes and use these to inform future planning and identify areas for development in their practice
4.4 Is able to use a range of different assessment approaches to develop an understanding of individuals and groups of children and young people, including where intervention may be required
4.5 Understands the range of ways in which assessments are used, including how assessment data can be used effectively at a department / organisation / national level for tracking, monitoring and reporting.
5. Has knowledge of education trends, debates and policy
5.1 Is aware of local, national and global trends in education, and is able to critically evaluate the relevance they may have for their own setting and practice
5.2 Understands the key debates surrounding education and the school system and can critically reflect on these and articulate their own informed perspective
5.3 Has knowledge of national and local policy that relates to their setting and is able to reflect on its implications for and impact on their practice
5.4 Understands the impact that policy has on practice, the factors that affect policy formulation, and the mechanisms for influencing local and national policy
5.5 Has an understanding of the characteristics of high-performing jurisdictions (locally, nationally and globally) and how this might relate to or inform their own practice and context.
A Chartered Teacher:
6. Maintains a productive classroom environment with a culture of learning
6.1 Develops relationships with children and young people that are positive, respectful, trusting, and firm but fair
6.2 Creates a culture of learning, where children and young people are able to work independently or collaboratively, demonstrate commitment to mastering challenging content, and take pride in their own work
6.3 Manages behaviour effectively through use of appropriate behaviour management strategies, with clear, consistent and efficient routines that ensure a high standard of behaviour is maintained within a productive, well-ordered classroom environment
6.4 Ensures a safe environment that supports the emotional and physical wellbeing of children and young people
6.5 Establishes and maintains a supportive, trusting and respectful environment in which diversity is celebrated.
7. Plans excellent lessons and lesson sequences
7.1 Is able to translate curriculum and assessment requirements into effective design of lessons and lesson sequences, ensuring that lessons are congruent with appropriate criteria and standards
7.2 Understands how to ensure that the elements of a lesson (including instruction, resources, tasks, and homework) are well designed and aligned with the purpose of the lesson and appropriate for the children and young people
7.3 Has detailed knowledge of the wider curriculum experience of children and young people, both within their own subject area / specialism and across the whole curriculum, and uses this to plan and structure lesson sequences
7.4 Adjusts short and long term planning as a result of evaluation of previous lessons and assessment of children and young people’s existing knowledge
7.5 Has knowledge of a variety of approaches to curriculum and curriculum design, including theories, models and curriculum design processes in other settings, and is able to use and adapt this to feed into curriculum design work where appropriate.
8. Delivers excellent lessons and lesson sequences
8.1 Uses a repertoire of pedagogical approaches that ensure all children and young people are being challenged to think deeply and to articulate their thoughts in a range of ways
8.2 Makes effective use of resources and materials, including digital technology if appropriate, that are suited to the content being delivered
8.3 Effectively translates their deep subject knowledge into clear, precise explanations and examples that are appropriate to the prior knowledge of the children and young people and tailored to their level of understanding
8.4 Rigorously monitors and assesses student understanding during the lesson through effective questioning or other techniques and is able to use this information to adapt lesson delivery
8.5 Manages lessons and transitions efficiently, with routines and procedures that are clear and ensure use of lesson time is maximised.
9. Ensures that all children and young people learn and make progress
9.1 Has high expectations of all children and young people, providing opportunities that stretch and challenge them
9.2 Ensures that children and young people, through engagement with subject content, also have the opportunity to develop knowledge and skills to support their wider learning and success, for example literacy, numeracy, oracy, and critical thinking where appropriate
9.3 Has strong analytical skills that enable them to accurately interpret and analyse data sources and identify whether children and young people are making progress
9.4 Understands the complex influences that a range of factors can have on the learning of children and young people, and tailors their teaching where appropriate to ensure an inclusive learning environment
9.5 Ensures that all children and young people, including those with special educational needs and disabilities and those with English as an additional language, are able to access the curriculum and assessments and make progress.
10. Works effectively with others to provide appropriate academic and pastoral support
10.1 Recognises the contribution of a wide range of adults within and beyond their setting to the learning of children and young people, and has a range of effective strategies to build relationships with them that are trusting, professional and honest
10.2 Builds effective relationships with parents and carers, engaging them in ongoing, honest and open dialogue about their children
10.3 Is able to implement a range of strategies to support the emotional and physical wellbeing of all children and young people, identifying and sharing any areas for concern as appropriate
10.4 Communicates effectively with colleagues (e.g. form tutor, leadership team, Education Welfare Officer) and draws on their knowledge and expertise to ensure all children and young people receive the pastoral support they need
10.5 Works effectively with colleagues in and beyond the classroom (e.g. teaching assistants, SENDCo, trainee teachers) to support the learning and progress of all children and young people.
A Chartered Teacher:
11. Critically evaluates and reflects on their own practice
11.1 Seeks ongoing, specific feedback from a wide range of people, both internal and external, to help evaluate and improve their practice
11.2 Understands how to use a variety of data sources and methods to conduct rigorous self-evaluation of the impact of their practice
11.3 Takes time to reflect on and adapt their planning, practices and pedagogical approaches to ensure they are effective and efficient
11.4 Is able to evaluate the impact of an intervention or change that they have implemented and share the outcomes with colleagues
11.5 Is able to create a robust plan for improving their classroom practice based on self-evaluation, reflection, and feedback from others
12. Is committed to engaging in relevant, career-long professional learning
12.1 Can identify their own learning needs and professional development goals, and uses these to create a long term plan for professional learning
12.2 Engages in a range of different formal and informal professional learning opportunities to ensure they maintain an up-to-date professional knowledge
12.3 Proactively seeks out appropriate professional learning opportunities and evaluates professional learning opportunities to determine quality and suitability
12.4 Understands effective methods for engaging in, and evaluating professional learning, both for individuals and when working with colleagues
12.5 Is open to questioning and challenging their own practice, values and beliefs in light of new evidence and expert input.
13. Exhibits collegiality by supporting, and learning from, others
13.1 Engages in a professional dialogue both within and beyond their setting, for example through professional networks, in order to develop their own knowledge and to support others
13.2 Contributes to a culture of engagement with research and professional enquiry and evaluation
13.3 Models good practice and is open to sharing practice with colleagues to support their learning
13.4 Is able to identify where colleagues’ practices could be improved and offer appropriate support, challenge and feedback
13.5 Recognises the value of collegiality and contributes to knowledge and practice in the profession.
14. Demonstrates high standards of professionalism
14.1 Understands how to manage personal resources and the importance of having a healthy work-life balance, and implements strategies to achieve this
14.2 Demonstrates professional autonomy and confidence, proactively looking for opportunities to drive improvement in their school
14.3 Understands what it means to be a teaching professional and the responsibilities and implications inherent within this, acts with integrity and takes responsibility for their impact on children and young people
14.4 Understands and can articulate their professional motivation as a teacher and knows how this may have an impact on their practice
14.5 Has high standards and strives to have a positive impact on the teaching profession and public perception of it.
15. Engages critically with research and evidence
15.1 Engages critically with research and evidence from a variety of sources and understands the how to evaluate the quality of these sources
15.2 Draws critically on research to develop understanding of their own practice and identify possible solutions to challenges, for example to inform decision-making
15.3 Identifies opportunities to implement learning from research within their own context, including potential barriers or issues, and can effectively translate the research into practice and evaluate its impact
15.4 Understands key concepts in education research including the limitations and appropriate uses of common research methodologies, enabling them to evaluate it and interpret its findings
15.5 Understands challenges in carrying out education research, including ethical considerations for conducting research within schools.