Reclaiming Expert Teacher Status Can the Chartered Teacher Policy Create a Renaissance in Teacher Status

• In Event: 34.095 - MTCC Roundtable Session 11
  In Roundtable Session: 34.095-5 - The Role and Perceptions of Stakeholders in Implementation

Abstract

In 2017 the independent Chartered College of Teaching [CCT] was established in England to advocate for the teaching profession’s status, comparable to the US National Board for Professional Teaching Standards, charged with creating new forms of teacher recognition, ‘Chartered Teacher’ status [CTS]. Three research projects investigated the views of Principals about the future status of the profession in England and the role the CCT might play, especially as the designation Advanced Skills Teacher [AST] was abolished in 2013 after 16 successful years. Previously Principals had strongly divided views about the value of the CTC but new [2018-19] research suggests a more positive response, supported by evaluative research of the pilot stage of CTS with potential for large scale change.

Authors

• Andy C. Goodwyn, University of Bedfordshire

• Neil Hopkins, University of Bedfordshire

• Carol Lesley Thompson, University of Bedfordshire

• Nasreen Majid, Miss