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ACTS Newsletter 08 November 2010
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ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
1
N e w s l e t t e rWelcome
Stop press: Chartered Teacher “Freeze”
Annie McSeveney: an appreciation
ACTS Conference 2011
Membership renewal
Teachers as Researchers Aberdeen
GTCS Accomplished Teaching Seminar
CPD Network Learning Rounds
Book Review: Effective Action Research
Share your research: here’s how
Glasgow CT Network Launch
CfE, CT and Making All Teachers Accomplished
Edutalkr
Gift Aid
Contact ACTS
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
2
Welcome to the November 2010 edition of the ACTS Newsletter
There is an old adage: “Smooth seas make for poor sailors.” This
newsletter emerges in turbulent times for education when Chartered
Teachers may well be about to discover just how good their sea-legs
are. Let us hope that those who are steering the ship are listening to
the well-informed and respected voices singing of the value of CTs’
contribution to the education of our young people, and ignoring the
sirens’ voices with their seductive but disastrous invitation.
Thank you to so many of you who have contacted us with your expressions of sympathy
following the sudden death of Annie McSeveney, our founding Chair, and to those who were
able to attend her funeral. These messages have all been passed on to her family. Her eldest
daughter Kirsty wrote recently “Every message means a lot, and it helps to know that
everybody thought well of my mum.”
Taking forward Annie’s vision for a research-based community of Chartered Teachers has
helped ACTS to recover the momentum of development which was temporarily interrupted.
Teachers as Researchers events, generously supported by the GTCS, have been launched
and you can read here about the first one. And you will see that the 2011 Conference
promises to be bigger, better and even more worthwhile than the first. Be sure to renew your
membership and book your free place.
We wish you all compliments of the coming season, and hope that your well-earned break in
December is festive and restful in equal measure.
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
3
Chartered Teacher “Freeze”
David Noble and Dorothy Coe attended a meeting at EIS headquarters regarding the bullet
point in a letter of 17th November from the Scottish Government and COSLA to Local
Authority Leaders, proposing to “Freeze entry into the Chartered Teacher Scheme.”
They learned that two SNCT meetings will take place within the next two weeks, which may
give an indication of the likely changes to aspects of teachers’ pay and conditions, and may
reference elements of TP21, including those relevant to teachers who are considering or are
on the route to Chartered Teacher status.
David will attend a further meeting on Friday 10th December, when more detail may be
available.
ACTS will write immediately to the Scottish Government and COSLA requesting clarification
of the proposal relating to Chartered Teacher and will communicate any reply to our members
as soon as it is received.
The EIS completely supports Chartered Teacher policy in its present format and suggests
that those interested in the Chartered Teacher programme enrol with a provider as soon as
possible.
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
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Annie McSeveney 1946 – 2010
Annie McSeveney, founding Chair of ACTS, sadly died on Monday 23rd August 2010 of
complications following surgery to treat a sub arachnoid haemorrhage. Members of her family
were with her. Annie’s funeral was attended by over 100 friends and colleagues reflecting
Annie’s many and varied activities and interests: ACTS, the GTCS, the Open University,
Edinburgh University, teachers from schools in the Borders, Peebles Orchestra, Dunedin
Wind Band, St Mary’s Loch Sailing Club and more were represented.
Warmth, compassion, intelligence and vision are qualities to which Annie gave real meaning
in all her interactions. The breadth of Annie’s interests was matched by her energetic
enthusiasm and wholehearted commitment to everything she did. She was a truly inspiring
person.
Annie was born on 22nd July 1946 in Bradford. Teaching first in Shotts and then in Biggar, she
subsequently moved to Leadhills as Head Teacher, before returning to class teaching at
Braidwood Primary School, Carluke.
Annie was in the first group of teachers to be able to attain Chartered Teacher status. She
accepted the invitation of the GTCS to become an assessor and supervisor for other
Chartered Teachers. A combination of counselling skills, learned as a Breastfeeding
Counsellor for the National Childbirth Trust, and extensive professional knowledge, helped
her to oversee the successful passage of many more teachers to Chartered status.
Retirement was not a sign for Annie to slow down. As an assessor and supervisor, Annie
recognised the range of experience and skills being shown by Chartered Teacher candidates
and with the support of the GTCS, Annie began the labour that would lead to the birth of the
Association of Chartered Teachers Scotland (ACTS), celebrated in 2009 at the Scottish
ACTS Newsletter November 2010
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5
Parliament in the presence of the Cabinet Secretary and many respected educationists. As
Chair, she continued to drive forward the development of ACTS into new areas with energy,
clear vision and unwavering confidence.
Meanwhile, her own professional development continued. Having gained a masters in
Education, she was about to submit the final draft of a doctoral thesis when she took ill. She
had shared some of her work on this at the Scottish Educational Research Association
conference in 2008. Annie would have presented the findings of recent research work with Dr
Margery McMahon of Glasgow University on evaluating accomplished teaching at the
European Educational Research Association conference in Helsinki in August.
Such a rich professional life would be enough to satisfy most, but Annie managed to add to
this active interests in music, sailing, running and belly dancing. She played clarinet and, with
her husband Sach, organised several recorder groups. She was thrilled when her father also
took this up, describing her great delight in playing recorder with him recently.
After observing her children’s pleasure in their success with sailing, she joined in, becoming a
member of St Mary’s Loch Sailing Club, taking part in three National championships and
winning the Knockout Cup in 2001. She completed the Run Glasgow 10K in May in 1hr 12
minutes and was planning to run in the Glasgow half marathon. Despite a professed lack of
competitive instinct, she never ceased to challenge herself to achieve more and at an ever
higher standard.
She had five children and four grandchildren, all much loved, with whom she was very
involved. Three of Annie’s children conducted the service with dignity and composure, telling
us about Annie’s life and the qualities that made her such an inspiring mother, grandmother,
teacher, colleague and personal friend to many. They each shared with us memories of Annie
which for them exemplified her character. Their strength and support for each other was
remarkable – in itself a tribute to their mother.
Annie’s time here was too short, but she did not waste a single minute of it.
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
6
ACTS Conference 2011 – Book your place now!
“Inspiring leaders of learning” is the title of the second conference of the Association of
Chartered Teachers Scotland (ACTS) to take place on Saturday, 5th February 2011 at the
Stirling Management Centre.
Participants will be able to hear Graham Donaldson discuss the conclusions of the Review of
Teacher Education in Scotland, discover how the role of Chartered Teachers is developing
across Scotland, engage with the latest educational thinking, research and policy, and find
out about further opportunities for study.
David Noble, Acting Chair of ACTS describes the outline for the 2011 conference. “The day
will feature music, two keynote speakers, learning conversations, workshops, panel
discussion, exhibitions, web conferencing with colleagues abroad, and a critical reflection on
the event by Professor Christopher Day of the University of Nottingham.”
The ACTS committee, comprising classroom-based teachers from across Scotland, expect to
repeat the atmosphere of the first conference which led to positive and appreciative
comments from participants such as “Inspiring, challenging, thought provoking.” and “A great
day- very useful and extremely enjoyable.” Another participant said “All of the speakers
helped affirm the important role of the CT in questioning, challenging … conducting research,
and leading ideas about practice.”
The event, sponsored by The Scottish Government, the Education Institute of Scotland,
General Teaching Council for Scotland, and the University of the West of Scotland, is open to
any educationist, and is free to members of ACTS. Teachers who are fully Chartered or ‘on
ACTS Newsletter November 2010
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7
the route’ can join ACTS at http://tinyurl.com/ACTS2011 and then reserve their free place at
the conference at http://tinyurl.com/ACTSConf11. Those who do not wish to join ACTS can
visit this website to purchase a ticket for the event.
Full details about this national event can be found at http://acts.edublogs.org or by emailing
Membership renewal
Renewal of all memberships is due on 1st January 2011 in line with the change agreed at the
last AGM. Subscriptions are £25 for full membership and £15 for associate or supporter
membership.
The simplest way of renewing is by BACS transfer to ACTS:
Sort Code 80-06-55
Account No 06033226
Please be sure to add your full name so that we know who payment is from. Further details
on membership renewal are available at: http://acts.edublogs.org/
Please note: It is essential to renew your membership to qualify for your free place at the conference!
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
8
Teachers as Researchers Aberdeenby Lucy HareAberdeen University: 18 September 2010
The first ACTS Teachers as Researchers event was hosted by Sandra Nicol and Catriona
Macdonald of the School of Education at the University of Aberdeen.
The day was launched with some lively music from the
talented Fiddle group at Cults Academy.
Sandra delivered the keynote address examining the
historical background to teachers researching practice
and where we are at currently.
The morning session focussed on small groups reflecting on the question, “What does
research mean for you?” The diversity of research experience and motivations for doing so
were reflected in the responses of the group participants:
- Reaction to circumstances
- Sharing/support/Teaching and Learning Communities
- Personal curiosity
- Problem solving/change
- A comment made by a child ‘Boys don’t play with dolls’
- Passion about learning and teaching/satisfaction
- Reflecting personal values about learning and teaching
- Ownership
- Elitist
- Informal/formal
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The small group reflection question in the afternoon was, “What do you need to move
forward?” The main issues were firstly the need for Senior Management Teams in schools to
understand and value research work with a willingness to work with pro-active Chartered
Teachers to take this forward in schools. An improved Professional Review and
Development system for Chartered Teachers was seen as a step to achieving this. Some
group members felt it was important that research align with the School Improvement Plan
whilst others felt that they could research an area of interest which sat outside the SIP.
Securing funding to allow time of out class and having time to carry out research, given the
implications of embedding Curriculum for Excellence, has presented difficulties for some with
advice from other group members to explore various sources of funding, including research
as part of the Working Time Agreement and negotiating with colleagues to swap RCCT time
to allow for a block of time out class. An enhanced role for Universities in supporting
teachers with research after Initial Teacher Education and the probationary year has ended
was explored. The nature of what constitutes research evidence was discussed given the
greater use of video recording, learning logs etc.
The experiences of Chartered Teachers varied enormously given the
range of contexts we work in. Quality, focussed CPD events as a forum
for sharing research experiences and supporting professional growth were
identified as a positive way of moving the teachers as researchers agenda
forward.
ACTS gratefully acknowledges the partnership of the University of Aberdeen for this event,
and the generous sponsorship by the GTCS for this and 2 future Teachers as Researchers
events in 2011.
Lucy Hare
Chartered Teacher, Livingston Village Primary School
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
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The GTCS Accomplished Teacher and Teaching Seminar
An invited International symposium on accomplished teachers and teaching took place in
June 2010, hosted by the GTCS and the University of Glasgow and sponsored by the
Scottish Government.
Subsequently, in September 2010, the GTCS hosted a two day seminar with representatives
from local authorities, schools, the Scottish Government, teacher education providers,
researchers and stakeholders including teacher associations and Chartered Teachers.
The aims of the seminar were:
to share and extend current thinking on the recognition and sustaining of accomplished
teachers and teaching
to establish working groups to generate and potentially take forward specific proposals for
the development of accomplished teachers and teaching including the Chartered Teacher
in Scottish schools
to agree areas of future collaboration in knowledge exchange and development
A synopsis paper of the preceding International Symposium had been prepared by Christine
Forde of Glasgow University and circulated to all participants prior to the seminar. This
included issues such as the definition of accomplished teaching, the enhancement of
teaching quality, the role of accomplished teachers including Chartered Teachers in schools
the contribution of accomplished teachers and their impact on pupil learning.
The seminar was led by researchers from Glasgow, Edinburgh, Stirling and Oxford.
Key issues which emerged frequently throughout the 2 days were
facilitating the CPD of Chartered Teachers
the crucial role of effective PRD
Interesting proposals and strategies were presented by each working group. Some of these
are summarised below:
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
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Create a culture of professional learning where teachers are the learners. This culture has the
school as its primary site of learning where schools are learning communities offering
milestones as a broad range of markers and prompts on their professional journey.
Create an enhanced culture of professional learning at all levels, embedding the code of
practice and developing collaborative, multi-layered partnerships.
Accomplished teachers to be responsible for their own professional development and to
collaborate to develop others professionally
Accomplished teaching achieved through teachers as continuous learners
Promote the development of 21st century approaches to and supports for vigorously executed
and transformational CPD
Build and develop the CPD portfolio approaches of ITE
Ensure a national co-ordinated CPD provision
Systems of recognition for all kinds of professional learning
This seminar provided a forum for interactions between individuals from a range of
stakeholders in education. There were opportunities throughout the 2 days to raise the profile
of ACTS, extending awareness of our current and future activities.
Dorothy Coe
Chartered Teacher, St Peter’s Primary School, Galashiels
ACTS Newsletter November 2010
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Learning Rounds – Leadership for Learning
by Lucy Hare
Learning Rounds involve a team of colleagues
observing and learning about and from school
practice.
The Learning Rounds initiator consults colleagues
who have expressed an interest in developing a Learning Round on the focus of the Learning
Round observation e.g. pace and challenge. A mixed group of colleagues brings diversity of
experience and perspective. The initiator then asks colleagues to volunteer to be observed
with the expectation that they will then be observers in later Learning Rounds.
Staff are trained by the initiator in the Learning Rounds process and use of the descriptive
voice when constructing the evidence. The team then visit a range of classes over a morning
or afternoon to create an evidence base. The observers record only what they have
observed using a recording format of their own choice. On the same day the Learning
Rounds group meet to share their observations. Critically these descriptions are free of
evaluative comment or value-laden points. Furthermore, no evaluation of individuals takes
place and no individual feedback is provided to those who have been observed. From this
collectively agreed evidence base the Learning Rounds group discuss and decide how they
will use the data to make improvement school wide.
Proponents of Learning Rounds suggest the process delivers high quality, sustainable
improvements to pupil learning experiences in a range of contexts through each member of
the observation team developing a greater understanding of effective learning and teaching.
In terms of capacity building Learning Rounds may develop a culture of collegiality and
shared learning and a vehicle to bring about sustainable system wide improvement.
On the basis of this training I plan to explore this approach to school improvement with my
colleagues further this session.
Lucy Hare
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
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Chartered Teacher, Livingston Village Primary School
The Learning Rounds Toolkit can be found here:
http://ltsblogs.org.uk/cpdteam/category/learning-rounds/
References
Blane, D (2010) ‘New style of CPD doing the rounds’ at
http://www.tes.co.uk/article.aspx?storycode=6048112 (last accessed 24 September 2010)
Elmore, R.F. (2000) Building a New Structure for School Leadership. Washington DC: The
Albert Shanker Institute
http://ltsblogs.org.uk/cpdteam/category/learning-rounds/ (last accessed 24 September 2010)
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
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Effective Action Research: it does exactly what it says on the tinby Tony LubyThis article to be published in Education Today 60(4) December 2010, and published here by kind permission.
Effective Action Research - Developing Reflective Thinking and Practice,
Patrick J. M. Costello,Continuum Pub. date: 14 Mar 2011
It soon becomes apparent to the reader that this work 'does exactly what it
says on the tin.' Careful use of Effective Action Research will enable a
beginning teacher-researcher to approach action research with a high
degree of confidence. For a more experienced teacher-researcher it
provides a more than useful refresher.
An updated version of his earlier work, Action Research, the author's main emphasis is on
developing reflective thinking and practice. Costello sets out to achieve this through sets of
reflective exercises that are designed to enable the reader to complete an action research
project. These exercises are helpfully supported by the use of illustrative examples from his
own research experiences.
In the opening chapter Costello poses the question 'What is action research?' He leads us
through a concise and informative tripartite analysis of -
What is research? What is educational research? What is action research?
Most compelling, though, is his assertion that “...writers offer their own competing and
complementary views as to the fundamental character of action research.” This fluidity of the
concept of action research is attractive for teachers as our roles can be so varied. There is
not one right way to undertake action research; rather there are many.
The second chapter entitled 'Why undertake action research?' is less satisfactory in that the
author rehearses his argument concerning the relationships between educational theory and
practice but, disappointingly, fails to make reference to the 1986 work of Carr & Kemmis,
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ACTS is a Registered Scottish Charity - Number SCO41390
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Becoming critical: Education, knowledge and action research which has an astonishing 2505
citations (Google Scholar, 28 August 2010). Nonetheless, he makes amends with his
discussion of Lawrence Stenhouse whose writing is well ahead of its time and is strikingly
relevant today. Stenhouse's seminal 1975 An introduction to curriculum research and
development has been cited 2453 times and, really, should be the first read for any teacher
who is considering an action research project. Any perceived weaknesses in this chapter,
though, are more than compensated with Costello's discussion of the relationship between
action research and the impact that it makes upon both school improvement and teachers'
CPD. Indeed, this chapter 'comes alive' when the author gives voice to teachers whom he
mentored under the auspices of the General Teaching Council Wales Teacher Research
Scholarship scheme.
In the following chapter, and drawing upon a wealth of experience, Costello offers very good
advice on choosing a research topic, undertaking a literature review and, for those in higher
education, how to develop a sound working relationship with a tutor. For those undertaking
doctoral dissertations, though, a brief discussion of the assertion of Fink (2005) Conducting
Research Literature Reviews that such reviews should be reproducible would not have gone
amiss. The fourth chapter is concerned with collecting research data and there are useful
checklists and reflective exercises related to ethical issues. Action research projects are often
criticised for a lack of rigour and the author gives both a succinct analysis of the strengths
and weaknesses of quantitative and qualitative approaches, and a clear description of the
concepts of reliability, validity and generalisability. The inevitable dryness of such topics is
enlivened by Costello's use of three fictitious action research projects at the end of the
chapter. And this effective and practical approach is continued by the author in the next
chapter when he discusses how to analyse research data.
Whilst the sixth chapter provides clear advice with regard to producing an action research
project it is the subsequent chapter that is a jewel in the crown. Focussing on assessment in
higher education Figure 7.1 & Reflective Exercise 7.1 provide an excellent tool for teacher-
researchers to reflect upon their research project. Taking it a step further, a teacher-
researcher could ask colleagues to use such a checklist prior to completion of the report
writing process. This may prove to be a very beneficial introduction to the refereeing process
for potential authors and this theme is developed in the following chapter.
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The penultimate chapter contains very useful recommended reading and the author
concludes his book with 'Endnote: the theory and practice of action research.' In this last
chapter Costello claims that he has focused on “...the practice of action research” and I have
little hesitation in endorsing his claim. And it is for this focus on practice that I highly
recommend this book to any teacher or educationalist who wishes to undertake effective
action research.
Tony Luby
Chartered Teacher in Aberdeen
Share your research
Have you ever carried out a piece of action research or professional
enquiry in your classroom? If so, who knows about it?
There are many teachers across Scotland who are researching and
developing their own practice. Many of these are as a result of the
Chartered Teacher Programme, however by no means all. Many teachers use an action
research approach to their own professional development without participating in Chartered
Teacher.
For both of these groups of Teacher Researchers, there is a problem of dissemination. Very
often the outcomes of the enquiry are contained within the school, or a University
assignment. There's so much going on, but the learning isn't necessarily spreading across
the profession.
In an attempt to resolve this, ACTS are supporting an initiative to capture this learning
through a series of short videos.
Do you have something to share? Would you be happy to be interviewed? If so, please
contact [email protected] directly.
ACTS Newsletter November 2010
ACTS is a Registered Scottish Charity - Number SCO41390
17
ACTS at SLF10
ACTS was pleased to be a partner
on the GTC Scotland stand at the
Scottish Learning Festival at the
SECC in Glasgow in September
2010.
Glasgow Chartered Teacher Network Launch
by Sheila Waddell
The Glasgow Chartered Teacher Planning Group held its first highly successful Connections
event, on October 5th in St Mungo’s Museum in Glasgow. Over fifty fully Chartered and
aspiring Chartered Teachers heard Tom Hamilton of the General Teaching Council Scotland
outline the history of the programme and stress that Chartered Teachers’ primary role was
educational, not managerial.
“There are,” Mr Hamilton said, “1107 Chartered Teachers in Scotland as of September 2010,
918 of them female and 189 male.” Of these, just over half were secondary teachers and just
under half primary teachers.
Glasgow had the highest number of Chartered Teachers (117), while a further 280 were on
the route to Chartered teacher. However this amounted to only 2.29% of the teaching force
in the city. He pointed out that there was a wide discrepancy in the number of Chartered
Teachers in different authorities. In Orkney, where the local authority was very supportive,
over 5% of teachers were Chartered, but that percentage fell to just 1% in some authorities.
Mr Hamilton also stated that the revision of the Standard for Chartered Teacher had
increased the clarity of the Standard: the stress on values had been increased, while greater
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guidance had been given on the role of the Chartered Teacher, with emphasis on the fact that
this was not a managerial one, and that the principal role of a Chartered Teacher was in the
classroom. In addition, the new application process, whereby teachers had to obtain a
certificate of eligibility was working well, as this was now tied to the PRD process in schools.
However he stressed that HMIE had made critical comments about head teachers not
knowing who their Chartered Teachers were and said that these heads needed to be thinking
about what they could get their chartered teachers to do. Mr Hamilton said that HMIE had
said that Chartered Teachers had “a real gift” and made “a positive contribution.” It also
appeared to be easier for Chartered Teachers to operate successfully in schools where there
was a group of them, while the ethos of the school was important and needed to be
supportive.
Mr Hamilton pointed out that we were entering “hard times financially” and added “this is a
real opportunity for Chartered Teachers to prove their worth. Having Chartered teachers
adds to the value of schools.” He also insisted: “We still need to address the ill-informed
views of some head teachers,” pointing out that he had come across one head teacher who
did not even know about the Standard for Chartered Teacher.
After paying tribute to the hard work carried out by the late Annie McSeveney in setting up the
Association of Chartered Teachers Scotland, he then encouraged all those present to join
ACTS and attend the ACTS annual conference on February 5th at Stirling Management
Centre. He concluded by saying: “We need to push the positives of Chartered Teacher, we
need to drive it forward.”
Mr Hamilton was followed by Moira Hume of Glasgow University, standing in for Margery
McMahon She talked about the benefits of the scholarly model of teaching, including greater
understanding of pupil needs. However she pointed out that there were equity issues, as US
research had shown that accomplished teachers were not working in high needs schools.
The challenge, she claimed was: “How do we attract Chartered teachers for high needs
schools?” She felt that the pattern of mobility of chartered teachers needed to be examined,
and that one way forward might be to use Chartered Teachers as mentors, in the way that
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accomplished teachers were used in North America. However whether or not this could be
achieved would, she said “depend on the willingness of head teachers in other schools” to
support such a scheme. One possibility, she felt, was beginning teacher secondments to
high needs schools. She also thought that Chartered Teachers could be used as a resource
via community networks.
The Glasgow Chartered Teacher Planning Group, which includes three members of the
ACTS Committee, is now working towards a second Connections Event in February, which is
likely to be on Curriculum for Excellence.
Sheila Waddell
Chartered Teacher at Hyndland Secondary School, Glasgow
Three Difficult Concepts: CfE, CTs and Making all Teachers
Accomplished
by Frances Mckie
I have been a Chartered Teacher for 5 years. I am very proud of Scottish Education and I
am aware that on at least two counts, Chartered Teachers and the Curriculum for
Excellence, there is the prospect of a new period of excellence.
Recently renewed Standards and Codes of Practice which must be met by all teachers in
Scotland at key stages of their careers raise an expectation that can feel intimidating within a
profession that is already very closely monitored and assessed. But the rationale, to raise
credibility and encourage pride in what we do, is clearly benign and supportive when set in
the context of Curriculum for Excellence
These are two powerful messages: firstly, we expect the highest standards from teachers
and will take action, if we must, to make sure of them; and secondly, we have faith that these
standards are being met and trust teachers to use their individual professional judgements
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to devise and sustain meaningful learning in all Scottish schools. Taken together they signify
a huge change - for the better.
CfE, emphasising the quality of individual teachers and their freedom to use their own
judgement, reflects a worldwide concern to understand and promote what really makes
learning experiences meaningful and successful. I believe CfE - if it is carried through - will be
an inspired response to the realisation, once again, that the quality of the teacher and the
relationship he or she establishes with learners is the single vital element of all education -
the “leading out” of learners. To accomplished teachers whether they are Chartered Teacher
or not, Curriculum for Excellence must be a welcome invitation to accept trust, recognition
and high expectation of their professionalism and individual talents in the classroom, the
subtext surely a vision that all Scottish teachers can and should be accomplished teachers.
However, it is also probable that the recent history of the Scottish education system has
made it particularly difficult for many of those who manage our schools to absorb and act
upon the meaning and the implications of Curriculum for Excellence. At the moment, in
reaction to the implementation of CfE, there appears to be a continuous stream of doubts and
uncertainties, requests for more detailed “training” and CPD. The current managers of our
educational system and our schools, usually perceived as the key agents of change, seem,
ironically, worst placed to fulfil that role. And the present doubting reaction from many of
them is understandable: they are waiting for the existing hierarchical system to declare what
will be measured, what will now be valued, what must be provided as evidence, and what
they must initiate, monitor and record. That has been the normal and traditional process of
change.
Tanya Fitzgerald and Helen M Gunter (“Contesting the Orthodoxy of Teacher Leadership”
2001 )have considered the ethos which prevails in the education systems of New Zealand
and England:
“ Terms such as ‘leader’, ‘manager’, ‘teacher’ and ‘student’
prevail in most schools and, accordingly, school hierarchies are
viewed as rational ways of organizing teachers and their work
that institutionalize authority. We are deeply concerned that the
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term ‘teacher leadership’ has crept into educational vocabulary
and there has not been sustained and robust debate either about
the term or its use and misuse in schools. Although one of the
positive aspects that this term signals is the possibility of more
participation in schools, the enduring contradiction is that
leadership remains hierarchical and connected with
organizational purpose. More specifically, teacher leadership is a
seductively functionalist way in which teacher commitment to
neo-liberal reform has been secured.”
Scotland has a different system, but it seems to me, as a practising Chartered teacher, that
the same sort of hierarchical, intensely monitored structure and interpretation of leadership
has been embedded even more firmly in Scottish schools during the last 30 years. I have
experienced the national crisis in my own subject during the fierce struggles over Higher Still
English, as the hierarchical enforcement clashed very sharply with the professional concerns
and commitment of highly motivated teachers; I have experienced the satisfaction of the
management hierarchy supporting initiatives from the classroom like Early Learning and I
have also witnessed the crushing of individual ideas as highly motivated, skilled teachers find
that their ideas are not deemed part of the “school development plan”.
It is quite understandable that in all education systems the need for accountability can drive
power, control and most innovation back to the centre/government level.
However, as Fitzgerald and Gunter argue, such control and continual monitoring for quality
assurance can in turn create a culture of dependency, a desire to be “trained”, conformity,
hierarchical managerialism and illusions, at all levels, of success and progress as boxes are
ticked for quality assurance purposes. Subjects are apparently covered, directives are
adopted, courses are attended; exam statistics may even look good. As new directives and
initiatives emerge, again from the centre of power and control at government level, leadership
is functional, facilitating, enforcing and, if the change is seen to be “embedded”, assessed as
“good leadership”.
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“This power differential is acutely played out in schools
precisely because the very nature of their organization places
some adults in hierarchical positions to others, and all adults
(whether teaching or non-teaching staff) in authoritative
positions relative to students. This orthodoxy is reinforced by
the ways in which leadership is shaped and determined by
national policy agendas, irrespective of national context. We
are troubled by the apparent canonization of organizational
leadership in schools and the eruption of a leadership industry
to train and certify leaders, leading and leadership in schools
(the National College for School Leadership in England is one
such example). Equally, concern by policymakers that school
leadership, pupil attainment, school improvement and school
effectiveness are inextricably linked has prompted the
promulgation of standards for leaders and normative training
programmes for aspiring and current leaders in schools
“(Gunter 2001).
For very many teachers, the safest course in such a system is often to develop methods of
satisfying the requirements of Quality Assurance; but this can be very demoralising and, in
my opinion, can disguise and has often disguised and still does disguise some very bad
situations. Again, Fitzgerald and Gunter point out that Government can be tempted by the
illusion that, as long as managers have apparently functioned successfully as facilitators of
directives, all is well:
“while there might be calls for more teachers to engage in
leadership (Muijs and Harris 2003) or for leadership
practices to be distributed (Lambert 2000), this tends to be
about organizational requirements and reform
implementation rather than teaching and learning.
Notwithstanding this point, while leadership might be
distributed within schools, we seriously question whether
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power has been similarly distributed. As we argue in this
article, teacher leadership is firmly rooted in neo-liberal
versions of the performing school (Gunter 2001). More
importantly, this article rests on our intense disquiet about
this new orthodoxy and our abiding concern that teacher
leadership is illiberal in its conceptualization and purposes
and presupposes an orthodoxy about who might lead and
who might be led. Accordingly, the three central questions
that we would like to pose are: firstly, why teacher
leadership; secondly, why now; thirdly, is this a customized
solution for teachers to deliver government policy?”
The recognition in Scotland that such an ethos of conformity and central control does not
guarantee what is known as deep learning and meaningful learning experiences for all our
pupils is symbolised by the Chartered Teacher programme and the Curriculum for
Excellence. Along with concern and support for the existence of accomplished teaching the
Scottish Government has put in place three complementary movements which - if we hold
our nerve - will empower teachers and, as Dr Anne Pia recently pointed out, learners (TESS
3rd September 2010), to realign our schools as places where ideas and excellence can
flourish.
This is because Curriculum for Excellence has recognised the legitimacy of professional
autonomy in those teachers who, despite the high value placed on conformity, instinctively
and habitually use particular individual strengths and abilities to drive on beyond - and
sometimes despite - the prevailing requirements of QA to meet their own targets of deep
learning and progress for all their pupils.
Similarly, from the NBCT report “Measuring What Matters” we can see recognition in America
that moving away from centralist, hierarchical systems of power, control and accountability
must go hand in hand with empowerment of accomplished teachers to lead changes like
Curriculum for Excellence in a collective, transformative and collegial basis. Their authority
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as change agents, rather than using any positional power, must and will come solely from
earned recognition of their success in the classroom:
“As a result of our collaborative journey, we have also gained a deeper understanding
of the factors that diminish the impact of quality teaching standards on school
performance. Chief among them is this: Teachers are not yet considered full partners in the
important work of educational reform.
We believe National Board Certified Teachers are uniquely positioned to challenge
this outdated perception of teachers as mere instruments of policy and not cocreators.
It is time for NBCTs to use what we know, as exemplary teachers, to lead our schools,
colleagues, and policymakers toward more effective decisions and practices focused on
genuine student learning.”
“There is ample evidence that top-down mandates have
not improved student learning or “teacher-proofed” our
schools. The public is coming to see that you cannot
teach children from the halls of Congress or the cubicles
of education publishing houses.” (“Measuring What
Matters” (NBCT))
The aim - as the NBCT teachers point out - is not to create or sustain an elite grouping, but
to create an environment where every teacher is encouraged and empowered to be
accomplished.
.
The next step, therefore, within Curriculum for Excellence, is surely further development of
the Chartered teacher initiative. A hierarchical managerial system does not easily adapt to the
principles of CfE or to the absorption of Chartered teachers. And we cannot expect individual
CTs scattered throughout Scottish schools to change such an embedded culture of positional
power and organisation on their own. Help is needed, even if it has to be in the form of further
advice about values and change agency, from government level. In this way, perhaps, the
deepest irony lies in the fact that, in order to establish CfE successfully, the hierarchical
system which it challenges must be used one last time.
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For these reasons, I see Curriculum for Excellence, the Chartered Teacher movement and
the present focus on accomplished teachers as groundbreaking and inspiring initiatives.
They go together and, if they are supported through the process of change, have the potential
to achieve real fulfilment for all teachers and learners in Scotland.
References
Gunter, H M. "Contesting the orthodoxy of teacher leadership." International Journal of
Leadership in Education 11 (2009): 331-340.
Measuring What Matters: The Effects of National Board Certification on Advancing
21st Century Teaching and Learning
Frances McKie
Chartered Teacher at Inverness Royal Academy
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Edutalkr
EDUtalkr (http://edutalkr.pbworks.com) is a bi-monthly 30/45-minute internet radio show which is organised by
the education community in Scotland. It facilitates discussion on educational issues, with the aim of advancing
teaching and learning.
It is free to listen to, participate in, and collaborate on. Panelists take part in the discussion through a
conference call, using their mobile phone, landline or Skype account. The conference call contains the Chair
and up to six panelists, with the live conversation streamed online. There are no call cost to panelists, and
listeners to the live stream can email or 'tweet' questions and comments before or during the event. In advance,
the education community help to build the list of panelists and points for discussion and identify a suitable Chair.
All shows are broadcast live at http://www.ipadio.com/phlogs/EDUtalkr10/live and previous editions can be
listened to at http://edutalk.cc/tag/edutalkr . To listen live, you need to be at a computer that has a recent version
of Flash installed and a good broadband connection to the internet.
Show 4, a discussion on e-assessment and e-portfolios, featured:
Margaret Vass, Chartered Teacher, John Johnston, ICT Staff Development Officer, N Lanarkshire Veronica Harris e-assessment and learning team, SQA
They discussed
1. How ready are schools for e-assessment on demand ?
2. Candidate evidence in an e-portfolio managing this at classroom level ?
3. Role of NAR (National Assessment Resource)
4. Their hopes for the future of e-learning
This can be accessed here: http://bit.ly/cQebOS
The next show takes place on
Thursday, 20th January 2011 from 8.15 - 9.00pm GMT
Listen to the live broadcast at http://www.ipadio.com/phlogs/EDUtalkr10/live
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Join ACTS
Join by completing the form below and returning it to:
ACTS, 6 Monar Court, Dalgety Bay, DUNFERMLINE, KY11 9XJ,
AND either:
Making a BACS payment to
Association of Chartered Teachers Scotland.
Sort Code 80-06-55. Account Number 06033226
Or: Sending a cheque to the address above
If you are a taxpayer, ticking the Gift Aid box will allow ACTS to claim back 28p for every £1.
MEMBERSHIP FORM
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giftaid it - Make your subscription go 28% further!
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work to ensure that every penny we collect goes as
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How does it work?
So long as you are a UK taxpayer, Gift Aid enables you to boost the value of your
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Relief). So, for example, if you pay £20 to ACTS, we will be able to reclaim an extra £5.60
from HM Revenue & Customs. This is a significant amount, and the more members who
enable this, the more we can benefit. What is more, if you are a higher rate taxpayer, you are
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every £1 donated to ACTS.
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The views expressed in this newsletter are those of the contributors and do not represent ACTS, or any
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