Accordingly, we need to move from seeing such programmes as updating to a much
richer notion of professional learning as being about developing and recognising a
high level of expertise. In the next section we examine some of the programmes that
different systems have established in order to recognise and build this high level of
expertise in teachers. We begin with the Chartered Teacher Scheme established in
Scotland and then consider some examples from other systems.
6.4 Lessons Learned: The Chartered Teacher Programme
TheTeachers’Agreement(Scottish Executive 2001 ) was intended as generational
review that considered the teacher contract and conditions of service alongside the
issue of the re-engagement and revitalization of the teaching profession. The
Teachers’Agreementunderscored two key aspects of the changing construction of
what it means to be a teacher in Scotland, that of the‘developing professional’and
of‘the collegiate professional’. It was anticipated that particularly the Chartered
Teacher Scheme would be a means of improving the quality of teaching. However,
the Chartered Teacher Scheme was much debated particularly the question of the
role of the chartered teacher and their impact on teaching and learning across the
school. Progression to the status of Chartered Teacher was through qualification,
largely the completion of a masters programme whereby teachers demonstrated
their achievement of the professional standard, set out by the GTCS, theStandard
for Chartered Teacher. The programme was open to all teachers: entry was by
individual application with no obligation on the part of the applicant to inform their
school or employer though the employer had to meet the extra salary costs. The two
criteria for selection were that teachers were at the top of the main grade scale and
had maintained a CPD portfolio. Thus, the Chartered Teacher Scheme was a form
of incentivized continuing professional learning.
For many serving teachers participating in the programme was transformational
(McMahon and Reeves 2007 ). There was evidence of the impact of the programme
on the practice of individual teachers as well as evidence of those pursuing the
chartered teacher programme working collaboratively with colleagues in improving
teaching and learning. However, there was an uneasy relationship between the role
and contribution of chartered teachers and the established structures in school
relating to leadership hierarchies that shape and direct school improvement pro-
cesses and professional learning. Further, there was also evidence of some of the
barriers the chartered teachers experienced in school, which limited their contri-
bution and influence (McMahon and Reeves 2007 ).
It had been anticipated that the Chartered Teacher Scheme would be attractive to
serving teachers particularly given the significantfinancial incentive. Indeed, fol-
lowing the launch of theChartered Teacher Scheme,over 6000 teachers applied for
their‘certificate of eligibility’(which indicated that they were at the top of the main
grade salary scale). However, participation on Chartered Teacher programmes did
not reflect this initial interest and remained low overall. Out of a profession of over
6 The Development of Accomplished Teaching 91