KNSTE is very proud and delighted to be a provider of The Chartered Teacher Programme for The Chartered College of Teaching.

The Chartered Teacher Programme is a 15-month teacher certification programme, aligned to the Chartered College's aims to raise the status of the profession and support teachers to acquire the expertise necessary to maintain excellence in teaching and secure the best outcomes for children and young people.

Successful completion of the programme confers participants with Chartered Teacher Status, which recognises the knowledge, skills and behaviours of excellent teachers, highlights the importance of their expertise in supporting the learning of children and young people and represents the first step in the development of a career pathway focused on effective classroom practice, not leadership.

In order to complete the programme and achieve Chartered Teacher Status, participants will undertake a range of different assessments that allow them to showcase their knowledge and skills against the areas set out in the Chartered College’s Professional Principles. These highlight the importance of deep subject knowledge, understanding of pedagogy, assessment, and excellent classroom practice, as well as critical evaluation, engagement with research evidence and a desire to contribute to the profession.

Assessments include rigorous written and oral assignments, completion of a professional development plan, participation in debate activities, a research-based school improvement project, and submission of a portfolio of videos of practice, work samples and reflections; full details are included in a later section of this guide.

During the course of the programme, participants will attend three face-to-face training days, as well as participating in a range of online activities, with each element designed not just to test a teacher's knowledge and skills, but also to provide them with development opportunities and equip them with behaviours and approaches to evaluation and personal development that ensure they continue to develop their practice.

Opportunities include:

• Membership of the British Educational Reseach Association (BERA) for the duration of the programme

• Access to IRIS Connect for the duration of the programme

• Four face-to-face events, including a presentation and award event

• Workshops, training, reading lists and supporting materials to help develop practice in key areas

• A variety of online resources, including expert webinars and an online course on ‘education research that matters’

• An experienced mentor to support them during the programme

• Support to lead a research-based improvement project linked to an area of school priority

• An interview with an expert in the field of their research-based improvement project

• An online platform to facilitate collaboration with other participants

• Feedback on assessments as they are submitted

• The ability to use the postnominal ‘CTeach’ once Chartered Teacher Status is awarded.

Please ensure you have read all information fully before applying.

To find out more about the programme please go to The Chartered College Website at: https://chartered.college/chartered-teacher

To apply to become a Chartered Teacher with KNSTE please complete the following application form: https://knste-shaw.org.uk/chartered-teacher-programme-application-form/

The Chartered Teacher programme is formed of three phases, each with a number of assessments within them. Across these three phases, participants will develop their understanding of the three domains of the Professional Principles: Professional Behaviours, Professional Knowledge, and Professional Practice. The final phase of the programme is focused on drawing together the learning from the programme in a research-based improvement project.

During the programme, participants will have the following opportunities:

• Membership of the British Educational Reseachers Association (BERA) for the duration of the programme

• Access to IRIS Connect for the duration of the programme

• Four face-to-face events, including a presentation and award event

• Workshops, training, reading lists and supporting materials to help

develop practice in key areas

• A variety of online resources, including expert webinars and an online course on ‘education research that matters’

• An experienced mentor to support them during the programme

• Support to lead a research-based improvement project linked to an

area of school priority

• An interview with an expert in the field of their research-based

improvement project

• An online platform to facilitate collaboration with other participants

• Feedback on assessments as they are submitted

• The ability to use the postnominal ‘CTeach’ once Chartered Teacher Status is awarded.

Phase 1

Phase 1 is concentrated around developing your professional development plan, this will provide you with a main focus for the duration of the programme. In addition, you will begin to develop your understanding in a number of key areas, such as effective self-evaluation and education policy.

Core assessments:

Statement from school: Your line manager, headteacher or a senior leader will be asked to complete a statement of support at the start and end of the programme, and your mentor will also provide a statement at the end of the programme. These will be used to verify that you meet the expectations outlined in the Professional Principles.

Professional development plan and log: Participants in the programme will develop a professional development plan at the start of the phase, and will continue to reflect on and update this throughout the programme.

Reflective journal: Participants in the programme will complete a minimum of four entries in a reflective journal over the course of the programme. These reflective journals will focus on the professional development plan, and will require you to reflect on and evaluate the learning undertaken and the impact on your practice, rather than simply record it.

Online debate: Participants in the programme will join in with an online debate on a key theme related to education trends, debates and policy, demonstrating your understanding of and engagement with issues in these areas.

Support and training:

Within this phase you will be given support and training through the following:

• Regular calls with your allocated mentor

• A recommended reading list

• Workshops on ‘Effective professional learning’, ‘Evaluating your teaching’

• A keynote on ‘Education policy’

• Templates and examples for a professional development plan.

Phase 2

Phase 2 is focused on the professional practice expected of a Chartered Teacher, as defined in the Professional Principles and will focus on using principles of deliberate practice to create a video portfolio.

Core assessments:

Video observation journal: Participants will be paired up with another participant on the programme and will engage in a collaborative process to develop your practice in a focused area by sharing video samples for feedback and reflection.

Lesson resources and examples: As part of the video portfolio, participants will submit a portfolio of resources, materials and work examples to demonstrate your approach to preparing and delivering excellent learning experiences that ensure that all children and young people are making progress.

Reflective journal: Participants in the programme will complete a second reflective journal entry.

Support and training:

Within this phase you will be given support and training through the following:

• Regular calls with your allocated mentor

• A workshop on ‘Deliberate practice and instructional coaching’

• Access to the IRIS Connect platform

• Regular feedback on your teaching from peers on the programme.

Phase 3

Phase 3 is a small-scale research-based improvement project, allowing participants to bring together their professional knowledge, practice and behaviours to identify a focus area, engage with the research and evidence relating to that area, and follow a structured approach to trialling and evaluating a new approach or intervention.

Core assessments:

Literature review: Participants in the programme will identify an area of focus and carry out a literature review, demonstrating your critical engagement with research. Your literature review is submitted as part of the preparation for your interview.

Interview: Participants in the programme will undertake an interview with an expert in the field in which you are carrying out your research. During the interview, you will be asked to discuss and critique the research evidence you have looked at during your literature review, and will also have the opportunity to receive expert challenge and advice on your plans for your own project.

Research portfolio: At the end of the research-based improvement project, participants will submit a portfolio of research materials including your project plan

and methodology, results, and a full project write-up. During the project, you will be expected to share your work with other participants for feedback and input.

Poster presentation: At the presentation and award evening at the end of the programme, you will present a poster outlining the project you undertook.

Support and training:

Within this phase you will be given support and training through the following:

• Regular calls with your allocated mentor

• An online course on ‘Reading and using research’

• A workshop on ‘Carrying out research’

• ‘Disseminating research’ online activities.

Online assessments

During the course of the programme, participants will undertake a number of online assessments, booked at a time that is suitable for them. These assessments are focused on the professional knowledge expected of a Chartered Teacher, as defined in the Professional Principles included later in this guide.

Core assessments:

Written and oral exam: Participants will complete a written and oral exam covering your knowledge of your subject or specialist area and pedagogical approaches within your subject or specialism.

Simulated scenario / OSTE (Objective Structured Teaching Exercise): Participants will engage in an observed simulated scenario, similar to the OSCE model in the medical profession, to demonstrate your knowledge of effective pedagogical approaches.

Multiple choice questionnaire: Participants in the programme will complete an online multiple choice questionnaire around the theme of assessment, where you will demonstrate your knowledge of assessment principles, such as validity and reliability.

Support and training:

Within this unit you will be given support and training through the following:

• Exemplar materials and sample papers

• Recommended readings

• ‘Assessment’ online activities including a primer and expert webinars.

There are four face-to-face events for participants to attend over the course of the programme, with a number of different dates for participants to choose from. There are options held in different locations around the country, as well on both weekdays and weekends, to ensure you can attend events which are suited to your location and availability.

The four events you will need to attend are spaced throughout the programme, and consist of:

· Launch day: 28th April 2020 KNSTE Bungalow, Keele University Campus

· Improving your teaching practice: 22nd September 2020 KNSTE Bungalow, Keele University Campus

· Undertaking a research-based improvement project: 14th January 2021 KNSTE Bungalow, Keele University Campus

· Presentation/ award event. Date and venue TBC

The cost of undertaking the programme is £895 for early applications received by 2nd December 2019, and £895 thereafter.

The cost of undertaking the programme is £895. We are committed to offering affordable solutions for teachers who want to participate in the programme and we understand that the total cost of the programme may be difficult for individual teachers to pay in full. Therefore, it is possible to pay in instalments, as follows:

• £100 registration fee when accepted onto the programme

• The remaining fee split across four instalments (3X £200 and 1 X £195)

Teachers interested in participating in the programme will need to meet the following criteria:

• A minimum of three years’ experience as a teacher

• A current full member of the Chartered College (initial application may be made without membership, but if successful, membership will be required before starting the programme)

• A practising teacher working with pupils up to 19 years of age.

In addition, in order to ensure that you are able to get the most of out of the programme, we ask that you agree to fulfil the expectations outlined above. You will need to have support from your headteacher or relevant member of SLT to apply and they will be asked to complete a reference at the beginning and end of the programme.

The next cohort of the programme starts in April 2020. Applications open now Apply here

In order to apply to be part of the programme, you will need to complete an online application form. You will be asked to share some details about your current role and experience, provide the details of a referee who we will contact, and respond to the following essay question:

Please write a piece of critical analysis that evaluates the impact that a change that you made to your teaching practice had on the children and/or young people that you teach. This should be focused explicitly on a change to your teaching practice and not a change that you may have led across your team/school.

You will need to include responses to the following questions in your answer:

· How did you ascertain which area of your practice you needed to improve?

· What did you do in order to improve it?

· How did you decide what change you should make?

· How did you plan to evaluate the effectiveness of the change?

· What impact did it have on outcomes of children and young people

· How do you know what impact it had?

Professional Knowledge

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.

Professional Practice

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.

 

Professional Behaviours

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.

© Chartered College of Teaching, 2017