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Progression through the modular route
At the outset of the Chartered Teacher Programme, there was a very important decision to make - should I prepare a holistic submission comprising a personal Reflective Report and a Portfolio of Evidence to attain Chartered Teacher status based on the full accreditation route? This would involve me clearly evidencing that I had been working as an enhanced practitioner for many years. The alternative was to work towards achieving a degree - that of Masters in Education through undertaking a programme of 12 modules. My confidence in knowing whether I was a genuine enhanced practitioner versus the accolade of M Ed after my name made the decision very difficult for me.
I gave a lot of thought to the two options. Initially I thought about applying through the accreditation route, as I had worked in industry and brought my business acumen to the classroom and beyond and also because I had undertaken further degree studies. The alternative route was through a University provider. On reflection, the latter, with the accolade of Masters in Education and the ability to take things at my own pace, won the day. As a working parent with young children, I felt that aiming for Chartered Teacher status one or two steps at a time was, for me, the better life-work balance. I also, after completing Module 1, felt it was important to me to further hone my teaching ability in line with the enhanced level a Chartered Teacher was expected to exemplify. I wanted to look forward rather than backward.
The modular route was amazing. Each module I undertook required active and/or real self-improvement in learning and teaching within the classroom situation. I found that reading and reflection became more interesting and self-perpetuating and helped me focus on a variety of aspects of learning and teaching.
Each module passed improved my self-confidence. The constant drip feeding of up-to-date reviews on current thinking and reading of literature gave purpose and method to the enhancement of my teaching practice. My pupils felt involved at each stage. They were so enthused at being part of my improved teaching and learning - they experienced education as a life-skill at first hand and they appreciated the camaraderie my own enthusiasm for further study brought to the classroom. Reading of current literature and debate on ways to improve teaching and learning with committed colleagues is now part and parcel of my every day work ethos. The modular route to Chartered Teacher opened up a new learning environment to me which is now integral to my working life and has created a new social network for me.
The networking with colleagues all over Scotland (and beyond), through undertaking the modules, has culminated in long-lasting friendships far beyond anything I think McCrone ever foresaw. This networking has added an unbelievable enhancement to teaching and learning in its own right. I strongly recommend every classroom practitioner consider undertaking at least two modules to get onto the Chartered Teacher ladder. This may provide a springboard for further study as well as a much more informed debate on the Chartered Teacher programme and status; a programme I am so glad I am a participant of.