Search for articles by topic
James Gordon, Chartered Teacher
By James Gordon
I was late applying to acquire Chartered Teacher status. I underwent five Masters modules at Edinburgh University. Completing these courses I then applied for Accreditation from GTC Scotland. So, aside from being late to apply, I also took the long route to becoming a Chartered Teacher.
It is impossible to over-rate the impact of becoming a Chartered Teacher has had on me. I believe I am a different person and teacher now. I don't believe I was a poor teacher before, but becoming a Chartered Teacher has made me even better.
I totally underestimated the time I would need to study and complete the Charter.
There were times I had to be ruthlessly disciplined on my time to keep up with the pressures to become a Chartered Teacher, as well as my duties as a classroom teacher.
I am now also aware of the time I have left in teaching. My problem is how can I fit in all I want to do in the time I have left. So although I was initially enticed to become a Chartered Teacher by the extra pennies in my pocket, the real impact is what I have learnt in the process, and the affect that has had on both the pupils I teach and on myself.
I am the fifth teacher in my school to achieve such status, and we are expecting a sixth to join us in a few weeks. Our numbers are a reflection of the confidence and support our Head Teacher and senior management team have constantly shown they have in us.
The role of the Chartered Teacher is fluid at present. Initially, the Chartered Teacher Programme was a means to entice excellent classroom teachers to remain in the classroom rather than apply for middle management posts. Today it is anticipated that the Chartered Teacher, as well as working in the classroom, will also undertake further 'whole school' duties. This broadens horizons. My home is still the classroom, but I am eager to contribute to the wider needs of the school. It won't be an onerous moment if I am asked to assist with particular school needs, because I feel that the role and obligation of the Chartered Teacher is now wider than the confines of the classroom.
There does remain tensions with regard to the role of the Chartered Teachers. The demise of subject Principal Teachers, as middle management structures are streamlined, has highlighted the need to clarify and acknowledge the contributions that Chartered Teachers can make to promoting effective teaching and learning across learning. It has also highlighted the issue of how the Chartered Teacher and the new Principal Teacher will co-exist together, and in doing so further the quality of Learning and Teaching.
If I have one regret, it is not becoming a Chartered Teacher earlier in my career. However, to paraphrase an old saying, it is better to have achieved Chartered Teacher status late than never to have achieved it at all.