Elchat

We had another meeting of the Chartered Teacher network on 25 September.  This was an opportunity for all CTs plus anyone in East Lothian interested in pursuing CT to come along to share practice and get a chance to ask questions and get some  much needed support for those in a similar position.

The attendance was a little disapointing and there was discussion about how we encourage more staff to attend this and ensure they get value from it.  You’ll see from section 1 in the minutes there’s a few suggestions but basically there are a few questions:

• is twilight the best time?
• could we identify a Friday afternoon that wasn’t be used for a CAT/CPD session - would this be better?
• What format should we consider - a big group meeting, group members sorted into modules to support each other through these, a CT conference, a cluster working model for CTs.  Any other suggestions welcome!

I will be emailing out to the group but please post any comments or suggestions here as well.  Once I get a response I will send out with a further date for the meeting(s)!

chartered-teachers-meeting-sep-07.doc

Please find below a copy of Strathclyde’s University newsletter for Chartered Teachers

ch-teacherissue_8.pdf

 Colleagues

I’ve been wondering how present or potential CT’s are using their skills in their schools or establishments over and above the work they do anyway.  There is a debate on these issues on John Connell’s blog. Let’s start one here!

 Here’s the remit (from TP21) which pertains to all teachers including CT’s - it’s all a question of degree perhaps:

1. teaching assigned classes together with associated preparation and correction;
2. developing the school curriculum;
3. assessing, recording and reporting on the work of pupils;
4. preparing pupils for examinations and assisting with their administration;
5. providing advice and guidance to pupils on issues related to their education;
6. promoting and safeguarding the health, welfare and safety of pupils;
7. working in partnership with parents, support staff and other professionals;
8. undertaking appropriate and agreed continuing professional development;
9. participating in issues related to school planning, raising achievement and individual review;
10. contributing towards good order and the wider needs of the school.

The key distinction made between CT’s and PT’s is the fact that the former don’t take on management of other staff.

CT’s in East Lothian, as well as other unpromoted staff, can take opportunities to mentor NQT’s, become Glow mentors, (and, of course mentor colleagues informally), facilitate inservice courses, liaise with other professionals, participate in working parties both within school and across the region…

What else are we all up to? What is the cross-over between management and leadership? Are there circumstances in which we feel unappreciated and vulnerable because of our ’status’?

Hilery