Chartered Teachers as leaders

Don Ledingham

Wednesday 04 October 2006

Hilery Williams asked a really interesting question in relation to yesterday's post on Leading from the Middle when she asked if I thought there was role for Chartered Teachers in this area.

My immediate response was absolutely yes - they have a commitment to teaching, improving their practice and the curriculum - in addition to significant CPD focusssed upon the teaching process. However, the key distinction made between Chartered Teachers and Principal Teachers is the fact that CTs do not take on the management of other people. I've copied the remits from the Teaching Profession for the 21st Century below:

Teacher/Chartered Teacher

Subject to the policies of the school and the education authority the duties of teachers, promoted and unpromoted, are to perform such tasks as the Headteacher shall direct havingreasonable regard to overall teacher workload related to the following categories: -

(a) teaching assigned classes together with associated preparation and correction.

(b)developing the school curriculum.

(c)assessing, recording and reporting on the work of pupils.

(d)preparing pupils for examinations and assisting with their administration.

(e)providing advice and guidance to pupils on issues related to their education.

(f)promoting and safeguarding the health, welfare and safety of pupils.

(g)working in partnership with parents, support staff and other professionals.

(h)undertaking appropriate and agreed continuing professional development.

(i)participating in issues related to school planning, raising achievement and individual review.

(j)contributing towards good order and the wider needs of the school.

Principal Teacher (Curriculum/Pastoral)

(a)responsibility for the leadership, good management and strategic direction of colleagues.

(b)curriculum development and quality assurance.

(c)contributing to the development of school policy in relation to the behaviour management of pupils.

(d)the management and guidance of colleagues.

(e)reviewing the CPD needs, career development and performance of colleagues.

(f)the provision of advice, support and guidance to colleagues.

(g)responsibility for the leadership, good management and strategic direction of pastoral care within the school.

(h)the development of school policy for the behaviour management of pupils.

(i)assisting in the management, deployment and development of pastoral care staff.

(j)implementation of whole school policies dealing with guidance issues, pastoral care, assessment and pupil welfare.

(k)working in partnership with colleagues, parents, other specialist agencies and staff in other schools as appropriate.

I suppose the extent to which CTs get involved in "leading" might be up to them - but as a manager I would not expect them to take on leadership roles as part of their remit. There are many teachers in schools who currently take on leadership roles , i.e. school based working groups - but who do so voluntarily. I don't suppose there could be any objection to such practice based on the same principles......or might there???

Perhaps this is something we need to tease out?

Comments

Chartered teachers

Don

Saturday 07 October 2006

Thank you for this. I understand why there appears to be a contradiction between what I say about leadership in my vodcast, and what I say in this post.

There is absolutely no doubt in my mind that we should engage and encourage ALL members of staff in schools to adopt leadership roles within a school. So why do I appear so cautious in relation to expectations of chartered teachers? I suppose you would have to look at my experience in management over the last ten years. Some of my idealism has been tempered by the reality of TP21 implementation. Quite rightly teachers' organisations are there to protect the working conditions and remuneration of teachers. There have been concerns that some schools have done away with subject principal teachers and replaced them with curriculum leaders.

In some circumstances head teachers have then expected a chartered teacher to take on some of the leadership responsibility previously undertaken by the PT. In many situations the CT might being paid more than the PT - so there would appear to be some logic in this. However, this is where teacher's organisations have real concerns. TP21 - it has been pointed out to me - is not up for interpretation. CTs have made a conscious decision to remain in the classroom. PTs and aspiring PTs make a conscious decion to go into management. The conclusion that one has to draw from such an assertion is that people who go into management care less about learning and teaching, than someone who chooses to remain in the classroom - something I would argue which is absolute nonsense. Nor do I believe that all people who choose to become CTs wish to cut themselves off from progresion into management.

I'd recommend that you read McCrone's original report if you want explore the genesis of these ideas.

For what it's worth I don't think it helps to distinguish between management and leadership - the two are so closely intertwined it only leads to false boundaries being established -I've yet to come across an outstanding teacher who wasn't good at leadership and management.

I know this seems a long reply but I feel strongly that the future of schools has to be based upon a distributed leadership model. The challenge for us all is to develop management models and cultures in schools which enable this to occur without infringing the rights of teachers as enshrined in national agreements between employers and teachers.

Last suggestion - why don't you check out my understanding with teaching unions?

Finally, as a consequence of this corresondence I will arrange to meet with all CTs in East Lothian to explore their role in schools.

Leadership = Management?

Kenneth McLaughlin

Friday 06 October 2006

This is one of the concern's I have when I hear people in power talk about leadership. They really mean control and management of organisations. Leadership can happen at any level of an organisation not just from the top but from the area where strength in leadership/knowledge is recognised, if that were a Chartered Teacher, so be it.

I've just watched and listened to you on <a href="http://www.veotag.com/player/?u=urypkxabnu#j-veotagLinkc8042a95-593a-41c4-b4de-dd37667347af">veotag</a> talking about hill walking as a metaphor for leadership. If I assume that some of the Glow mentors are un-promoted then by your definition none of them should take on a leadership röle. However, during your talk you give clear indication that they would be expected to lead. These 2 points seem to contradict each other.

I'm sure you would want to encourage all teachers to take the TP21 and with a professional attitude engage in leadership at all levels of the organisation.

Regards
Kenneth...

Exploiting Chartered Teachers

Don

Thursday 05 October 2006

Maybe I'm hyper-sensitive but I'd always try to avoid using the word "exploit" - enable, empower, encourage - now there are some words.

Chartered Teachers and Leadership

Hilery