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Code of Practice on the Role of the Chartered Teacher

Code of Practice on the Role of the Chartered Teacher. Drew Morrice Assistant Secretary EIS. Background. McCrone Committee of Inquiry A Teaching Profession for the 21 st Century established (a) Chartered Teacher “grade” (b) the SNCT. SNCT.

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Code of Practice on the Role of the Chartered Teacher

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  1. Code of Practice on the Role of the Chartered Teacher Drew Morrice Assistant Secretary EIS

  2. Background • McCrone Committee of Inquiry • A Teaching Profession for the 21st Century established (a) Chartered Teacher “grade” (b) the SNCT

  3. SNCT Tripartite Negotiating Body – to consider salaries and conditions of service of teachers and associated professionals - Employers (COSLA) - 8 - Scottish Government - 3 - trade unions - 11

  4. Chartered Teacher Review Group Established in 2006 by Hugh Henry, Minister for Education and Young People. Recommendation 5: “Headteachers should continue to discuss and agree with CTs, and those following the modular programme, the duties from Annex B of TP21 that they should perform. These tasks should be appropriate to their sector, experience and related to the SCT.”

  5. Fiona Hyslop, Cabinet Secretary for Education and Lifelong Learning: “….the list of duties in Annex B of the Teachers’ Agreement is very wide ranging…….it is about getting the duties to match the experience and skills of each individual teacher…….I am referring this to the SNCT for further consideration and inviting them to issue guidance on this crucial matter as soon as practicable.”

  6. SNCT Issues • Discrete post? – Equal Pay Act • Distinctive, enhanced role – if so, what does this mean? • How do you deliver this role?

  7. SNCT Outcomes • Enhanced contribution – delivered through CPD • Areas for action at SNCT Level at Council Level at School Level at Chartered Teacher Level

  8. Future • TES – 29.01.2009 Joe McGreer “also suggests that members of the Review Group were too hide – bound by loyalties to the organisations they represented to make radical changes.” • Budget pressures – management “deficit” in and across schools • Chartered Teachers who (a) retire and return (b) work on supply

  9. SNCT “We have agreed that, for the future, the working relationships between teacher organisations, employers and the Scottish Executive will be based on mutual respect and understanding, on shared responsibility and on the shared development of ideas and programmes for change. The agreement we have reached and the process we have used to get here, represents a unique opportunity to put in place the professional conditions of service which teachers in Scotland deserve and which they need to have if they are to deliver our shared objective of a world class education service which will fit our children well for the 21st century.”

  10. Finally, the future of the CT scheme will be viewed through the distinctive contribution of CTs and the policy makers who evaluate that contribution.

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