Comments for Association of Chartered Teachers Scotland

Comment on Sign-up now for ACTS’ 2013 National Education Conference by Radio #EDUtalk @ #ACTS2013: Kenny Pieper and Neil Winton on Pedagoo | Pedagoo.org

Sun, 17 Feb 2013 10:32:55 +0000

[...] of several recording that we streamed from the Association of Chartered Teachers Conference at the Stirling Management Centre on Saturday 2nd February. These are being archived on [...]

Comment on Sign-up now for ACTS’ 2013 National Education Conference by National Education Conference, Stirling | Pedagoo.org

National Education Conference, Stirling | Pedagoo.org — Fri, 18 Jan 2013 15:55:58 +0000

[...] you a teacher in Scotland? What are you doing on the 2nd February? Check out the ACTS National Education Conference entitled ‘Progress through Professionalism’ at the Stirling Management Centre, [...]

Comment on About ACTS by Allister R Smith

Allister R Smith — Thu, 17 Jan 2013 08:55:39 +0000

Hi
I agree with Simon that the profile of Chartered Teachers should be emphasised. Although I have Chartered Teacher status from England, I put my designation on emails and business cards as it raises the profile, particularly in my field of Mathematics.
Hope to meet you at the Conference.

Comment on ACTS committee respond to SNCT Circular 12/35 on ‘The Role and Enhanced Contribution of Chartered Teachers and Future Pay Arrangements’ by acts

acts — Sat, 28 Jul 2012 21:18:00 +0000

Colleagues,

This week, I have written to Drew Morrice, Joint Secretary (Teachers’ Side) of the SNCT, inviting a response to our statement of 2nd July 2012.

I have also communicated to Drew several matters raised in email correspondence between the ACTS committee, ACTS members and others.

David Noble, Chair of ACTS

Comment on ACTS committee respond to SNCT Circular 12/35 on ‘The Role and Enhanced Contribution of Chartered Teachers and Future Pay Arrangements’ by Alan Smith

Alan Smith — Mon, 23 Jul 2012 09:35:23 +0000

Have you received any response to your request yet? I have my fingers that you will receive a favourable response.

Comment on ACTS committee respond to SNCT Circular 12/35 on ‘The Role and Enhanced Contribution of Chartered Teachers and Future Pay Arrangements’ by Hugh O'Donnell

Hugh O'Donnell — Sun, 01 Jul 2012 23:17:33 +0000

David,

Many thanks for posting. I am very interested in the status of those on 1-5 of C.T. Scale and how they will be addressed/defined. In particular regard to ‘exceptions’, I e-mailed Drew Morrice of the EIS (the only contact I could find) during the early hours of Saturday morning: I was burning the midnight oil, using the opportunity of the summer break to begin the background readings for the MEd that I *may* be undertaking from September at UWS.

Here’s my ‘exception’, detailed in the letter I sent him:

Dear Sir,

RE: “Those people covered by the 2011 Pay and Conditions agreement will be given until 30 June 2013 to complete their current phase of learning after which time no further salary increments will be awarded.”

Do I qualify for progression through Point 5 and into Point 6 ?

I have been part of the Chartered Teacher Programme at University of West of Scotland since 2009, during which time I was simultaneously undertaking a Postgraduate Diploma in E-learning at the University of Edinburgh: evidence that I have embraced the tenets of Continuous Professional Development, an exemplar for and advocate of enhanced teacher practice.

At present, I am on the 4th Point on the Chartered Teacher Pay Scale and would proceed to Point 5 & 6 only after completion of the Masters Dissertation, which would commence in September 2012; the completion date is May 2013.

The research underpinning the dissertation is aimed at investigating the development of Literacy across Science within the context of Curriculum for Excellence, and accords with my continued activities in developing Dunoon Grammar School’s interdisciplinary-based learning and teaching, some of which are truly innovative.

Progression through and completion of The Chartered Teacher Scheme has been at the forefront of every aspect of my studies and classroom practice. The scheme has developed me as a practitioner, but moreover it has transformed me into a ‘teacher researcher’ – facilitating access to a community of theory and practice that brings the academic rigour necessary in enhancing both my own classroom practice and that of my peers.

As a Chartered Teacher my enhanced practice includes the following:

- The proposal and planned implementation of ‘Literacy Across the Curriculum’ in Dunoon Grammar School: a 3-5 year initiative based upon the theoretical research undertaken in New Zealand.

Dunoon Grammar School has, under my guidance, created the Literacy Leader role, whose remit will include the facilitation of the Literacy CPD for subject teachers, and the development of shared practice across the local authority.

- Continuing my interdisciplinary practices, with particular focus on the use of digital games-based learning, I am currently investigating a potential venture with a US-based digital games developer. This could result in a co-authored software simulation package being produced, which provides collaborative, immersive and active learning Science and Literacy experiences for pupils under Curriculum for Excellence.

Over the past 6 years, such stimulating and enriching innovations have been at the heart of my pedagogy.

My engagement with the Chartered Teacher Scheme has transformed my teaching practice beyond recognition. Being afforded the opportunity to successfully complete the Programme would reward such innovations, but more importantly, it would indemnify my status as a ‘leader of learning’ truly committed to enhancing the experiences of the children under my care, and reciprocating the professional support among the teaching collegiate.

Kind Regards,
Hugh O’Donnell
Secondary Teacher (English)
Dunoon Grammar School

Comment on Pre-conference statement by the ACTS committee by Julie MP Adams

Julie MP Adams — Thu, 31 May 2012 08:54:44 +0000

If we are to consider the concept of teaching becoming an all Masters level profession, we might consider revisiting the past. Those people who undertook the Diploma in Learning Support/Special Educational Needs; the Guidance teachers’ qualification; the SQH, the M.Ed modules in leadership (management of a Secondary Department) and of course Chartered Teacher- were all studying at Masters’ level.

More recently the Guidance, SQH, SEN qualifications appear to have disappeared from many teachers’- and politicians’ consciousness- but those suites of Masters courses are still on universities’ menus. Why are so few people doing them? Might it have something to do with deficit reduction or cuts? After all- the only qualifications which required the post graduate to self fund were the Chartered Teacher M.Ed and the EdD.

University Education staff are being redeployed currently- research projects into CfE; teaching employability with undergraduates; secondments into Education Scotland.

The future looks uncertain at present- and I trust that those currently holding negotiations behind closed doors under Chatham House Rules are fully aware of the knock on effect those decisions will have on our profession

Comment on ACTS committee responds to Scottish Government’s update on next steps in relation to ‘Advancing Professionalism in Teaching’ by Julie MP Adams

Julie MP Adams — Tue, 13 Mar 2012 12:46:47 +0000

I’ve served as a subject supporter in Highland since 2010- a one day secondment (although my opposite numbers in other regions had full time seconded posts) Today I was told that the one day post ceases as of June- but I’m expected to lead the next round of Working Groups for Nat 4 and 5, as well as to continue to disseminate information across the region- which I can do as part of CPD. When I spoke ith my HT about the possibility that should CT end that I seek promotion, the comment was that I’d be better off looking for early retirement in 2016- when our money will be taken away.

I look with interest at the ways in which so many of us are being hurt- and I mean hurt- by our politicians-professionally and financially. We do a job which really benefits mankind- with relatively little reward for ourselves. I know I could be much better off if I took an office job in Dubai with an oil company- I’d be interested to know how many CT’s are contemplating a career change

Comment on ACTS committee responds to Scottish Government’s update on next steps in relation to ‘Advancing Professionalism in Teaching’ by Richard Foote

Richard Foote — Fri, 17 Feb 2012 17:38:31 +0000

As I re-read Mr Russell’s statement it does appear rather ambiguous. I am assuming this is more due to an inadvertent lack of clarity rather than a wish to avoid being explicit. I do not believe he is suggesting that those with masters degrees get a second one. I believe that Universities et al could take strong exception to the suggestion that their awards were “not fit for purpose”. Hopefully, not even the august body represented by the McCormac Review would engage in such hubris.
I suspect a renegotiation in the role of CT is in the offing or am I simply being cynical? I believe that Mr Russell is living in another world when he thinks that even led on to greatness by the Chartered Teachers there will be a massive uptake of masters courses with no financial incentive. The CT programme was a massive step towards professional autonomy and academic rigour. Mr Russell appears set to hurtle into managerialism and professional rigor mortis. The new age may yet be dubbed “A Teaching Profession for the 19th Century”.

Comment on ACTS committee responds to Scottish Government’s update on next steps in relation to ‘Advancing Professionalism in Teaching’ by Rob Harrington

Rob Harrington — Fri, 17 Feb 2012 08:55:54 +0000

A week on and I still have very strong feelings on this process many of the parties involved. To fully express them here would be inappropriate, but suffice to say I am very disappointed with this outcome. As has been the trend in Scottish education for a number of years, something concrete and reliable has been replaced with something vague, with no convincing rationale for doing so.