1. Chartered College of Teaching
The Joint Mathematical Council
June

2. Background General Teaching Council (GTC) abolished in 2010
Prince’s Teaching Institute Commission (2014)
A Royal College of Teaching?
Collaboration with subject associations, learned societies, unions
Support from DfE within context of a ‘school-led’ system
Existing College of Teachers combined with new professional body to form the Chartered College from 18 January 2017

3. Listening to the profession

4. Listening to the profession
Teachers have told us that they want:
accredited, relevant professional development
access to high quality research that is relevant and clear
to share effective practice as part of a collaborative community of teaching professionals
the Chartered College to support teacher wellbeing
the Chartered College to be a collective voice for the teaching profession.

5. The teacher voice
Teachers told us that they want the Chartered College to be a collective voice for the teaching profession.
The Chartered College will represent and amplify the teacher voice by:
ensuring resources and services are developed based upon what teachers tell us they need
working with teachers to restore professional pride and status
being an independent Chartered College that is research-informed, unifying, trusted and inclusive.

6. Teacher knowledge

7. Access to research
Teachers told us that they want access to research and evidence that is relevant and clear.
The Chartered College will achieve this by:
bridging the gap between schools and the research community
providing access to over 2,000 full text journals, ebooks and research papers
publishing a peer reviewed journal for our members
providing user-friendly research summaries and commentaries.

8. Professional development
Teachers told us that they want accredited, relevant professional development.
The Chartered College will achieve this by developing a Chartered Teacher programme that:
becomes the most highly regarded pedagogical qualification for teachers in the world
provides a programme of learning that is transformative, engaging, and evidence-informed
allows teachers to work on an area that is relevant to their day-to-day practice.

9. The sharing of practice
Teachers told us that they want the Chartered College to facilitate the sharing of effective practice.
The Chartered College will establish regional networks that:
provide a space for teachers to connect and collaborate
encourage reflective teaching and the exchange of ideas
enable teachers to develop their capacity for using evidence to inform their practice
gain financial independence from government.

10. Membership

11. Membership
Founding membership opened on 18th January 2017 to anyone teaching or leading in early years settings, schools, or colleges with young people 0-19yrs.
Professional affiliate membership is for those who work closely alongside teachers and leaders, across all phases, specialisms and settings - all focused on improving outcomes for pupils and young people. Student membership is now open and is free to all ITE students. Fellowship is also be launched soon. Other forms of membership will be made available in due course.

12. Membership provides:
the opportunity to help build the Chartered College and shape the future of the teaching profession
access to over 2,000 full text journals, e-books and research papers
entry to Chartered College events
opportunities to be involved in local, thematic & regional communities
subscription to a peer reviewed journal.

13. The Chartered College of Teaching Journal

14. Chartered College of Teaching Networks

15. Local networks – for clusters of schools interested in working together to develop, share and extend evidence-informed practice
Thematic networks – for teachers and professional affiliates interested in sharing research and evidence-informed practice relating to a particular theme, setting or issues
Regional hub networks – regional bases offering larger events, collaborative research support and quality-assured CPD opportunities

16. Chartered Teacher Professional Principles

17. Professional knowledge and understanding
Chartered Teachers have and maintain a developed knowledge and understanding across four key areas:
Pedagogy, curriculum and assessment, including in relation to their subject, phase and/or setting;
Knowledge of their subject;
Learner development and cognitive science in relation to their phase/setting;
The nature of education research and evaluation.

18. Being a teaching professional
Chartered Teachers embody the teaching profession in four key ways:
Sustained approach to career-long professional learning;
Commitment to providing appropriate academic and pastoral support for all learners;
Demonstration of the highest level of integrity and professionalism;
Engagement with other professionals to create a strong community for learning.

19. Professional practice
The classroom practice of a Chartered Teacher is characterised by four key elements:
Creating an optimal environment for teaching and learning for learners;
Planning and preparing effective sequences of lessons;
Teaching high-quality lessons that enable learners to progress;
Critical evaluation of own practice on learner outcomes.

20. What are the core components of effective pedagogy for mathematics?
Question for discussion
What are the core components of effective pedagogy for mathematics?

21. Chartered College of Teaching survey

22. Thank you. For further information see www. chartered
Thank you! For further information see or