| Summary: | This thesis aims to examine the Chartered Teacher Scheme in Scotland which was agreed in 2001 and launched in 2003. Two aspects will be considered in detail. The first is to attempt to identify and analyse the factors behind the creation of the Chartered Teacher Scheme. In other words why was this policy option pursued? The second is to attempt to assess the Scheme’s development and impact, notably in relation to other teachers and the emerging role of the Chartered Teacher between 2003 and 2010. The context within which the Scheme was agreed and implemented were in many ways special and taken together appeared unique internationally. This aspect was important since the Scheme that was agreed and implemented appeared to differ from that anticipated by many involved in education in Scotland prior to 2000. The stated aim of the Scheme was to enhance the skills and knowledge of Scottish teachers in order to enable them to become ‘accomplished’ teachers. The review of literature on ‘teacher improvement’ would appear to indicate that the underlying philosophy and structures of the Scheme is, broadly, consisted with the research. This research indicated that the structures and programmes aimed to enhance teacher skills and knowledge should focus upon personal growth and reflection, greater autonomy, and the lack of a requirement for an immediate and observable ‘payback’ in relation to pay and duties. A review of programmes in other countries (including other parts of the United Kingdom) highlighted not only the unique nature of Scottish Scheme but the differences both between and within those programmes. The research conducted for this thesis was based upon two main new sources. The first is an online survey of 1182 teachers in 20 local authorities across Scotland which was conducted in 2007. The aim of the survey was to ascertain the views of teachers on the Chartered Teacher Scheme. The results of this survey have already been published and also presented to National Group set up to review the Scheme. The second source of data was a series of interviews with seven senior education policymakers, in Scotland, who were directly involved in one or more of the exercises leading to the creation of the Chartered Teacher Scheme or had roles in its management, implementation and review. The findings of the research indicate that the Scheme was launched amid some confusion over its nature, and met with a great deal of indifference and some suspicion from teachers. It has grown slowly, and the Review Report in 2008, did not appear to change its fundamental character. The survey would indicate that the Scheme appears to be showing initial signs of success, and some of the findings and recommendations of this thesis offer suggestions to enhance that success. However there is still considerable uncertainty surrounding its purpose and aims and one possible reason for this may lie in the discourse surrounding the Scheme. Nevertheless, the proposed deep cuts in publicexpenditure make it likely that rises in teacher pay may be severely limited for a number of years from 2011. Teachers may find the Scheme the only realistic option for increasing their pay, therefore, the Chartered Teacher Scheme may well experience a faster pace of uptake in the next few years, compared to the past seven years. This increase may also see it become a more securely established feature in Scottish educational system
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