Course Programme

The Beacon Partnership Chartered Teacher programme is formed of three phases, each with a number of assessments within them. Across these three phases, participants will develop their understanding of the three domains of the Professional Principles: Professional Behaviours, Professional Knowledge, and Professional Practice. The final phase of the programme is focused on drawing together the learning from the programme in a research-based improvement project.

For full information about the programme, please view our brochure below:

Programme Structure

During the programme, participants will have the following opportunities:

• Membership of the British Educational Researchers Association (BERA) for the duration of the programme

• Access to IRIS Connect for the duration of the programme

• Four face-to-face events, including a presentation and award event

• Workshops at the face-to-face events, training, reading lists and supporting materials to help develop practice in key areas

• A variety of online resources, including expert webinars and an online course on ‘education research that matters’

• An experienced mentor to support them during the programme

• Support to lead a research-based improvement project linked to an area of school priority

• An interview with an expert in the field of their research-based improvement project

• An online platform to facilitate collaboration with other participants

• Feedback on assessments as they are submitted

• The ability to use the postnominal ‘CTeach’ once Chartered Teacher Status is awarded.

• On successful completion, Beacon Partnership participants will be acknowledged with the award of Masters credits by the University of Sussex with options for ongoing accredited studies.

Assessment

Phase 1

Phase 1 is concentrated around developing your professional development plan, this will provide you with a main focus for the duration of the programme. In addition, you will begin to develop your understanding in a number of key areas, such as effective self-evaluation and education policy.

Core assessments:

Statement from school: Your line manager, headteacher or a senior leader will be asked to complete a statement of support at the start and end of the programme, and your mentor will also provide a statement at the end of the programme. These will be used to verify that you meet the expectations outlined in the Professional Principles.

Professional development plan and log: Participants in the programme will develop a professional development plan at the start of the phase, and will continue to reflect on and update this throughout the programme.

Reflective journal: Participants in the programme will complete a minimum of four entries in a reflective journal over the course of the programme. These reflective journals will focus on the professional development plan, and will require you to reflect on and evaluate the learning undertaken and the impact on your practice, rather than simply record it.

Online debate: Participants in the programme will join in with an online debate on a key theme related to education trends, debates and policy, demonstrating your understanding of and engagement with issues in these areas.

Support and training:

Within this phase you will be given support and training through the following:

• Calls with your allocated mentor

• A recommended reading list

• Workshops on ‘Effective professional learning’, ‘Evaluating your teaching’

• A keynote on ‘Education policy’

• Templates and examples for a professional development plan.

Phase 2

Phase 2 is focused on the professional practice expected of a Chartered Teacher, as defined in the Professional Principles and will focus on using principles of deliberate practice to create a video portfolio.

Core assessments:

Video observation journal: Participants will be paired up with another participant on the programme and will engage in a collaborative process to develop your practice in a focused area by sharing video samples for feedback and reflection.

Lesson resources and examples: As part of the video portfolio, participants will submit a portfolio of resources, materials and work examples to demonstrate your approach to preparing and delivering excellent learning experiences that ensure that all children and young people are making progress.

Reflective journal: Participants in the programme will complete a second reflective journal entry.

Support and training:

Within this phase you will be given support and training through the following:

• Calls with your allocated mentor

• A workshop on ‘Deliberate practice and instructional coaching’

• Access to the IRIS Connect platform

• Regular feedback on your teaching from peers on the programme.

Phase 3

Phase 3 is a small-scale research-based improvement project, allowing participants to bring together their professional knowledge, practice and behaviours to identify a focus area, engage with the research and evidence relating to that area, and follow a structured approach to trialling and evaluating a new approach or intervention.

Core assessments:

Literature review: Participants in the programme will identify an area of focus and carry out a literature review, demonstrating your critical engagement with research. Your literature review is submitted as part of the preparation for your interview.

Interview: Participants in the programme will undertake an interview with an expert in the field in which you are carrying out your research. During the interview, you will be asked to discuss and critique the research evidence you have looked at during your literature review, and will also have the opportunity to receive expert challenge and advice on your plans for your own project.

Research portfolio: At the end of the research-based improvement project, participants will submit a portfolio of research materials including your project plan and methodology, results, and a full project write-up. During the project, you will be expected to share your work with other participants for feedback and input.

Poster presentation: At the presentation and award evening at the end of the programme, you will present a poster outlining the project you undertook.

Support and training:

Within this phase you will be given support and training through the following:

• Calls with your allocated mentor

• An online course on ‘Reading and using research’

• A workshop on ‘Carrying out research’

• ‘Disseminating research’ online activities.

Online assessments

During the course of the programme, participants will undertake a number of online assessments, booked at a time that is suitable for them. These assessments are focused on the professional knowledge expected of a Chartered Teacher, as defined in the Professional Principles included later in this guide.

Core assessments:

Written and oral exam: Participants will complete a written and oral exam covering your knowledge of your subject or specialist area and pedagogical approaches within your subject or specialism.

Simulated scenario / OSTE (Objective Structured Teaching Exercise): Participants will engage in an observed simulated scenario, similar to the OSCE model in the medical profession, to demonstrate your knowledge of effective pedagogical approaches.

Multiple choice questionnaire: Participants in the programme will complete an online multiple choice questionnaire around the theme of assessment, where you will demonstrate your knowledge of assessment principles, such as validity and reliability.

Support and training:

Within this unit you will be given support and training through the following:

• Exemplar materials and sample papers

• Recommended readings

• ‘Assessment’ online activities including a primer and expert webinars.