The Chartered College of Teaching, funded by the Charity of Sir Richard Whittington (part of the Mercers’ Charitable Foundation), is developing an online learning module for school leaders on the theme of Refugee Education scheduled for release in November 2022.

While we already have a range of case studies and content for this module, we are looking for additional case studies across a range of settings including early years, primary, secondary, further education, special schools and alternative provision settings, in the following areas:

1. Safeguarding and wellbeing

How does your school ensure the safeguarding of students?

How does your school address challenges arising from a lack of information regarding refugee students joining your student body (e.g. unknown ages)?

How does your school ensure that student needs arising from trauma are identified and met?

How does your school address any potential challenges arising from prejudice?

How is your school working to build a supportive school culture?

2. Parental/Carer engagement

How does your school engage with the parents/carers of refugee students?

How does your school engage with parents/carers in a multilingual way?

3. Assessment and learning

How does your school assess the prior learning of refugee students?

How does your school ensure that refugee students can successfully complete statutory assessments and public examinations and gain qualifications?

How does your school ensure the learning and progression of refugee students?

We encourage the submission of case studies in a range of formats, including:

  • audio (5-6 minutes)
  • video (5-6 minutes)
  • written (750-1500 words)

Process and payment

We ask that you submit an overview of your case study in the first instance, using the form below. This overview should provide some details of your school and teaching context before describing how your case study will cover the points listed above for your chosen topic. We will then select case studies to take forward, ensuring that we have coverage of a range of settings, contexts and approaches. We are able to offer payment of £250 incl. VAT for submissions that are selected.

Key dates

Monday 19th September: Submit your initial overview by this date using the form below

Tuesday 27th September: If selected, you'll be asked to start working on your case study

Monday 24th October: Deadline for submission

We’re pleased to announce that registration is now open to become a Learning Partner, and you can register via this form.

Following registration, we will supply you with:

  • Key messages relating to Chartered Status
  • A Learning Partner logo and brochure to aid with messaging about your partnership with the College
  • Access to the Certificate in Evidence-Informed Practice (RRP £99) for the key contact

The marketing toolkit will contain content in the following areas:

  • What is Chartered Teacher Status
  • Chartered Status: What is changing and how to relay that information
  • What is a Learning Partner and what can you say in relation to CCT
  • What you can say about the assessments on our behalf

You will be able to review and agree to the Learning Partner T&Cs on the form, and an invoice will be sent to you for the one off £100 registration fee.

NB: you will need to designate a Learning Partner key contact who is a member of the Chartered College of Teaching, in order to have access to key documentation and materials.

From January 2022, candidates will be able to begin registration for Chartered Status, and Learning Partners will have access to a Learning Partner hub including:

  • Assessments and supporting materials
  • Online training and handbooks for candidates and learning partners

If you have any questions, please don’t hesitate to get in touch with us at

Are you interested in reviewing articles for Impact

Impact is the practitioner journal of the Chartered College of Teaching. It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators. 

Each issue is peer-reviewed, helping us to ensure that articles are original, methodologically rigorous and relevant for teachers. The purpose of the review process is to provide constructive feedback to support authors in developing their articles.

We welcome the views of both researchers and teachers with experience and knowledge across the wide range of themes covered in each issue. Peer reviewers are asked to critically assess the quality, clarity and relevance of articles for a teacher audience. We provide guidance for our peer reviewers, so prior experience of reviewing is not necessary.

Impact is published termly, and we are usually most in need of reviewers in November/December, March and June. 

If you would like to be added to our reviewer database, please complete the form below and we will get in touch with you with relevant articles in due course. If you have any questions or problems with accessing the form, please email 

It has now been almost three years since you graduated as a member of our pilot cohort of Chartered Teachers. As you are aware, Chartered Teachers are required to undertake reaccreditation every three years. The purpose of this reaccreditation is to ensure that all Chartered Teachers continue to uphold the highest standards, as outlined in the Chartered Teacher Professional Principles.

To be reaccredited as a Chartered Teacher, you will need to demonstrate that since you were awarded Chartered Status, you have:

  1. shown an ongoing commitment to engaging in relevant professional learning to ensure you maintain up-to-date professional knowledge
  2. shown collegiality and contributed to knowledge and practice in the profession
  3. have continued to demonstrate the high standards of professionalism that would be expected of a Chartered Teacher.

It is also a requirement that you continue to hold full membership of the Chartered College of Teaching.

You will be asked to evidence that you have met these requirements through the submission of a reaccreditation portfolio, which includes:

  1. A written reflection: In your written reflection you are asked to reflect on your professional learning in relation to a key area of your professional knowledge (600-800 words)
  2. Evidence of contribution to the profession: Written evidence that demonstrates how you have contributed to knowledge and practice within the profession
  3. Headteacher statement: As part of the reaccreditation process your Headteacher will be asked to provide a short statement confirming that you have continued to demonstrate the high standards of professionalism expected of a Chartered Teacher.

We're pleased to offer a means by which organisations can offer credits towards Chartered Status for teachers and leaders undergoing CPD/study with them.

Recognition of Prior Certified Learning (RPCL) exempts candidates from assessment units on the Chartered Status route, up to a total of 30 credits.

Information on Chartered Status for organisations supporting candidates is available here.

Please make sure you have read this carefully before submitting your application.

Summary of fee information

There is a non-refundable fee, usually £500, for initial assessment of your application for RPCL-designation for your programme or qualification, then a fee of £200 each subsequent year to cover the administration and checks involved.

If your application for RPCL is not accepted, you will receive credit to the value of the fee paid that can be used towards future applications for RPCL designation for other programmes or qualifications you may offer.

If your programme or qualification changes substantially, you will need to resubmit for initial assessment again and pay the relevant fee. 

Please note that in exceptional cases, where such a fee would materially prevent the programme from being submitted for RPCL designation because of the scale of the programme for example, the fee for initial assessment and ongoing registration may be reduced or waived; please contact us to discuss this.

If you have any questions, please email

Chartered College of Teaching