The Chartered College of Teaching, funded by the Charity of Sir Richard Whittington (part of the Mercers’ Charitable Foundation), is developing an online course for school leaders on Leading Equitable Schools scheduled for release in March 2023.

As part of the course content, we are looking to publish case studies across a range of settings, including early years, primary, secondary, special schools and alternative provision settings, in the following areas:


1. Principles for leading a diverse, inclusive school

What are the core principles required for leading a diverse and inclusive school?

What leadership styles have you used to successfully lead a diverse and inclusive school?

How have you developed increasing equity in your school?

How have you established and maintained your school’s ethos and values in regards to diversity and inclusion?

How have you examined the hidden curriculum in your school and its contribution towards becoming increasingly inclusive?


2. Engaging the school community

How does your school engage with parents (including PTAs and governing bodies) and/or other stakeholders (charities, religious organisations, family services etc) to increase inclusivity and embed diversity?

How does your school utilise the local community (geographically, resources and facilities etc) to increase inclusivity and embed/celebrate diversity?

How does your school contribute to creating an increasingly inclusive local community?


3. Leading diversification in the curriculum

How has your school diversified its curriculum to be increasingly inclusive?

How has your school diversified its curriculum to include wider representation of disabilities/SEND and neurodiversity/race and ethnicity/sex/gender and gender identity/sexual orientation/religious and spiritual beliefs/socioeconomic status/age/family life?

How have you managed curriculum changes with staff/parents/stakeholders to increase diversity and inclusion?

How have you ensured your curriculum is relevant and representative of your student body? Have you involved student voice?


4. Assessment and pedagogy for equity

How have you ensured that assessment/pedagogy in your school is equitable?

How have you managed access arrangements in your school to ensure assessment is equitable?

How have you managed multilingualism in regards to assessment/pedagogy in your school?


5. Supporting the recruitment, retention and progression of a diverse teaching staff

How has your school benefitted from an increasingly diverse teaching staff?

What barriers has your school addressed to increase the diversity of its teaching staff?

How has your school ensured the recruitment and retention of a diverse teaching staff?

How has your school ensured the progression of a diverse teaching staff (such as through professional development, mentoring, leadership structures etc)?


6. Policies and practices that promote and celebrate diversity

What policies and practices has your school implemented to promote and celebrate diversity (e.g. behaviour, homework, setting, school council, student voice etc)?

How has your school utilised assemblies/form times/visiting speakers to promote and celebrate diversity?

How has your school used social media/PR successfully to promote and celebrate diversity?

How has your school utilised resources/the school environment to promote and celebrate diversity?

How has your school created policies and practices related to use of language to promote and celebrate diversity?

How has your school better utilised data collection and analysis to promote and celebrate diversity?


In these modules we refer to ‘diversity’ in its broadest sense, this definition may help in considering your case study submission:

Diversity is the defining characteristics, beliefs and perspectives of an individual’s or a group’s identity and the differences between these. Embracing diversity means respecting and valuing everybody’s unique experiences, beliefs and contributions, strengthening our organisation by enabling us to learn from each other.


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

  • audio file (5-6 minutes)
  • video (5-6 minutes)
  • written form (750-1,500 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

Sunday 16th October: Submit your initial overview

Friday 28th October: If selected, you'll be asked to start working on your case study

Friday 2nd December: Deadline for submission

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 area:


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?


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. 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 10th October: Submit your initial overview by this date using the form below
Friday 14th October: If selected, you'll be asked to start working on your case study
Monday 31st 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 partnerships@chartered.college.


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 journal@chartered.college 

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 charteredteacher@chartered.college.

Chartered College of Teaching