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 

For the Spring 2023 issue of Impact, we are seeking papers on the theme of teacher effectiveness and teacher development. This issue will feature a guest editorial by Professor Beng Huat See.

Topics can include, but are not limited to:

  • Improving learning and wider outcomes for children and young people through effective professional development across all phases and settings, including special schools, alternative provision, early childhood education, primary, secondary and further education
  • Factors affecting teacher research engagement, including the role of organisational cultures
  • Approaches to evaluating effective teaching
  • Factors affecting the impact of CPD on children’s and young people’s outcomes, including, for example, organisational culture, teacher job satisfaction and teacher effectiveness
  • Teacher recruitment, retention and progression
  • Approaches to promoting equity and diversity in career progression and school leadership
  • Supporting and developing early career teachers and continued career progression
  • Continuing professional development, including approaches to mentoring and coaching
  • Practitioner learning in early childhood education settings
  • The advancement of effective digital practice in teacher CPD, including online and blended learning

Article types include:

Research: Summaries of current original research (including practitioner research) with their implications for pedagogy (2,000 words)

Perspectives: Pieces offering a clear, balanced, research-informed review or critique of a particular topic within the issue theme (2,000 words)

Case studies: Detailed studies of single settings or occurrences with clearly defined boundaries, such as a pedagogical intervention, an assessment initiative or an approach to CPD in a particular context (1,500 words)

Reflections: Teachers discussing how a specific piece or area of research has informed their practice. (1,000 words)

Author deadlines:

Abstract submissions deadline: Thursday 7 July

Notifications of accepted proposals sent to authors: Thursday 14 July

Full drafts submitted: Tuesday 13 September


If you wish to submit to this issue, please complete the relevant section of this form with a 150-250-word abstract, specifying which article type you intend to write.

The Chartered College of Teaching is committed to furthering equality, diversity and inclusion across our organisation, and we seek to promote a range of voices in Impact and all our content to ensure that our work is fully representative of the teaching profession. We encourage authors with protected characteristics, particularly relating to race, religion or belief, disability and sexual orientation, as we know that these areas are underrepresented in our content. We welcome submissions from all prospective authors, across the full range of phases and settings, including early career teachers.

Please be aware that to the increased number of submissions we receive, we are now having to limit the number of submissions we are able to take forward. Typically we will only be able to take forward 60 articles per issue for peer review and subsequent inclusion in the print or online edition.

Please add notifications@email.submittable.com to your list of contacts to ensure that you receive updates on your submission. 

If you are from a commercial organisation, please contact the publishing team prior to submitting: journal@chartered.college 

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