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 

To be awarded Chartered Teacher Status, you will need to demonstrate that you: are currently a practising classroom teacher and have continued to demonstrate the high standards of professionalism that would be expected of a Chartered Teacher.

You will be asked to evidence that you have met these requirements through a Headteacher statement

As part of the awarding process, a satisfactory reference from the candidate's Headteacher, or a Senior Leader with delegated responsibility from the Headteacher will be required to confirm that the candidate has good professional standing, that they demonstrate the high standards of professionalism expected of a Chartered Teacher. In situations where the candidate is a Headteacher, the reference will need to be from a Chair of Governors or an Executive Headteacher, where relevant.

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

For the spring 2024 issue of Impact, we are seeking papers on the theme of connecting the dots between pedagogy, curriculum and culture. Topics can include, but are not limited to:

  • The interrelationships between pedagogy, curriculum and learning cultures
  • Joined-up approaches to organisational and learning cultures, across all phases and settings
  • Approaches to combining different evidence-informed teaching strategies at the classroom and curriculum level
  • Supporting early learning and the development of the whole child 
  • Effective strategies for deeper learning and approaches to organising learning
  • Approaches to early childhood education across all types of provision, including in private, voluntary and independent settings
  • Developing purpose, values and character and fostering lifelong learning
  • Communities of practice, collaboration and the dissemination of knowledge
  • Cross-curricular and cross-sector approaches to teaching and learning
  • Approaches to effective leadership 
  • Practitioner learning, motivation and self-efficacy at all career stages, including teaching assistants, early career teachers and all levels of leadership 
  • Parental engagement and the impact of the wider school community
  • Creating inclusive and responsive teaching and learning environments – in both specialist and mainstream settings.

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 13 July

Notifications of accepted proposals sent to authors: Tuesday 25 July

Full drafts submitted: Thursday 14 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. Due to the number of submission we receive, submissions are limited to one per author.

Please add 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: 

Chartered College of Teaching