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 Inclusive Schools. Following an initial call for submissions in autumn 2022, we are opening a second call to further broaden and diversify the course content.

We are looking to commission case studies across a range of settings, including early years, primary, secondary, special schools and alternative provision settings, as well as in-depth articles examining the core principles of inclusive school leadership. 

Specifically, we are looking for content in the following areas: 


  • Working with governors towards a more inclusive approach to school leadership
  • Building and developing an inclusive and diverse staff team 
  • Recruiting, retaining and progressing a diverse teaching staff
  • Leading diversification within the curriculum to include wider representation of: race and ethnicity; sex, gender and gender identity; sexual orientation; disabilities and neurodiversity, and religious and spiritual beliefs
  • Developing staff expertise to effectively diversify the curriculum
  • Embedding equitable pedagogical practices
  • Addressing assessment bias
  • Relationships and leading an inclusive school culture
  • Challenging conscious/unconscious bias when working with parents, families and wider community 

Case studies

  • Working with governors towards a more inclusive approach to school leadership
  • Embedding inclusive recruitment practices 
  • Building and supporting a diverse wider staff team
  • Supporting career progression of teaching staff with protected characteristics
  • Leading diversification within the curriculum to include wider representation of: sex, gender and gender identity; disabilities and neurodiversity, and religious and spiritual beliefs
  • Embedding equitable pedagogical practices
  • Addressing barriers to effective parental engagement 
  • Supporting SEND students through effective engagement with parents and wider community
  • Case studies from small schools and religious schools, including those with a religious designation 
  • Case studies about embedding inclusive practice in Early Years settings

This course will support school leaders in developing knowledge of the core principles of inclusive school leadership. As such, we recognise the importance of developing module content with respect to diversity, equity and inclusion. We particularly welcome contributions from those with protected characteristics in order to build a course that amplifies the voices, experiences and insights of educators and leaders from underrepresented groups. 

Process and payment 

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) 

In-depth articles should be in written form, 2,000-3,000 words.

We ask that you submit an overview of your case study or article in the first instance, using the form below. This overview should provide some details of your school and teaching context before describing how your piece will cover your chosen topic. We will then select submissions 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 case study submissions that are selected, and £325 for longer articles.

Key dates

Friday 24 February: Submit your initial overview

Friday 3 March: If selected, you'll be asked to start working on your case study

Wednesday 29 March: Deadline for submission

Please note that we will review proposals regularly up until Friday 24 February, so we welcome early submissions and may close the form early if we receive a high number of proposals. 

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.

To be awarded Chartered Teacher Status, you will need to demonstrate that you:

  1. continue to meet the eligibility for Chartered Teacher Status and hold current full Membership (MCCT) or Fellowship (FCCT) of the Chartered College of Teaching;
  2. 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;

  1. A declaration of eligibility for Chartered Status and active Full Membership: Please note active membership is a requirement to remain recognised by us and to be able to continue using the postnominals 'CTeach'/appear on the Official Register of Chartered Teachers, once awarded.
  2. 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. Please note this should not be a middle leader. 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 autumn 2023 issue of Impact, we are seeking papers on the theme of effective pedagogy and applying research in practice. Topics can include, but are not limited to:

  • Understanding how the science of learning translates into everyday classroom practice, and recognising its limitations
  • Planning and teaching well-structured lessons – including, for example, approaches to scaffolding and modelling
  • Scaffolding learning in early childhood education
  • Play-based pedagogies and child development  
  • Developing metacognition and higher-order thinking 
  • Effective classroom dialogue and questioning techniques 
  • Responsive teaching, inclusive pedagogy and student equity 
  • Supporting students with special educational needs or disabilities 
  • Supporting students with English as an additional language, including refugees
  • Engaging parents and carers, governors, and the wider community
  • Marking and feedback policies in relation to teacher workload 
  • Teacher enquiry, critical reflection and the development of professional knowledge
  • Implementing effective pedagogical practice, including overcoming barriers to effective implementation

Article types include:
Research: Summaries of current original research (including practitioner research) with their implications for pedagogy (2,000 words)
Perspectives: Articles 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: Monday 6 March
Notifications of accepted proposals sent to authors: Thursday 16 March
Full drafts submitted: Wednesday 26 April

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 due to the increased number of submissions we receive, we 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 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