Do you have knowledge, experience or expertise in decolonising and diversifying the curriculum?
The Chartered College of Teaching, with funding from Paul Hamlyn Foundation, is producing a short series of bitesize online courses to support teachers and leaders with decolonising and diversifying the curriculum. These online modules will build capacity and knowledge within the profession, supporting teachers and leaders to develop a broad, balanced and challenging curriculum that fosters a sense of belonging for all learners, deepens knowledge and develops reflection.
We’re looking for practising teachers and leaders to be part of a testing and feedback group who will engage with the module design and content prior to launch, providing us with feedback to help ensure the modules achieve their aims. If you have experience of decolonising and diversifying the curriculum then we’re keen to have you as part of this vital group.
Process and payment
Before you submit your details on this form, please ensure that you will be able to engage in the ways indicated and on the dates listed below. Each member of the feedback group will be paid £150 incl. VAT for 1 hour’s work, up to a total of 4 hours. There are a limited number of places available so we will be seeking to fill the group with a diverse mix of voices, experience and expertise. We will not be able to accommodate everyone who expresses an interest.
Please express your interest by 4pm GMT on Monday 15 November 2021.
Tuesday 30 November: If selected, you’ll be sent a summary of the content of each module and you’ll be asked some key questions. This feedback will be provided via a Google Form and will take no more than 1 hour of your time during the 1 week provided.
Monday 7 February: If selected, you’ll be given access to a draft version of the bitesize online modules. You’ll be asked to spend no more than 3 hours working through the content over a period of a fortnight and responding to key questions on content and experience prior to launch.
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:
- The latest draft detailed assessment guidance documents
- The Learning Partner logo and a marketing toolkit to aid with messaging about your partnership with the College
The marketing toolkit will contain content in the following areas:
- What is Chartered Teacher Status (CTeach)
- 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
- Access to the Certificate in Evidence-Informed Practice (RRP £99) for the key contact
If you have any questions, please don’t hesitate to get in touch with us at firstname.lastname@example.org.
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 email@example.com
If you have any questions about the programme or the application process please contact us at firstname.lastname@example.org and we will be more than happy to help you.