Developing Teachers for Excellence - Margaret Alcorn

Phase 4 - Innovating and creating

In Phase 4, teachers become leaders for learning. They assume responsibility for driving forward change and developing colleagues. They are confident in assessing the impact of new approaches and they support innovation in others. They begin to draw linkages between different aspects of their development and develop new insights. These are regularly shared with others. They understand the importance of seeking and considering a wide range of evidence in taking decisions. Teachers in Phase 4 should be encouraged to consider becoming chartered teachers and/or to begin to undertake programmes of leadership development.

School leaders should aim to identify teachers who are moving into this phase of CPD, and use their skills and knowledge to build capacity within the school. Teachers in this phase, for example, would make excellent mentors and/or coaches for less experienced colleagues, with appropriate training.

PRD interviews with teachers in Phase 4 of their CPD should focus on the excellence of their practice and the contribution they are making to the development of a learning culture within the school. School leaders should encourage Phase 4 teachers to consider leading developments within their school and authority or to engage in chartered teacher or leadership development, by clearly articulating their potential and current levels of commitment. CPD might include university courses, leading/membership of school and authority committees and working groups, developing CPD for colleagues, coaching and mentoring development, etc.