Chartered London Teacher Standards |
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Introduction
There are 12 CLT standards contained within the CLT areas of achievement for:
- Pedagogy and Pupil Learning
- Subject, Specialism and/or Phase Knowledge
- Whole School
- Diversity, Community and Cultures
| View the 12 CLT standards, including examples of activities and illustrations of topics for observation to meet them. |
The CLT standards are complementary to, but distinctive from, the Standards Framework. Teachers working towards CLT status will have QTS. By the time you are awarded CLT status, you should have already met Threshold Standards.
Although CLT status involves a high level of knowledge, expertise and skills in your teaching practice, it is not equivalent to the Advanced Skills Teacher (AST) standards. If at the time of your application for the award of CLT status, you have recently become an AST or are in the process of applying for AST status, you can also draw on evidence from your practice in your CLT application. (This is true generally: you can present evidence collected for other professional purposes, such as meeting the Threshold Standards or accredited professional development activities, in support of CLT status, and vice versa.)
Working towards CLT status should be integrated with your performance management objectives. You can demonstrate and extend your skills, knowledge and expertise for the CLT standards in a range of ways. You are especially encouraged to demonstrate and develop collegial approaches towards the CLT, involving collaboration and networking with a range of colleagues and partners in your school, across schools and professional networks and with parents, carers, families and communities. Research points to the benefits of collaborative professional development to support improvements in your teaching practice, including observing and reflecting on teaching and learning practices. Such observations can include:
- Peer observation of classroom practices in your own school
- Observations of pupils' experiences and progress within your classroom
- Observations from visits to other schools, educational facilities and community organizations
A whole-school approach to supporting working towards CLT status is encouraged, for example, through developing a whole-school strategy for peer observation and the use of INSET days to support visits to other schools and community facilities.
For ideas about other approaches to working towards achieving CLT status,
see TeacherNet's Career and Professional Development tool.
