The McCrone report moved continuing professional development from the periphery to the centre of education. For the first time in Scotland, CPD was recognised as a key element which would play a prominent role in shaping the teaching profession for the 21st century.

The concept of the chartered teacher emerged as a direct consequence of this commitment, and the chartered teacher programme is now being developed.

Issues emerge which must be addressed, however, if an effective national CPD framework is to become a reality.

Recent research by Brian Boyd and myself at the University of Strathclyde examined inclusive education within the mainstream context. One fundamental issue which emerged was the importance of CPD. Teachers consistently gave this high priority and said it was an important prerequisite for effective inclusion. The researchers explored the theme of CPD and found some key points emerged which could have an impact upon the implementation of a national framework.

The proposed chartered teacher programme highlights the child-centred nature of education. Critical reflection and self-evaluation are prominent themes and this is to be highly commended as good professional practice.

Many teachers, however, will for varying reasons not apply for chartered teacher status but will still be expected to engage in some form of CPD.

There is still a tendency among secondary school teachers to view themselves first and foremost as subject specialists, and they are often less inclined to embrace a child-centred philosophy. Their experience of CPD to date has often been based on a traditional inservice model which has tended to reinforce the subject-centred philosophy. Critical reflection and self-evaluation have not necessarily been given the highest priority.

The Strathclyde researchers found evidence to suggest that at secondary level teachers acknowledged the need for CPD relating to cross-curricular issues but were often reluctant to undertake courses not clearly seen as relating directly to their subject.

We must ensure that we do not create a two-tier system where the professional development of teachers who will not attain chartered teacher status remains more narrowly focused within the traditional context of the subject-centred inservice model.

Raising attainment is high on the educational agenda at present and there is evidence that increasing numbers of secondary schools are responding by settingstreaming pupils. For many in education, this return to what is viewed as traditional practice is seen as a positive development.

The result, if not the intention, of this practice is to place young people on an academic hierarchy based on perceived ability. However, these developments do not necessarily fit the aims and objectives of the proposed national CPD framework, which focuses on the teachers’ ability to be creative and imaginative, to empathise with learners and give priority to social justice and equality.

These professional attributes are not necessarily compatible with the practice of settingstreaming, which is often linked to traditional class teaching and not to responding appropriately to pupil difference which is again highlighted in the new national CPD framework.

The new community school initiative emphasises the need for all professionals to operate in an integrated fashion. The keynote is that young people’s needs will be addressed holistically by an integrated multi-disciplinary team with an emphasis upon equal inter-professional partnerships. Converting rhetoric into reality is not easy, however, and there are obstacles to be overcome.

One of these relates to continuing professional development. If the new community school is to be acknowledged as a positive step forward, then the issue of inter-professional CPD must receive higher priority. Opportunities must be provided for teachers, social workers, psychologists, health professionals and community education professionals to engage in shared CPD opportunities which take full account of differing professional perspectives and working contexts.

The national CPD framework does not yet appear to have addressed this issue. It will not be enough for teachers simply to undertake a CPD module on collaborative working. Theory must be modelled in practice and this will involve more radical inter-agency approaches where professionals undertake joint CPD and this becomes widely recognised as good practice.

The development of a national CPD framework is to be welcomed. The chartered teacher programme most certainly provides an effective blueprint for CPD. But there are still relevant issues which would benefit from further professional debate.

Paul Hamill is head of the department of educational support and guidance at the Faculty of Education in Strathclyde University