The development of accomplished teaching

In efforts to raise pupil attainment, the question of teacher quality has become a key policy concern (Schleicher 2011). This chapter uses Scottish education as a case study to consider issues related professional learning and the development of accomplished teaching. Policy on teacher professional development in Scotland since 1997 is examined, particularly the Chartered Teacher Scheme, to highlight some of the issues in developing and sustaining high level teaching over a teaching career. The chapter then considers the concept of expertise and explores how such ideas can inform models of professional learning for teachers