Dear colleagues
Regarding the issue of Chartered status, it seems to
me that its ‘in the name’, so CILIP would be correct
in addressing this issue as a matter of priority. I
have found myself agreeing with points in all the
correspondence so far.
Does professional recognition follow from achieving
this status? In itself Chartership does not mean much
unless those who achieve it are recognised for
professional practice within the organisations they
work for. If Chartered status is less relevant in some
sectors of our profession then doesn’t that warrant
considerable attention from CILIP? If Chartered
professionals are not valued above non Chartered
professionals, then doesn’t that negate the need for
many potential members to belong to a Chartered
Institute.
As with Ruth, when I do apply for Chartered status it
will be for my own sense of achievement.
The wider issue of progression from graduation also
concerns me as Nicola Healy mentioned. Its
interesting to link this to the point about the much
debated deficit in potential managers for our
profession. It seems to me that schools have a tried
and tested route to groom management material,
starting out with classroom teacher to deputy head of
year, head of year and so on. Should the chartership
process have more in common with this approach?
Whilst we can aim to become Fellows, beyond
chartership it all starts to feel less tangible.
Should that be the case or is it just that I haven't
looked into it? What recognition is there for an
individual who is mid-career (beyond MCLIP), but who
would like to have their ‘advanced’ skills and
knowledge recognised. The nearest I can get to in my
mind is the advanced skills teacher. Someone who is
recognised for a higher level of practice (but
ongoing, rather than this notion of ‘outstanding’ that
is required for Fellowship).
Finally, there are resigned grumblings in the teaching
profession in relation to their ‘threshold’
applications (in effect a self written report on
performance, submitted with approval from the head
teacher). For teachers, there is the incentive of
going onto an enhanced scale meaning more money for
those that do so. In our case, as Ruth said, pay
ceilings seem to be the preserve of the public library
and academic sectors and have not been so readily
taken up in others. I think CILIP should continue to
focus on the issue of pay, related to position and
would like to say that I was please to see their
guidelines for school librarians that appeared in
Library + Information Appointments recently.
Justine Hunt
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Justine Hunt BA(Hons)CertEd MA(LIS)
Learning Resources Manager
Herne Bay High School
Bullockstone Road, CT6 7NS
01227 361221
e-mail: [log in to unmask]
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