Steven Berryman has taught in the independent sector, state sector and specialist music schools for 20 years. After completing his PhD in composition at Cardiff University while full-time teaching, he became a director of music and held leadership roles in MATs. More recently, he was appointed vice-president of the National Society for Educators of Art and Design (2022–) and president of the Chartered College of Teaching (2022–24) and was part of the panel of experts for the refreshed NPME. This year Steven joined the music curriculum team at Oak National Academy, to work on composition units alongside his other work in schools and teacher training. He is also a visiting lecturer in Higher Education.
MP: Could you tell us a little about the Chartered College of Teaching and how you got involved?
SB: The Chartered College is the professional body for teaching, and now, more than ever, having a body representing the profession is essential. There has been a professional body for teaching in various forms for a long time, but the College launched in its present form in 2017. I joined its governing Council as a member and was later voted president. It's grown so quickly, and I'm proud of its status in the sector as a positive force for good. The Chartered Teacher programme is a unique accreditation offered to expert teachers.
I completed the leader and teacher routes, and the learning has enabled me to grow as an educator. Without it, I don't think I would have progressed to my current role. The College runs many exciting events, and its journal Impact helps connect colleagues through highlighting the connection between research and classroom practice.
MP: Do you think the College helps to fill a gap in teacher training?
SB: We're probably lucky to have so many routes into teaching but, conversely, this makes it a complicated ecology. There have been loads of discussions and lively debates about the nature of teacher training and what an Early Career Teacher needs in order to flourish. The College offers membership and opportunities to those new to the profession to engage with research. I think it fills a gap by wanting every teacher to be critical and confident with research and evidence, not a passenger. Our aim is for every teacher, teaching assistant and leader to be the best professional they can be, throughout their careers.
MP: Do you think music teachers sometimes neglect pedagogy as part of their CPD?
SB: It's tough to take time out of our day-to-day work, but we have lots of great networks, conferences and resources to support colleagues exploring new ideas and approaches. But with so many choices, it's perhaps even harder to engage sometimes. We're often being told how and what we should be teaching, which might reduce our confidence to make the right choices for us and our schools. However, it's essential music teachers can articulate their thinking and be able to engage with the conversations about pedagogy. They're not short on things to read, and it's a joy to see music teachers blogging and sharing their experiences on social media, since real-world insights are as valuable as journal articles.
MP: How do you juggle your many hats? What advice do you have for busy teachers?
SB: I probably juggle them better than I should! I thrive on the variety. Working on composition units at the moment for Oak National Academy gets my curriculum brain buzzing, which balances well with my work in schools and universities and being a trustee. There'll be times when we must send apologies, which I hate, and times when we realise we're doing too much. My advice is to bring your best self to everything you do and be as present as possible: if you're joining a Zoom and thinking about something else, then you're doing too much.
