Integrating insights from the multi-tiered systems of support to enrich the Chartered College of Teaching’s professional framework

AFSAN REDWAN, LEARNING EXCELLENCE COACH AND TEACHER EDUCATOR, THE BEDFORD COLLEGE GROUP, UK Reflecting on Inclusive Education for the 21st Century: Theory, Policy, and Practice (Graham, 2024), it became evident that while the Chartered College of Teaching’s (CCT) (2024) professional framework serves as a valuable guide for teacher professionalism, it does not fully encompass the unique needs and strengths of SEND (special educational needs and disabilities) educators. As a partially sighted teacher, the triangulation of my life experience, the experience of teaching students with SEND, and reviewing evidence-based research led me to seek ways in which to bridge this gap. While primarily focused on student support, my reflections on the multi-tiered systems of support (MTSS) framework offer valuable insights that can enhance the professional identity markers within the Chartered College’s framework. This article aims to explore how MTSS can be integrated into the Chartered College