It is now a global phenomenon that most education systems have recognised a significant problem in seeking to keep the best teachers in the classroom where they make the biggest difference to students’ lives. There are two major issues. Many very good teachers either simply leave the profession, becoming worn down by constant externally imposed changes, or move out of the classroom to take on management roles. A range of countries are trying to tackle this challenge by creating an alternative career structure (Goodwyn, 2016) that provides recognition, status and reward and keeps the teachers working in their own classrooms but also helping to develop other teachers. These authorised teachers can be seen as special representatives of the profession, providing at least one strong voice based on being teachers with true expertise.