annual conference 20 june 2007 celia hoyles director
TRANSCRIPT
Annual Conference20 June 2007
Celia HoylesDirector
The National Centre for Excellence in the Teaching of Mathematics:
next steps
Professor Celia Hoyles
Chief Adviser for MathematicsDirector, NCETM
NCETM: the visionto develop a sustainable national infrastructure for subject-specific professional development of teachers of mathematics that will
• enable the mathematical potential of learners to be fully realised &
• raise status of the profession
to achieve this we need to promote a blend of CPD approaches that have been shown to be effective
be effective
convince key stakeholders of effectiveness
we have in place
expert team
powerful infrastructure to • identify needs• broker ways to fill gaps local & national• enhance participation & visibility of research
in professional development
an innovative portal for mathematics CPD that is evolving with your use
what a team!different strengths with the sum so
much greater than parts
with your new NCETM post - congratulations- I thought you'd like to know stuff about your regional team.
I was with X twice yesterday -----. X is a great teacher and leader. X was an excellent PGCE student and Head of Maths (a brilliant department in a 'tough' school). I was a sponsor for X at 'AST day'.
X seems to have met everyone in the region and people (not just me) say "and we ought to let X from NCETM know about this" when there is a local maths thing coming up.
what a team!
evaluation of a session100% positive
session commentsThe best staff development I have ever participated in. Real sharing going on – in the past I have only been to events that just told me about resources and these were ones I had already found out about myself. Never how to adapt and use.
Supportive day, brilliant presenters with examples of good practice. Good venue and refreshments. Thank you.
Government support for Mathematicssupported most of recommendations of Making Mathematics Count
recognises that mathematics is important - core skill, subject in its own right, needed in more & more subjects, & STEM
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A L
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ambitious target for A level entries
main findings from Inspectors in England
• quality of teaching is key factor in student achievement • effective teaching focuses on
• understanding underpinned by good subject knowledge• high expectations of students• asking probing questions• building on responses, identified and resolved misconceptions• encouraging collaboration • using assessment effectively to promote learning• drawing on good resources including ICT
• need to support teachers of mathematics
the role of NCETM
mathematics content knowledge
subject- specific pedagogy
embedding in practice+ +
Mathematics CPD
greatest impact on improving effectiveness of teaching and learning is CPD with all three components
CPD needs to be cumulative & sustained leading to appropriate recognition &/or accreditation
we are on track to
clarify the visionbroaden our impactenhance our visibilityevolve the community
but challenges remain
the newest guy on the block
hard to identify clear & authentic measures for short, medium & long term progress
Boundaries to cross
STEMSLCs, SETNET,
NCETM colleaguesmanagement, RCs
portal groups
heads & schoolsheads of maths lead teachers
ASTs
maths groupsHEIs. Strategies
ACMEmaths associations
principals & colleges
DfESdifferent parts
(primary, sec, FE etc)
existing networks Strategies, SSAT, LAs
teachers of mathematics
increasing uptake in mathematics at every level is a central Government objective
and teachers are the key
mathematics has a voice
ACME, Adrian Smith, and mathematics societies ........ and me
DfESdifferent parts
(primary, sec, FE etc)
we need DfES to continue to support us in fostering mathematics champions
maths groupsHEIs. Strategies
ACMEmaths associations
must secure, develop & prioritise the supply of subject-specific CPD
existing networks Strategies, SSAT, LAs
promote & enhance national initiativesImproving Learning in MathematicsFurther Mathematics NetworkSTEM30-hour subject-specific CPD requirement for FE teachers Bowland mathematicsHLTAs
Bowland Mathematics Initiative for Key Stage 3funded by Bowland Trust with additional support from DfES.
aims to develop thinking, reasoning & problem solving skills in KS3 pupils
23 case study problems with 15 developers - initially
each case study includes class room materials & supporting training materials
generic development package for the whole programme being developed
formal launch spring, 2008, with case studies available to schools 2008/9.
www.bowlandmaths.org.uk
Developer Region Title
Cimex Media LtdLondon
London Race Ace
SRI InternationalCalifornia, USA
LondonElectronic Game Design
Comparing Water Availability
EdexcelLondon
London Speed Cameras
Shell CentreUniversity of Nottingham
East Midlands
Reducing road accidents
How risky is life?
By Design GroupTamworth, Staffs
West Midlands
Olympic Dreams
Mountbatten SchoolRomsey
South East Sundials
RMOxford
South EastMystery tours
Explorer
Institute of EducationLondon
LondonRecord Producer
Highway Link design
HLTA Secondary Mathematics and Science initiative (£4.7 million 2007/8)
Denise
•Worked as a secondary TA supporting SEN for 3 years including some support in mathematics
• Has a GCSE in mathematics gained 15 years ago
• Wants to become an HLTA supporting mathematics
coordination with NCETM?
new national initiatives through NCETM
e.g research grants & communities
take a look at the portal
dominant CPD issue: time & dedicated funding
little, if any, dedicated funding with priorities set by individual schools and colleges
must incentivise demand for subject-specific CPDCPD for teachers of mathematics must enhance their mathematical experience & that & their students
principals & colleges heads & schoolsheads of maths lead teachers
ASTs
exploit other funding opportunities in regions ICT, Gifted & Talented....
Mathematics as core part of school/college agenda
• NCETM offer as key to performance management by subject leaders
• school improvement through mathematics CPD
• parents engaging in education through mathematics: the OCEAN project
risks & challenges
failure to make a mark• coordination has risk of invisibility!
lack of buy-in by key stakeholders• NCETM seen as competition by other providers
• provision not seen as valuable by teaching community
NCETM not seen to be effective by DfES
portal not serve as boundary object between teachers & NCETM offer
The portal at present
Mathemapedia
Communities and Blogs
Resourcecase studies
CPD DirectoryNews and events
Professional standards
Portal
portal must• support & shape CPD provision• have the functionality & interactivity demanded by teachers, schools, regions
by engagement, teachers will develop • ownership of portal • create opportunities for new networks• plan their own personal learning space
develop a personal journey
Mathemapedia
Communities and Blogs
Resourcecase studies
research groups
PD OpportunitiesNews & events
Professional self-assessment (individual & group)
PortfolioPersonal learning space
risks & challengesportal is new
• still problems of access to ICT
• aims & potential yet to be fully understood across all the boundaries
help us to develop it
recall: consistent picture of trends in participation in mathematics
Interventions make a difference
CPD for teachers of mathematics makes a difference
select boundaries to cross & cross them together
STEMSLCs, SETNET,
NCETM colleaguesmanagement, RCs
portal groups
heads & schoolsheads of maths lead teachers
ASTs
maths groupsHEIs. Strategies
ACMEmaths associations
principals & colleges
DfESdifferent parts
(primary, sec, FE etc)
existing networks Strategies, SSAT, LAs
My efforts will be to
build on all the work to date
agree priorities for future
share & promote the vision by working across all the boundaries
exploit new opportunities
every will want to join the club register www.ncetm.org.uktell others about NCETM