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The NCETM: objectives 2009-2011

Supporting teaching & learning through subject-specific professional development for all teachers of mathematics Pete Hall Senior regional Coordinator. The NCETM: objectives 2009-2011.

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The NCETM: objectives 2009-2011

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  1. Supporting teaching & learning through subject-specific professional development for all teachers of mathematics Pete Hall Senior regional Coordinator

  2. The NCETM:objectives 2009-2011 • To stimulate demand for mathematics-specific CPD, contributing to the strengthening of the mathematical knowledge of teachers. • To lead and improve the coordination, accessibility and availability of mathematics-specific CPD. • To enable all teachers of mathematics to identify and access high quality CPD that will best meet their needs and aspirations.

  3. Secondary The NCETM: the national picture www.ncetm.org.uk

  4. Contacts with institutions Contacts to February 2011: Red 0, Amber 70, Green 82 Contacts to September 2009: Red 149, Amber 1, Green 0 Contacts to May 2010: Red 48, Amber 81, Green 23

  5. The NCETM: assessing the impact • Impact on pupils • "[The NCETM support was] one of the things that contributed to our grades going up so much. In the first year A*-C went up by 9%.... secondary teacher and AST • Impact on teachers • “The opportunity to develop our own CPD was a powerful tool that we all felt to be some of the most valuable CPD we had ever received” Primary school teacher • Impact on schools • [NCETM] has had a huge impact [in my school] … the confidence of the learners in school went through the roof and they absolutely loved their maths” • infant headteacher • Sheffield Hallam University June 2010

  6. The NCETM: assessing the impact Impact emanates from the distinctive approach of the NCETM, in particular a strong commitment to evidence-led teaching and learning and to locally-led changes in teaching and learning informed by high quality research

  7. The NCETM: self evaluation tools

  8. Self Evaluation Tools (SET) From the total number of teachers using the SET, this chart shows the proportion, from each phase, using the SET for content knowledge

  9. Self Evaluation Tools (SET) From the total number of teachers using the SET, this chart shows the proportion, from each phase, using the SET for pedagogy

  10. The NCETM: working for teachers

  11. The NCETM:teachers working with teachers Almost 300 reports from these projects, all searchable at www.ncetm.org.uk/enquiry/funded-projects/view-all

  12. = 50 teacher days The NCETM: teachers working with teachers

  13. The results of working with other teachers in a network

  14. The NCETM: teachers working with teachers • “NCETM funding was hugely valuable but the really big thing was that it meant we had a name for the project, we had status within the schools and we had a reason for meetings…and that was really good, really big and really important” • “I was surprised at how it welded my staff together doing this type of learning in this particular way, how it helped develop the ethos of the school, it sounds very dramatic but it did … really thinking together, sharing thoughts and ideas and reflecting together helped bind my staff together as a very strong team” • “People actually taking things they were not sure about, trying them in their class and coming back the next time saying that they couldn’t believe how much the children were talking about mathematics…and there was a lot of enthusiasm for getting children talking about mathematics … all of us got quite excited at some point” • Assessing the impact and sustainability of networks stimulated and supported by the NCETM” • The Institute of Education 2011

  15. The NCETM: teachers working with teachers • There was a clear sense of professional development and growth for the individual lead and co-ordinating teachers. • As far as many leads were concerned, participating teachers had also benefitted from the opportunity to move outside of their day-to-day working lives (albeit on a temporary basis) and reflect on their role as mathematics educators and the wider nature of mathematics education. • This sense of increased self-awareness and expansion of attitude was described by some teachers in terms of altered pedagogic practice, improvements in pupil motivation and abilities, and a general shift in the ‘ethos’ of some schools towards mathematics education. • Assessing the impact and sustainability of networks stimulated and supported by the NCETM • The Institute of Education 2011

  16. NCETM Microsites • One-to-one Teaching • Using ICT and Digital Technologies for Teaching Mathematics • Professional Learning Networks: learning better through learning together • The teacher as researcher / teaching as researching • New Departmental Workshops • Reports on TEFPs / MKNs and RPPs www.ncetm.org.uk/microsites

  17. NCETM: EiML www.ncetm.org.uk/eiml

  18. Any Questions?

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