Annual Conference 20 June 2007

1. Annual Conference20 June 2007 Celia HoylesDirector

2. TheNational Centre for Excellence in the Teaching of Mathematics: next steps Professor Celia Hoyles Chief Adviser for Mathematics Director, NCETM

3. NCETM: the vision • 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 • to 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

4. 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.

5. what a team! evaluation of a session 100% positive session comments The 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.

6. ambitious target for A level entries Prov Government support for Mathematics supported 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

7. 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

8. 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

9. but challenges remain the newest guy on the block hard to identify clear & authentic measures for short, medium & long term progress we are on track to clarify the visionbroaden our impactenhance our visibilityevolve the community

11. Boundaries to cross principals & colleges heads & schools heads of maths lead teachers ASTs teachers of mathematics existing networks Strategies, SSAT, LAs DfES different parts (primary, sec, FE etc) maths groups HEIs. Strategies ACME maths associations STEM SLCs, SETNET, NCETM colleagues management, RCs portal groups

12. DfES different parts (primary, sec, FE etc) increasing uptake in mathematics at every level is a central Government objectiveand teachers are the key mathematics has a voice ACME, Adrian Smith, and mathematics societies ........ and me we need DfES to continue to support us in fostering mathematics champions

13. maths groups HEIs. Strategies ACME maths associations existing networks Strategies, SSAT, LAs must secure, develop & prioritise the supply of subject-specific CPD • promote & enhance national initiatives • Improving Learning in Mathematics • Further Mathematics Network • STEM • 30-hour subject-specific CPD requirement for FE teachers • Bowland mathematics • HLTAs

14. Bowland Mathematics Initiative for Key Stage 3 funded 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

16. ‘cold’ trials 2 schools per case. Autumn term need volunteers! contact Bowland.MAILBOX@dfes.gsi.gov.uk

17. new national initiatives through NCETM e.g research grants & communities take a look at the portal 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?

18. principals & colleges heads & schools heads of maths lead teachers ASTs dominant CPD issue: time & dedicated funding little, if any, dedicated fundingwith priorities set by individual schools and colleges must incentivise demand for subject-specific CPD CPD for teachers of mathematics must enhance their mathematical experience & that & their students exploit other funding opportunities in regions ICT, Gifted & Talented....

19. 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

20. 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

22. The portal at present Communities and Blogs Portal Mathemapedia Resource case studies Professional standards CPD Directory News and events

23. 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

24. develop a personal journey Communities and Blogs Portfolio Personal learning space Mathemapedia Resource case studies research groups PD Opportunities News & events Professional self-assessment (individual & group)

25. risks & challenges • portal is new • still problems of access to ICT • aims & potential yet to be fully understood across all the boundaries help us to develop it

26. recall: consistent picture of trends in participation in mathematics • Interventions make a difference • CPD for teachers of mathematics makes a difference

27. 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.uk tell others about NCETM select boundaries to cross & cross them together principals & colleges heads & schools heads of maths lead teachers ASTs existing networks Strategies, SSAT, LAs DfES different parts (primary, sec, FE etc) maths groups HEIs. Strategies ACME maths associations STEM SLCs, SETNET, NCETM colleagues management, RCs portal groups