Self Evaluation

Number of members using the Self-evaluation Tool

0500

1,0001,5002,0002,5003,0003,5004,0004,500

May-08

Jun-08

Jul-08

Aug-08

Sep-08

Oct-08

Nov-08

Dec-0

8

Jan-09

Feb-09

Mar-09

Apr-0

9

May-09

YTD

do try our SET tools

save the results

follow the Next Steps

and let us know how to improvenumbers engaging with SET increased to over 4000

Working in partnerships to customise Next Steps in SET

working with Secondary & Primary Strategies

and ….. EYFS, Teachers’ TV, Bowland Maths and …….

Highlights of 2008/09

What a difference a day makes

An open door to professional development

Changing practice through practising change

The NCETM near you

Commitment and success

RECME: Researching Effective CPD in Mathematics Education

provides advice based on evidence about CPD that is effective in informing teachers’ practice and students’ learning

www.ncetm.org.uk/recme

NCETM funded projects

● Awarded on basis of proposals from collaborative groups

● have to report on portal and at NCETM events with reporting supported by NCETM

● over 80 awards to date

● 15 awarded for 2009/10… more to come

Some reflectionsCould mathematics CPD change to one of interactive enquiry learning, rooted strongly in classroom practice, moving away from training delivery towards creative development projects? What a possibility!

This project really empowered a group of subject leaders to develop mathematical reasoning in their schools. As well as having an impact on the learners in their classes, they found it to be a highly effective vehicle for deep and lasting professional development

Being involved with the NCETM has broadened our collaborative work & inspired its development both at Primary and Secondary levels.

The NCETM has reinforced our determination to drive the development of our own CPD & this has had a really positive impact on our work as a specialist Mathematics and Computing School

Funded projects

The Teacher Enquiry Bulletins

Funded projects Impact

Changing the culture in mathematics lessons

Sarah Little

A glimpse at a project

The use of stories to stimulate problem solving in young children

Sue Rayner

What next ?more teacher enquiry funded projects

& Mathematics Knowledge Networks• Groups of teachers working together

• Starter packs available for each of the 9 themes that the NCETM has identified as priorities

• Funding available for networks that are willing to report on their progress and findings through the NCETM

• Applications for funding are open until 22nd June

• Networks will begin to meet during September

Highlights of 2008/09

What a difference a day makes

An open door to professional development

Changing practice through practising change

The NCETM near you

Commitment and success

Around the regions

Regional Communities for immediate and ongoing sharing & resources & regional funded projects

West Midlands: On line communities using video conferencing

London ‘Hands-on ICT conference

Yorkshire & Humberside: Inviting Johnny Depp into Mathematics

North East Business in the community

Cornwall post-16 community

The more I think about how this has changed me as a teacher, the more I think that it has to be developed further. 

In a recent observation of me a senior colleague said that at no stage in the lesson did I tell the students anything,

Before I thought ‘oh oh prepare for a telling off’, she qualified it with,  "the students had to develop all their own learning through the questions you asked". 

I am not sure that I would have got to that point had Lee not involved me in this project 2/3 years ago.  I have to say I think that this is the best comment that anyone has ever paid me about my teaching.

New NCETM structures to add to our support of schools & colleges

One advanced skills teachers (0.2) to be placed in each of 9 regions alongside 1.3 Regional Coordinators● 6 in place by July 1

33 NCETM ambassadors supported by bursary to school/college managed through regions will facilitate & take forward our national projects or extend our networks

e.g. Widening participation

Engaging with new teachers

CD for ITE

NCETM works with Higher Education Institutions (HEIs) across the country to support their work in initial teacher education & CPD

This has included production & distribution of a CD of resources and ideas for new teachers, distributed to all HEIs in collaboration with Subject AssociationsI will definitely use the NCETM website, and have taken on board advice given to me ……good to use and will find out more on.

New updated set of CDs to be distributed in September

The NCETM Standard

1. A single standard including quality indicators associated with NCETM’s three ‘strands’ of effective continuous professional development

 2. A workable registration and submission process

3. Achievement of the NCETM Standard for CPD by many of the providers in the pilot

4. Completion of the NCETM Standard is likely to ensure provider simultaneouslymeets TDA Code of Practice

Highlights of 2008/09

What a difference a day makes

An open door to professional development

Changing practice through practising change

The NCETM near you

Commitment and success

Commitment:Working in PartnershipsACME

JMC

Regional Mathematics Centre - East of England

Bowland Mathematics

National Science Learning Centre

DIUS now BiS

QCA

LSIS

National Strategies

STEMNET

STEM Centre

Williams & Rose reviews

Teachers TV

Prince’s Teaching Institute

Subject Associations

Mathematics in Education & Undustry MEI

DCSF

Nuffield Foundation

National Mathematics CPD Committee● The NCETM has been charged to set this up to take forward STEM

Action Programme 2

Aims● To identify national priorities for mathematics CPD

● To receive evidence on regional & local situations concerning the availability & quality of mathematics CPD

● To synthesise this information into a national picture to advise Ministers and the DCSF/DIUS (?) STEM High Level Strategy Group (HLSG)

Regional Advisory Committees Reporting into the National Committee