NCETM Standard for CPD

1. NCETM Standard for CPD Stuart Naylor Millgate House Education London May 2011 Millgate House Education

2. My intentions for this session • To provide some background on who we are, why we got involved, issues that we experience and how we gained from the process • To highlight some ways in which our practice may be of interest to you • To give you an opportunity to think and talk about issues that may be relevant to your organisation Millgate House Education

3. Who are we? Independent company with a small team who: • have a background in primary and secondary teaching, ITT and research • provide courses for schools, LAs, etc • run national CPD programmes around our own research projects and produce resources • contribute to local, national and international conferences • organise our own conferences • offer consultancy for schools, LA,s, etc Millgate House Education

4. Why did we get involved? Might be good for business Curiosity Networking Didn’t want to be left out Might be good professionally Millgate House Education

5. The team’s response Millgate House Education

6. Publicity and expectations You have talked at length with the organiser, who has sent out publicity. All the details are clear in your contract. When you turn up to run the session it’s obvious that some teachers are expecting something different. What do you think are the implications in terms of meeting QM1? Millgate House Education

7. The distinctive nature of maths Many providers offer CPD in areas other than mathematics. Apart from mathematical knowledge, is mathematics CPD distinct and different from CPD in other areas? In what ways? Millgate House Education

8. Puzzling palindromes My friend told me that all 4-digit palindromes are divisible by 11. I didn’t think she was right. What do you think? Adapted from J Mason, L Burton & K Stacey (1985) Thinking mathematically Now create another problem about 5-digit palindromes. How easy was it to create another problem? Millgate House Education

9. Puzzling palindromes The purpose of this activity in the book is to illustrate mathematical thinking. For example, ‘being stuck is fine, as long as you look on it as an opportunity to learn’ (p4). It could also be used in CPD as an example of a suitable classroom activity. How important is it to offer teachers generalisable techniques and strategies? Is this what they expect from CPD? Millgate House Education

10. Challenge for teachers Teachers value CPD that is stimulating, enjoyable and challenging. Challenge in CPD is ‘not a comfortable experience for some teachers’ (RECME Report, NCETM, 2009: 3). How do you find that teachers respond when they are challenged? Meeting professional needs and meeting teachers’ expectations are not synonymous. Millgate House Education

11. Professional change ‘I never underestimate teachers’ skill in continuing to do what they consider works for them, and resisting that with which they do not wish to engage.’ (J Hattie, Visible Learning. 2009:215) How long does professional change typically take? Is professional change a realistic expectation from a short CPD intervention? Millgate House Education

12. Professional change Our experience of professional change is that it can be more likely when presented as minor and evolutionary rather than revolutionary. We find that teachers may be willing to try new strategies because they don’t require major investment or significant change. Their beliefs and values may then begin to change as a consequence of change in practice, not as a prerequisite. Millgate House Education

13. A Johari window

14. A modified Johari window

15. The focus for CPD What views of CPD do many teachers have? Do they have a transmissive view, where CPD is when the expert tells/shows them how to do things better? Do they have a reflective view, where CPD is when they explore other possible ways of doing things better? How do their views relate to the Johari window? Millgate House Education

16. A modified Johari window

17. Evaluation Teachers can sometimes be overloaded by evaluation arrangements. Who do you think are the main beneficiaries of evaluation? Who do you think should be the main beneficiaries of evaluation? Millgate House Education

18. What did we gain from the process? • Opportunity to reflect on our work with external criteria and not just our own • Discussion with other colleagues about what they do • Seeing how we fit into the bigger picture • Identifying targets for our quality assurance processes • Making sure we provide CPD that is relevant for, and valued by, teachers Millgate House Education

19. What have we modified? • More targeted specific publicity • More systematic communication in advance • More detail in contracts • Follow up evaluation with organisers – though they don’t always respond! • Evaluation feedback always checked and issues followed up • All of the team involved in QA • Separate out mathematics provision where appropriate to ensure Standard is met Millgate House Education

20. Contact details Stuart Naylor Millgate House Education stuart@millgatehouse.co.uk www.millgatehouse.co.uk 01270 764314 Millgate House Education