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Professor Celia Hoyles Director

Professor Celia Hoyles Director. NCETM: International Research Conference. Transforming mathematics teaching through CPD: an international perspective. Bristol, 25 th March 2009. O ur mission. The NCETM aims to meet the professional aspirations and needs of all teachers of mathematics

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Professor Celia Hoyles Director

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  1. Professor Celia Hoyles Director NCETM: International Research Conference Transforming mathematics teaching through CPD: an international perspective Bristol, 25th March 2009

  2. Our mission • The NCETM aims to • meet the professional aspirations and needs of all teachers of mathematics • realise the potential of learners • Mechanism • lead & coordinate a sustainable national infrastructure for mathematics-specific continuing professional development • face to face events & portal www.ncetm.org.uk

  3. Our objectives • to stimulate wider demand for mathematics-specific CPD • to lead & improve the coordination, accessibility and availability of mathematics-specific CPD • to enable teachers to identify and access high quality CPD that will best meet their needs and aspirations

  4. Stimulating demand • How are we doing? • Latest portal statistics • nearly 23,000 users • including 9000 secondary teachers (3367 schools) • including 7275 primary teachers • (17,504 schools)

  5. Improving the NCETM portalwww.ncetm.org.ukusability review 2008 • Main message • content is excellent but need to improve user experience and access • Key points • Text size • Screen width • Navigation • Homepages

  6. Teacher enquiry projects • 81 projects funded to date • Knowledge exchange today

  7. Improving the NCETM portal • Self evaluation tools • mathematical content • mathematical pedagogy • embedding in practice • A reminder

  8. Self-Evaluation:Mathematics Content Knowledge (KS2) meaning of a fraction? example?

  9. Self-Evaluation: Next steps • After self- evaluation you are shown a measure of your confidence in each area • Next Steps suggested • portal links • external links

  10. Self Evaluation Tool Launched November 2007 3 218 users actively engaging with SET tool • Ongoing work • content revision with examples added • new ‘intelligent’ next steps sections

  11. Self-Evaluation: customising Next Steps ..... • working with Secondary & Primary Strategies to add customised Next Steps stream • Now • need to assess impact & find out more about how SET are used (departments, individuals, groups)

  12. Mathemapedia is a wiki for Mathematics Education which is intended for all those involved in mathematics teaching and learning across all phases in the full range of settings.

  13. Mathemapedia • The graph shows total number of entries & content hits for Mathemapedia. • End Feb 2009 394 Mathemapedia entries on the portal • total of 384 327 hits since June 2006.

  14. volley ball not Pin Pong key moments in a maths lesson what happens if?

  15. Stimulating demand: events • National events • Events for school/college leaders • Influential Mathematics Teacher (IMT) meetings….

  16. Report ‘Developing Mathematics in London Secondary Schools launched Jan 27th 2009 in central London 85 people, including senior leadership from 50 London Secondary Schools. Guest speakers included Sir Peter Williams, Jane Jones HMI, Delia Smith and Aishling Ryan from St Angela’s Ursuline School in Newham, and Minister for London Schools, Sarah McCarthy-Fry MP. Mathematics in London – Celebrating Success and taking on the challenge Rolling out nationally Extending to primary Excellence in Mathematics leadership EiML April 2009 The Headteachers Microsite can be found at www.ncetm.org.uk/londonheadteachers

  17. IMT events throughout the regions • over 500 teachers engaged in March • very positive feedback

  18. Quotes • Keep it coming – I leave enthused and buzzing about Maths, my work, networks, and that we’re all working together. Thank you so very much • I feel this event has enabled me to understand the importance of networking and shall work even closer with maths co-ordinator to try to form a local network • I've learnt loads of stuff - I'm going to try it all and cascade to the rest of department.  •  Fantastic opportunity for other primary teachers… let’s get them all involved! I’m going to take the brave step and talk to Y6/Y7 colleagues about a transition network Could be longer? Perhaps over a weekend?

  19. Improving coordination: our collaborative work • Princes Teaching Institute • 40 subject leaders enrolled in summer school (June 29- July 1) • NCETM will host an on line community • Teachers’ TV • Excellence in Mathematics Leadership EiML • tagging their CPD videos in Next Steps • Bowland Mathematics: the NCETM will organise • 5 twilight sessions (summer) to be • followed by 5 funded projects • tagging materials in Next Steps

  20. More collaborative work • Further Mathematics Network • Gifted & Talented April 28th with NSLC • Institute of Mathematics & its Applications IMA • our national conference in Dec • Chartered Mathematics teacher status • Advisory Committee on Mathematics Education (ACME): conference March 3 I plug myself into it (the NCETM) to recharge Ronnie George Head of maths, Brighton, Hove and Sussex Sixth Form College, ACME Conference 3 March 2009-03-04

  21. NCETM Publications • Mathematics Matters (2008)

  22. Researching Effective CPD in Mathematics Education

  23. Dr Els de Geest • Research Director of RECME project

  24. Researching Effective CPD in Mathematics Education (RECME) project: SomeFindings Els De Geest, Jenni Back, Christine Hirst, Marie Joubert,Ros Sutherland

  25. What the RECME project is about, and its approach What is in the report Some of the findings What is in the two workshops we are running today In the next 15 minutes I will talk briefly about…

  26. For writing short leaflet for teachers engaged in cpd, and teachers not engaged in cpd What would appeal? Your ideas welcome…

  27. Finding out what is effective CPD what are the factors of effective CPD in mathematics education in England The philosophical underpinning of this project is the co-constructing of meaning with the wider mathematics education world. The RECME Project is about…

  28. From 30 ongoing CPD initiatives in England Rich an varied data – quantitative and qualitative: launch event, observation of ‘meetings’, online questionnaire, follow- up with 2 teachers per initiative (classroom observation and teacher interview), summer residential, case studies, further questionnaire to organisers of the initiatives Research team of 5 researchers and advised by the Research Advisory Group of the NCETM The data we collected…

  29. Executive summary Recommendations Details on our findings, with descriptions of how we came to these findings and lots of illustrative examples Six case studies with details of the initiative, and how two teachers experienced this same PD Nice pictures What is in the report

  30. Some of the findings…

  31. Thirty different ‘effective’ initiatives provided a range of different opportunities for teachers to develop professionally. These included: Doing mathematics, attending to students’ conceptions/learning in mathematics, ways of teaching mathematics, thinking about using ICT in the teaching and learning of mathematics, reading research, getting information about current developments,… Implications: There is not a one-model-fits-all approach to effective CPD. Different CPD initiatives provide different learning opportunities. Teachers should have the opportunity to engage in different kinds of CPD at appropriate times in their career. Opportunities

  32. Leadership of the CPD was identified by teachers as of key importance Leaders … Could be knowledgeable about current practice, Could initiate and sustain the CPD initiative, Could be influential in the planning and the direction the CPD took Were committed to the CPD Implications: leadership in CPD is important. Existing leaders of CPD should be supported and future leaders nurtured Leadership

  33. Teachers reported that ‘time’ was an important factor in explaining why their CPD was effective. Importantly, it seems that time away from the classroom is valued by the teachers - particularly time to stand back from their everyday practice and reflect on the teaching and learning of mathematics. Examples: ‘time’ in CPD meeting supply money for ‘time’ away from the classroom Implications: plan for time Time

  34. Teachers reported that they thought their CPD was effective because they were stimulated or challenged by it. This seemed to increase their enjoyment. Example: “This project is high level. I am thinking, talking at a much higher level and things are thrown in that challenge this high level thinking. This is what I call ‘fun’: the thinking of how you can make it work, the fitting things together.” Implications: do not dumb CPD activities down. Consider the support needed for teachers to manage and enjoy stimulating and challenging activities. Stimulation, challenge and enjoyment

  35. Opportunities to network were highly valued, both incidental and formal. Networking gives access to a wider range of views and ideas, to meeting ‘like minded people’ and to mutual support. “It is effective because we are all practising teachers who are coming together to talk about real dilemmas we are faced with and to come up with ways of solving these together”. Implications: Offer opportunities for networking – in physical sense or virtual. Networking

  36. Changing practice and embedding such change is not always easy. Examples of support: ‘permission’ to change or to try ideas out Collegial support from within and outside their own institutions Opportunities to engage with literature about the intended change Having cycles of trying out new approaches in the classroom, reflecting, discussing, developing and trying again were central to many CPD initiatives. Implications: think carefully about what is the intended change, and what support could be required? Supporting change

  37. Effective CPD appeared to increase teachers’ passion and energy to keep going, to keep working on professional development, to keep trying out ideas in their teaching practice, even with other pressures of work or life. “I'm alive again as a teacher. I'm enjoying working with young people (I always have), but now I'm enjoying freshness, change, the intellectual challenge of engaging with newness and uncertainty”. Implications: feeling energized to keep going, and to keep developing professionally is important. Working on, and being aware of triggers of passion-energy could be helpful. Increased passion and energy

  38. Working on and talking about what is evidence of student learning of mathematics is not easy. Changes in student learning was seen as evidence for the effectiveness of the CPD by teachers and for justification of sustained changes in practice. Teachers frequently talked about improved student attitudes, behaviour and involvement when asked about student learning Implications: plan for space and opportunities to analyse the ways in which students make sense of mathematics Student learning and changes in ways of working

  39. Using research in CPD can offer teachers effective means to to become aware of different perspectives about teaching and learning to engage in deep thinking to gain confidence about own thinking …. “It has stimulated my own thoughts re practice and introduced me to academic research I might not otherwise have accessed. It has stimulated thinking and debate amongst us three participants” Implications: Recognise and use the wide-ranging ways in which research impacts on CPD and is valued by practitioners. Benefits from research

  40. Two workshops, both unpacking ideas that are mentioned in this presentation Illustrations come from the participation in these workshops by teachers that were involved in RECME Time and opportunities for questions from and discussion with the audience What happens in our workshops today…

  41. Any questions? Please ask anyone from the RECME research teamThank you

  42. Professional Development for teachers in the primary phase Professor Dr Jan van Maanen, FLSME

  43. Workshop Session 1: 11.45 – 12.45 1a: Professional development and student learning, NCETM RECME BRISTOL 1 1b: Understanding processes of professional change, NCETM RECME ROME 2 1c: NCETM-funded Grant BRISTOL 2 1d: Learning Study ROME 1

  44. Workshop Session 1: 11.45 – 12.45 1e: In-service education for and with teachers ROME 3 1f: The Professional Enquiry Project BRUSSELS ROOM 1g: Establishing a professional development network with an open-source dynamic mathematics software MADRID SUITE 1h: NCETM-funded Grant Projects CONSERVATORY

  45. Knowledge Exchange Lunch BRISTOL SUITE

  46. Workshop Session 2: 14.15 – 15.15 2a: Professional development and student learning -NCETM RECME Project BRISTOL 1 2b: Understanding processes of professional change- NCETM RECME Project ROME 2 2c: NCETM-funded Grant Projects BRUSSELS ROOM 2d: Learning Study ROME 1

  47. Workshop Session 2: 14.15 – 15.15 2e: In-service education for and with teachers: Blended learning as a means to initiate teacher learning ROME 3 2f: Personal Professional Development Stories – ICME Ambassadors MADRID SUITE 2g: Realistic Mathematics Education in KS4 Classroom CONSERVATORY 2h: NCETM-funded Grant Projects BRISTOL 2

  48. Teacher Enquiry in Mathematics Education Professor Rosamund Sutherland, University of Bristol

  49. Why teacher enquiry? Teachers researching their own schools and classrooms have found it: • encourages practitioners to question, explore and develop their practice • to be a highly satisfying and energising professional activity • has become an integral part of continuing professional development • has brought new insights, new levels of understanding and new challenges • has enhanced the quality of learning and teaching. Handscomb & McBeath, 2008

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