Mathematics Specialist Teacher Programme (MaST)

							Mathematics Specialist Teacher Programme (MaST)

Sir Peter Williams’ Review of Mathematics Teaching in Early Years Settings and
Primary Schools, June 2008, recommended that “There should be at least one
Mathematics Specialist in each primary school, in post within 10 years, with
deep mathematical subject and pedagogical knowledge”. In response to this
recommendation, and following a Pathfinder Programme, DCSF in partnership with
Local Authorities and a number of Higher Education providers have developed the
Mathematics Specialist Teacher Programme (MaST) for Primary Schools.

What is MaST?

The two-year Mathematics Specialist Teacher Programme will prepare teachers to
become a champion of mathematics and play a significant school improvement role
to strengthen the teaching and learning of mathematics within a school. It is a
masters-level programme which will enable teachers to:

      gain a deeper knowledge of mathematics in the primary curriculum,
      become a more skilled practitioner in the teaching of mathematics to primary-
       aged children,
      acquire the necessary skills to help colleagues to improve their mathematical
       knowledge and teaching.

The programme will be delivered through a partnership between schools, Local
Authorities and Higher Education Providers. It is important that each partner is
committed to the programme and plays their part in ensuring that it impacts positively
in the classroom and on all children’s learning of mathematics

What accreditation will I get for undertaking this programme?

All teachers successfully completing the programme will be granted Mathematics
Specialist Teacher status by the DCSF.

In addition, successful teachers will be awarded a Postgraduate Certificate in
Specialist Primary Mathematics by Edge Hill University which will be worth 60 CAT
points.

At the end of the two year programme teachers gaining the Edge Hill University
Postgraduate Certificate will have the opportunity to extend their studies and gain a
further 60 credits for a Postgraduate Diploma or a further 120 credits for an MA in
Education.

Who is MaST for?

The MaST Programme is for Primary School teachers who are committed to making
mathematics more attractive to children, colleagues and parents. The teacher may or
may not have a background in mathematics but will be prepared to develop the skills
necessary to become an ambassador for mathematics.

Why should the school and the teacher become involved in MaST?
It is the aim of the DSCF to involve all Local Authorities and schools in the MaST
programme over the next few years.

The programme offers primary school teachers an exciting opportunity to take a lead
role within the school and to make a difference to children’s futures. The Pathfinder
Programme generated an enthusiasm for teaching mathematics amongst all involved
and has already had an overwhelmingly positive impact in schools.

Teachers on the Programme will become better and more confident mathematicians,
more effective teachers of mathematics and skilled practitioners capable of providing
in-school professional development to colleagues.

In addition, the Programme will offer teachers the opportunity to network with
colleagues from within their Local Authority and beyond.

What will the time commitment be?

This is a two year programme. In each year the time commitment will be:-

      Five days of face-to-face contact with Edge Hill University in out-of-school
       hours. This will include a two-day residential session at either the beginning
       or end of the school summer vacation, and a further four Saturday sessions
       (30 hours in total)
      Six locally run half-day extended meetings with the Local Authority in school
       hours (18 hours)
      One half-day visit to the school by the partner representatives
      In-school classroom-focussed work in a teacher’s own classroom and work
       alongside colleagues in the school (66 hours)
      Self-supported study (93 hours)

What will teachers study?

There are three strands to the MaST Programme which will run alongside each other
throughout the two years. The strands will enable teachers to:

Deepen their subject knowledge of mathematics within the EYFS and primary
curriculum and into key stage 3

       The programme will give teachers a range of insights into teaching and
       learning primary mathematics. Personal engagement in problem solving and
       mathematical reasoning will give teachers a deeper understanding of the
       nature of maths and its connectivity through knowledge and skills transfer.
       They will develop their own mathematical skills and confidence.

Strengthen their subject-specific pedagogy and allow them to develop a wide
repertoire of teaching approaches

       Teachers will recognise the importance of developing a problem solving
       approach to mathematics and learn how to make informed decisions about
       the use of models and images and of other resources in teaching
       mathematics.

Develop coaching and mentoring skills in order to provide effective
professional development through classroom-based collaborative
professional activity

       Teachers will develop the collaborative, practice-transfer skills required to
       enable them to work with colleagues across the school to develop subject and
       pedagogical knowledge and to implement improvements in the teaching and
       learning of mathematics for all children in the school.

What types of assessment will there be?

Teachers will submit the following:

A Professional Learning Log
The emphasis of this Log will be to record evidence of improvement including
changes in thinking, informed by critical reflection and analysis across the two years.
The Log will focus on:
    a review of mathematical knowledge, skills and understanding and the
      personalised self-supportive study programme the teacher has undertaken as
      a result
    a developing understanding of pedagogy, and the growing repertoire of fit-for-
      purpose teaching approaches, with emerging evidence of how they can be
      used to strengthen and deepen children’s learning of maths
    development of the professional knowledge and interpersonal skills to mentor,
      coach and support colleagues in and out of the classroom.

A Subject knowledge submission
This will demonstrate:
    a sustained enquiry in an aspect of mathematics the teacher has identified as
       an area in which he/she needs to deepen knowledge, skills and
       understanding
    an in-school investigation or collaborative enquiry or lesson study.

These items of assessment will be used both for the purposes of Mathematics
Specialist Teacher status and award of the Postgraduate Certificate in Specialist
Primary Mathematics.

Are there any eligibility criteria?

The teachers selected to participate in the programme will demonstrate that they:

      Have a good range of classroom teaching skills when teaching mathematics
      Have taught mathematics to primary school children in two or more year
       groups
      Meet at least the minimum mathematics qualifications required, be a full-time
       qualified teacher in a primary school and be able to identify strengths and
       gaps in their knowledge of mathematics within the primary curriculum
      Have worked alongside teaching colleagues as part of a professional
       development activity, or engaged in some aspect of in-service provision or
       support to staff
      Be enthusiastic about and committed to developing the knowledge, skills and
       understanding needed to become a Mathematics Specialist teacher
      Be well placed to lead improvements in the teaching and learning of
       mathematics in their school and have a good working relationship with the
       school’s leadership team
      Be prepared to undertake personal, extended professional learning activities,
       maintain a Professional Learning Log and undertake professional
       development tasks that will involve them carrying out in-school support to
       colleagues
      Are prepared and able to attend the 6 local half-day extended meeting and
       the five HEI led days

The schools selected to participate in the programme will demonstrate that the
school leadership:

      Has a clear and strong commitment to improving the quality of learning and
       teaching of mathematics
      Gives priority in their improvement plan to the strengthening of mathematics
       provision and the raising of attainment across the school
      Recognises that the MaST programme is a school improvement activity with a
       focus on mathematics and is prepared to allocate resources to carry out
       improvements in mathematic over the two-year period their teacher is
       engaged in the MaST programme
      Is committed to the introduction of a Mathematics Specialist teacher in its
       school and understands that this represents a long-term commitment
      Will release the Mathematics Specialist teacher to attend the 6 half-termly
       extended afternoon meetings during each year of the programme and to
       undertake in-school professional development activities as set out in the
       programme
      Will provide support for the Mathematics Specialist teacher to engage in
       collaborative classroom-based CPD in the school

The National Centre for Excellence in the Teaching of Mathematics (NCETM) has
developed a self-assessment tool for primary teachers who are considering
becoming a Mathematics Specialist Teacher. This gives teachers an indication of
whether or not they would be suitable to undertake MaST. To access this tool go to
http://www.ncetm.org.uk/resources/21133 and click on the box with a tick in it on the
right-hand side of the page. Teachers will need to register on the site before
undertaking the assessment, but there are instructions on how to do this.

How do we become involved?

Schools interested in taking part in the MaST programme should contact their Local
Authority in the first instance.

Selection of suitable teachers will be undertaken by schools and the Local Authority.
Teachers must complete an Edge Hill Registration form (see Further Information)
which must be countersigned by the Head Teacher, Chair of the Board of Governors
and a representative from the Local Authority.

When does the Programme start?

Programmes will commence January 2010, September 2010 and September 2011.

Where will the Programme run?

Edge Hill University sessions - The first day of training and any residential sessions
will be held at Edge Hill University main campus, Ormskirk, West Lancashire.

Subsequent sessions will be held either at the Ormskirk campus or a central
Birmingham location.

Local half-day extended meetings – These sessions will be held at a venue within
your Local Authority.

Will there be funding?

Schools will receive a total of £1040 to cover the following:-

      supply cover for release of the teacher to attend local half-day meetings
      funding equivalent to 1 day per term to allow a teacher to undertake the in-
       school activity
      funding equivalent to half a day to release the teacher for the visit.

Teachers will receive an incentive payment of £3000.

Further Information

To express an interest in joining cohort 2 beginning in September 2010 please
contact Tim Moss tim.moss@staffordshire.gov.uk or Elizabeth Huggett
elizabeth.huggett@staffordshire.gov.uk