The Mathematics Specialist Teacher Programme by p7h2i4

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									The Mathematics Specialist Teacher
          Programme




  Information and guidance to schools




        Cohort 2 September 2010




   The Mathematics Specialist Teacher Programme


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                Information and guidance to participating LAs

Context of the Mathematics Specialist Teacher Programme

Sir Peter Williams carried out an independent review of Mathematics Teaching in
Early Years Settings and Primary Schools. In his report, published in June 2008, Sir
Peter stated that: “a combination of deep subject knowledge and pedagogical skill is
required to promote effective learning” of mathematics. He acknowledges that
teachers and practitioners in primary schools or early years settings “are not, of
course, usually ‘Mathematics Specialists’ nor do they aspire to be.” (Page 7, para 2).

Later in the report, after discussing the nature and role of CPD leading to better
mathematics teaching, the report recommends that to improve mathematics teaching
in primary schools “There should be at least one Mathematics Specialist in each
primary school, in post within 10 years, with deep mathematical subject and
pedagogical knowledge, making appropriate arrangements for small and rural
schools.”

The Mathematics Specialist Teacher Programme will train Mathematics Specialists
Teachers, to:
    have deep mathematical subject and pedagogical knowledge that informs and
      is informed by their own practice through study, analysis and research;
    develop the collaborative, practice-transfer skills needed to work with
      colleagues across the school to develop their subject and pedagogical
      knowledge and to implement improvements in the teaching and learning of
      mathematics for all children in the school.

The longer-term vision is that networks of Mathematics Specialist Teachers will
champion the cause of mathematics locally, making the subject more attractive to
children, colleagues and parents. The local hubs will influence improvements
nationally with positive attitudes, high expectations, world-class mathematics
education and high standards for all. This is in line with ambitions set out in the
Schools White Paper: Your child, your schools our future.

The Mathematics Specialist Teacher Programme (MaST)

The Mathematics Specialist Teacher Programme is a two-year Masters-level
programme for primary teachers. This national Programme will involve every local
authority in England over the next few years. It is a partnership between the school,
LA and HEI provider. To be successful the Programme requires each partner to be
committed to the Programme and play their part in ensuring it impacts positively in
the classroom and on all children’s learning of mathematics. The HEI will provide the
materials for the Programme, undertake joint planning and delivery with the LA and
accredit teachers at the end of the Programme. The two-year Programme leads to
the award of 60 CAT points that can be used towards further study for a full Masters
degree.

Teachers who join the Programme will receive professional support and training and
engage in a blend of in-school and out-of-school activities. These include:

      Five days of face-to-face contact with the HEI provider out-of-school hours
      Six locally run half-day extended meetings
      Visits to the school by the LA representatives



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      In-school classroom-focused work in their own classrooms and work
       alongside colleagues in the school
      Self-supported study

This is a school improvement Programme with a focus on mathematics. The
Mathematics Specialist Teachers will extend their knowledge, skills and
understanding of mathematics and related pedagogy, and acquire the skills to
support others in strengthening the teaching and learning of mathematics. It is an
exciting opportunity for teachers to take a leading role in the school and to make a
difference in the classroom for all children in the school.

The main aims of the Mathematics Specialist Teacher Programme are to:

      Recruit teachers and deliver the Programme to ensure that they can carry out
       the role of Mathematics Specialist Teacher in primary schools, and provide
       every school (and its teachers) with access to such a teacher.

      Provide each potential Mathematics Specialist Teacher with a Masters-level
       Programme of training and professional support that is firmly based in
       improving classroom practices and provides them with the knowledge, skills
       and understanding to strengthen the learning and teaching of mathematics for
       all pupils in their school.

      Build additional mathematics capacity across the system so that primary
       schools have access to a mathematics champion who can be engaged in
       school improvement activities to strengthen the quality of mathematics
       provision, and narrow the gaps in attainment that currently exist by raising
       expectations in mathematics for all pupils.

In order to achieve this, the Mathematics Specialist Teacher Programme has the
following objectives:

      To develop the deep knowledge of mathematics (within the EYFS,
       primary curriculum and into KS3) of participating teachers to become
       Mathematics Specialist Teachers so that they understand how mathematics
       in the primary curriculum progresses and are confident in teaching key
       aspects of mathematics.

      To promote good understanding of a fit-for-purpose pedagogy that enables
       the Mathematics Specialist Teacher to draw on a wide repertoire of
       teaching approaches and to recognise how these support and direct
       children’s learning of mathematics.

      To develop the expertise needed by the Mathematics Specialist Teacher to
       work with colleagues in their school (and schools in the case of small schools)
       and provide effective professional development through classroom-
       based collaborative professional activity that reviews and enriches the
       teaching and learning of mathematics for all children.




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The diagram below shows the developmental structure of the Programme over the
two years.


   Development of the three core elements of the Mathematics Specialist Programme




    Mathematics subject knowledge – early
    focus will inform each of the two related
    elements (subject knowledge and
    pedagogy), sets expectations for ongoing
    self-sustained study and personal enquiry
    and exploration in mathematics


               Pedagogy – increased reflection and sharper analytical
               skills to assess, review and support children’s learning in
               mathematics, in own classroom and that of colleagues;
               increasingly informed by research evidence and analysis
               and development of shared practices

                             Working with colleagues – developing skills in mentoring
                             and coaching, increasing influence through work with
                             colleagues, leading classroom-focused CPD, working more
                             closely with senior leadership team to plan improvements in
                             mathematics, engaging parents, championing mathematics



                    Year 1                                           Year 2


Commitment of the school

Over the Programme the Mathematics Specialist will be expected to engage with
colleagues in their school in discussions and collaborative activity that is designed to
focus on improvements in mathematics provision in the school. In the initial stages
and during the first year, this engagement might involve work with individuals
explaining their role and sharing their learning. However, it is important that this in-
school activity is established early and the senior team in the school are properly
briefed about the role of the Mathematics Specialist during the training Programme.
The senior leaders of the school will be required to support the teacher and the
Programme’s intended outcomes

The Programme will develop the role of mathematics ‘champion’ in the primary
school. It is expected that the role of the Mathematics Specialist Teacher is set out in
the school’s development plans to improve the quality of provision and raise
attainment in mathematics and that they will receive support for this role from the
school’s senior leadership team. In their role the Mathematics Specialist Teacher will
work closely with colleagues to identify needs, and support and sustain professional
development opportunities in mathematics. In particular they will draw on the
evidence of how a lesson study approach that utilises collaborative, practice-transfer
strategies can make significant improvements to the teaching and learning of
mathematics. Ensuring in-school CPD impacts on provision and standards will
require a long-term investment by the school in the professional development of its


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staff and a highly skilled and knowledgeable Mathematics Specialist Teacher to
undertake the role to offer sustained professional support. The Programme will draw
on evidence of effective practice and identify in-school tasks to ensure that by the
end of the Programme the Mathematics Specialist Teacher has the detailed
professional knowledge and related interpersonal skills that enable them to:
 Support colleagues in reviewing and developing their knowledge, skills and
    understanding of mathematics to enable them to plan progression in learning for
    all children in their class
 Promote high quality mathematics teaching for all children through collaborative
    classroom-based professional learning approaches that draws on evidence of
    effective practice involving lesson study and action research
 Work alongside colleagues in their own and other classrooms to develop
    assessment for learning practices and to share assessment information on
    children’s mathematical learning which helps to diagnose misunderstandings and
    plan future teaching
 Peer coach or mentor colleagues to strengthen pedagogy designed to support
    teaching and learning for groups of children whose learning needs have been
    identified through focused assessment
 Work with school leadership teams on designing and leading collaborative
    professional development in mathematics and the evaluation of impact on
    provision and standards

Commitment of the teacher

The Programme will commit the teacher to two years of Masters-level work that will
engage teachers in carrying out:
        mathematics subject knowledge audits/self-reviews with self-supported
           study that has been undertaken to deepen that knowledge
        reviews and analysis of their own learning, reflecting on their developing
           pedagogic practices relating to their own teaching and its impact on
           pupils’ learning of mathematics
        reviews of the impact of their role in school and how this is leading to
           improvement in mathematics provision through their work with colleagues
           in the school
 These are intended to meet the objectives set out above. The table below indicate
 the time commitments for each year of the Programme.

          Summary of annual commitment by a Teacher on the Programme
 Attendance at HEI-led events              30 hours         (5 days)
 Attendance at LA led local meetings       18 hours         (6 half days)
 In-school activity to include planning    66 hours         (11 days – the
 and analysis, work in the teacher’s own   equivalent of one day following each of
 classroom and working alongside           the HEI and LA led half days)
 colleagues
 Half day school visit by HEI or LA         3 hours          (1/2 day)
 representative
 Self-supported study to include          As stipulated by the HEI provider in order
 mathematics audits and tasks,           to meet the accreditation requirements for
 maintaining the Professional Learning   the award of 30 CAT points
 Log, reading, online discussion and
 networking and preparation of
 assignments


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School-based activity and self-supported study:

The Programme will involve teachers in well-defined self-supported study and
focused classroom-based professional activities that will engage the teacher in
working alongside other colleagues in the school. There will be one half-day visit to
each school by the LA consultant (or the equivalent post-holder in the LA)
representing the LA and the HEI provider(s). The visit will review with the teacher and
the school’s senior leaders the commitments to the Programme and ensure that
these are taking place in the school. The study and school-based activities will be
determined by the HEI provider in discussion with the LAs.

Selecting the schools
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 Mathematics Specialist Teacher 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 Mathematics Specialist Teacher 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


Selecting the Mathematics Specialist Teachers

Following the agreement by the school’s leadership team that they will participate
and are prepared to be fully committed to the Mathematics Specialist Teacher
Programme, the head teacher will be invited to nominate a teacher who has the
potential to become a Mathematics Specialist Teacher. The criteria for selection will
be discussed with the head teacher to ensure that the teacher has and can
demonstrate the confidences and competences listed below. LAs will then contact
their HEI provider who will inform them of the process and timetable for teachers to
apply to the Programme (which varies across HEIs).

The teachers selected to participate in the Programme should be primary teachers
who have a good range of classroom teaching skills, and who have demonstrated
these when teaching mathematics. It is expected that they have taught two or more
year groups. They are not expected to be ‘experts’ in mathematics but have a sound
knowledge of mathematics within the primary curriculum. They will be interested in
learning more about mathematics in the primary curriculum and in extending their
pedagogic knowledge. They will have had some experience of working
collaboratively with teaching colleagues in their school on professional development
activity or have provided in-service support to staff.




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A teacher selected to participate in the Programme will be prepared to participate in
the full Programme and undertake professional development tasks that will involve
them in a range of in-school and out-of-school tasks. They will maintain a
professional learning log. The teacher recognises that by participating in the
Programme they will:

   Develop a deeper knowledge and understanding of the mathematics needed to
    plan for progression and to teach mathematics well to primary school children
   Extend their repertoire of teaching and assessment practices in mathematics that
    can be applied across the primary curriculum
   Work alongside teaching colleagues to promote collaborative classroom-based
    professional learning in mathematics

In addition, the selected teacher will have a good working relationship with the
school’s leadership team and be committed to developing the knowledge, skills and
understanding needed to become a Mathematics Specialist Teacher. Through the
support of the leadership team the teacher should be well placed to engage in
professional learning activity to improve the teaching and learning of mathematics in
their school.

To participate in the Programme, the school’s senior leadership team should be able
to affirm that the teacher has the experience, skills and enthusiasm needed to benefit
from the Programme. 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 to enter the
    teaching profession’
   Be a minimum of 0.8 FTE qualified permanent teacher in a primary or middle-
    deemed primary school
   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 developing the knowledge, skills and understanding
    needed to become a Mathematics Specialist Teacher and committed to
    completing the two year Programme
   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

Ultimately it is for Local Authorities to decide whether the teacher in question is
suitable to take on the Mathematics Specialist Teacher role, taking this guidance into
account. For further information about recruitment please see the FAQ section of the
Mathematics Specialist Teacher Programme Microsite at:
https://www.ncetm.org.uk/resources/21133



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Recruiting teachers from Small schools to the Programme

As set out in the Independent Review of Mathematics Teaching in Early Years
Settings and Primary Schools led by Sir Peter Williams, schools with less than 200
pupils would share a Mathematics Specialist Teacher and schools with more than
600 would have two Mathematics Specialist Teachers.

No. of pupils in    Up to 100        101 - 200        201 - 600         601 or more
a school
Ratio of            1 to 4           1 to 2           1 to 1            2 to 1
Mathematicss
Specialist to
schools

In order for every primary school within your LA to have access to a Mathematics
Specialist Teacher, participating LAs will work with small schools (101 – 200 pupils)
and very small schools (up to 100 pupils) to create appropriate groups of 2 small
schools or 4 very small schools. Schools sharing teachers should ideally be within a
reasonable travelling distance and if possible have a history of working together. It is
important that the schools involved are in full agreement as to the future organisation
and management of the support they will each receive from the Mathematics
Specialist Teacher, and the extent to which they will provide support to the teacher
during the programme.

The head teachers from each of the schools in the group should jointly agree on
which school will host the Mathematics Specialist Teacher. The host school will then
nominate a candidate from their school to be trained as the Mathematics Specialist
Teacher who will work across the schools involved.

The chosen teacher will be expected to work across all schools in the group and
should be aware that programme tasks will involve working alongside colleagues
from each of the schools. Schools in a group need to be fully appraised of this and to
be committed to supporting the teacher over the life of the programme and beyond,
ensuring that the Mathematics Specialist Teacher is engaged in school improvement
activity across the cluster of schools.

Expected outcomes of the Mathematics Specialist Teacher Programme

Over the two-year Programme the teacher will acquire the knowledge, skills and
understanding they need to carry out the role of The Mathematics Specialist Teacher
in their school. Through the partnership of school, LA and HEI provider the teacher
will have access to a range of professional and intellectual support and challenge,
plus the opportunity to carry out tasks and reflect on learning and teaching that will
enable them to carry out this role more effectively over time. The expected outcomes
of the Programme are to enable the qualified Mathematics Specialist Teacher to:

   Support the senior management team, informing and implementing the school’s
    development plan and CPD provision that will deepen teacher’s own
    understanding of mathematics, pedagogic practices and knowledge of
    progression.
   Work alongside staff to identify their mathematical professional needs and advise
    on the CPD opportunities available to them.




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   Provide in-school support through coaching and lesson study that responds to
    identified CPD needs that is integral to the school improvement plan to raise the
    quality of teaching and standards of attainment in mathematics.
   Work with colleagues on using the outcomes of the school’s tracking of children’s
    progress and attainment to plan provision and appropriate intervention to ensure
    all children are appropriately challenged in mathematics and make good
    progress.
   Champion mathematics in the school and generate enthusiasm for learning the
    subject among children and their parents/carers, model engaging mathematics
    lessons and support colleagues in their planning and teaching.
   Help with the mentoring of NQTs, ITT students on placement and teaching
    assistants within the school.


Cover and funding for each teacher in the Programme
School Commitment             Funding provided            Level of funding
Teachers attend 6 half        The school to receive       6 x £80 = £480
days of locally delivered     funding to cover the        Note: Supply cover over
support                       release of the teachers for based on a daily rate of
                              6 half days                 £160
Teachers undertake            The school to receive       3 x £160 = £480
school-based activities       funding equivalent to 1
                              day per term to allow the
                              teacher to undertake the
                              in-school activity
Each teacher receives one The school to receive           1 x £80 = £80
half day visit to discuss the funding for half a day to
Programme with the            release the teacher for the
school’s senior leadership visit
team and the teacher
                              Total funding to school for £1040
                              one participating teacher




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    Expectations for National Mathematics Specialist Teacher programme
Year 1 of the Mathematics Specialist                        Monitoring of activity      Evidence and
Teacher programme                                           and quality assurance       assessment
                                                            of delivery                 process
To demonstrate successful completion of the first
year teachers would be expected to:

   undertake personalised self-supportive study               LAs through the local      Professional
    as a result of carrying out an initial audit of their       network meetings            Learning Log
    mathematics knowledge, skills and
    understanding with follow-up self-reviews of
    their progress

   extend their understanding of progression in               LAs and HEI providers      Assignment
    some of the key concepts, language and                      through local network       tasks
    notation that support the learning of                       meetings and HEI led
    mathematics within the EYFS and primary                     sessions
    curriculum

   carry out sustained enquiry refining their own             LAs and HEI providers      Professional
    use of key mathematical processes involved in               through local network       Learning Log
    problem solving, reasoning and communication                meetings and HEI led
                                                                sessions

   reflect on the pedagogy of teaching                        LAs and HEI providers      Professional
    mathematics and on the teaching approaches                  through local network       Learning Log
    they use most and least frequently and why                  meetings and HEI led        and assignment
                                                                sessions                    tasks

   demonstrate a broader repertoire of fit-for-               LAs through the local      Professional
    purpose teaching approaches with emerging                   network meetings and        Learning Log
    evidence of how they can be used to                         school visits               and assignment
    strengthen and deepen children’s learning of                                            tasks
    mathematics, in particular children’s decision
    making, language and mental skills

   use peer coaching and mentoring strategies to              LAs through the local      Professional
    work collaboratively with colleagues aimed at               network meetings and        Learning Log
    sharing, reviewing and deepening subject                    school visits               and assignment
    knowledge and understanding of progression in                                           tasks
    mathematics

   discuss with a senior colleague how mentoring              LAs through the local      Professional
    and peer coaching can be used to strengthen                 network meetings and        Learning Log
    the learning and teaching of mathematics in the             school visits
    school and involve a colleague in collaborative
    professional development activity to improve
    assessment practices and the learning and
    teaching of mathematics




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Year 2 of the Mathematics Specialist                      Monitoring of activity      Evidence and
Teacher programme                                         and quality assurance       assessment
                                                          of delivery                 process
To demonstrate successful completion of the
second year teachers would be expected to:

   continue to undertake self-supportive study of           LAs through the local      Professional
    their mathematics knowledge, skills and                   network meetings            Learning Log
    understanding and identify future continuing
    professional development needs and
    refreshment strategies

   acquire a detailed understanding of                      LAs and HEI providers      Assignment
    progression in mathematics from the EYFS into             through local network       tasks
    KS3 curriculum, and the role of language,                 meetings and HEI led
    notation and symbolism in supporting                      sessions
    mathematical reasoning, and knowledge of
    how key concepts progress and inter-relate

   show confidence in selecting and using the               LAs and HEI providers      Professional
    essential processes to support learning in                through local network       Learning Log
    mathematics, in particular, problem solving,              meetings and HEI led
    reasoning and sustaining enquiry                          sessions

   apply their understanding of the pedagogy of             LAs and HEI providers      Professional
    mathematics teaching to their own and school-             through local network       Learning Log
    wide practices and undertake in-school                    meetings and HEI led        and assignment
    collaborative classroom-focused, lesson study             sessions                    tasks
    activity focused on improving children’s
    learning in mathematics

   demonstrate an extended repertoire of fit-for-           LAs through the local      Professional
    purpose teaching approaches supported by                  network meetings and        Learning Log
    good practice and evidence of impact and                  school visits               and assignment
    research to develop colleagues’ pedagogy in                                           tasks
    mathematics

   undertake in-school collaborative professional           LAs through the local      Professional
    development using a lesson study approach, to             network meetings and        Learning Log
    improve the learning and teaching of                      school visits               and assignment
    mathematics aligned to the school’s priorities,                                       tasks
    and to undertake the evaluation of impact on
    provision and standards

   undertake the role of mentor or peer coach to            LAs through the local      Professional
    build professional capacity in the school that            network meetings and        Learning Log
    will improve the learning of mathematics                  school visits




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