1. Continuing professional development for teachers of mathematics: stimulating research partnerships through the NCETM Professor Celia Hoyles Chief Adviser for Mathematics

2. NCETM: Some key dates March 2002 ACME CPD report accepted by SoS Charles Clarke & remitted to Adrian Smith as part of Post 14 Maths Inquiry February 2004 Post-14 Maths Inquiry Report published June 2004 SoS Charles Clarke welcomed report & took an active part in the development of response Nov 2004 Mathematics CPD Stakeholder Conference Dec 2004 Invitation to tender launched by SoS Charles Clarke Oct 2005 Procurement exercise completed & announcement made by Bill Rammell June 2006 Launch of NCETM by SoS Alan Johnson

3. Necessary components of effective CPD For all teachers, at every stage of their career, there are three aspects of continuing professional development (CPD) developing a depth of personal subject knowledge to underpin teaching and learning enhancing their repertoire of subject specific teaching methods and pedagogy applying general strategies for teaching and learning All three aspects contribute to all subjects but the need for them varies across disciplines. Research shown that for mathematics in particular the subject specific elements are critical in raising levels of pupils’ interest and attainment DfES response to Smith

4. NCETM - Structure

5. Exploit this structure for research role of regions to coordinate and promote research initiatives celebrate & exploit diversity in regions

6. Exploit this structure for research use NCETM national infrastructure to share local initiatives e.g networks around transition points; reaching the ‘hard-to-reach’ different research approaches & theories collaborative practice, design research methods of analysis & lessons learned in process results & evaluation promote them nationwide through regional networks portal links with other agencies learn from & contribute to international research investigate ‘big’ questions: epistemological barriers, what are mechanisms that underlie successful for subject specific CPD, role of different communities in CPD NCETM research grants ‘other’ research projects Gatsby teacher fellowships Bowland initiative

7. my role try to ensure the voice of research is heard in Government join research endeavours share with mathematics community about new policy directions & initiatives DfES research service aim to encourage practitioner engagement in a with research newsletter with key findings provide subject specific updates for subject specialists produce an induction pack on research rolling seminar series on emerging research fund CUREE to produce research digests for teachers - “maths is one of our key topic areas” www.standards.dfes.gsi.gov.uk www.standards.dfes.gsi.gov.uk

8. Questions can we together research the ‘effectiveness’ of NCETM? issues of supply & demand, starting up, scaleability & sustainability does CPD enhance the mathematical experience of teachers & their students? what are the measures? need to gather intelligence of impact on the ground

9. my vision is that NCETM will provide opportunities for all teachers of mathematics to embark on their own personal mathematical CPD journeys entitlement & expectation

10. risks ‘misconceptions’ that spread about NCETM loses its focus & USP WE ARE IN THIS FOR THE LONG TERM