1. NCETM AIM - to facilitate, enhance and provide leadership for all aspects of mathematics CPD for teachers in schools (primary and secondary) and colleges in England

2. NCETM -Core Staff  Director  Assistant Directors for HE Liaison FE Liaison Schools Research  Pathfinder schools and colleges  Regional structure, based on the 9 Government regions with up to 100 local networks hubs of schools and colleges in each region  Regional coordinator and part-time assistants in each region

3. NCETM - Time Scale  Preferred bidder status awarded on October 6th 2005  Activity focused on preparation: regional pathfinder schools and colleges identification of established networks links with business and commerce international visits for CPD  Main 3 year contract started on April 3rd 2006  Official launch on June 27th 2006 at Coventry TechnoPark  Phasing in of regions - all supported by end of year  Web portal development ongoing

5. NCETM - why needed?  Continuing low performance of England in international tests  Reduced popularity of mathematics at age 16+  Decease in the number of mathematical science undergraduates  Quality of incoming trainee teachers not always ideal  Lack of suitable qualified teachers of mathematics in schools and colleges and extensive use of supply cover in some schools  Uninspiring teaching of mathematics  Lack of a mathematical foundation put in place in the Primary sector  Too much teaching to the test with no encouragement to develop mathematical thinkers

6. NCETM - what is needed  Less prescription and more trust in teachers  Support and help but not central dictation  Time for teachers to think, plan, collaborate and share ideas as professionals  Ethos in schools that encourages innovation, creativity and risk taking  Opportunities for international links, visits and exchanges  Encouragement on collaboration and networking both between schools and between sectors,including HE

7. NCETM Focus of Initial Activities  Enhance CPD opportunities for all teachers of mathematics by providing information for CPD courses and training resources  Encourage international links  Support subject knowledge enhancement for all sectors  Work with professional organisations and TDA to establish a CPD framework for mathematics, embracing Chartered Mathematics Teacher Status  Above all, encourage and promote (but not dictate) collaborative practice and networking in schools and colleges

8. Collaborative practice in Japan: Lesson Study  Choose the research theme  Collaboratively plan the research lesson  Observe the lesson and reflect as a group on pupil responses with external expert (e.g. teacher trainer)  Revise lesson plan  Repeat the process

9. NCETM - Collaborative Practice Model  This is NOT appraisal but is based on professionals working together to share good practice  Group of teachers observe and/or video lessons from each member of the group on a regular basis  Time is made available for group review after each lesson, chaired by one of the group (expert mathematics teacher) or external input, in which the teacher first gives their own evaluation followed by discussion with other members of the group  Priorities for action suggested by the group

10. Outcomes of collaborative practice Possible focus on:  planning  classroom management  questioning techniques  effective monitoring of pupil progress  use of ICT and resources  use of teaching assistants  pupils demonstrating and explaining in front of the class  mathematics subject knowledge  variety of activities  varied pace  time for pupils to think and reason

11. Contribution of Higher Education  Star lecturers networked more widely in schools and colleges  Use of mathematics undergraduate students to support schools  Visits by Year 10/11 or younger pupils to University mathematics departments to enrich and extent their mathematical knowledge  Mathematics and Maths education staff involved as external advisors when implementing collaborative practice  Contributions to making mathematics more relevant and meaningful for students and teachers at all levels and and in all sectors  Subject support courses, including on-line interactive packages (this could be a national initiative with TDA funding for course participants if leading to Certificate)  Working with teachers to enhance the mathematics curriculum

12. Mathematics Subject Support  Crucial for all sectors of education  Best achieved through linking pedagogy and subject knowledge  On-line support through audits and interactive “Help” modules  Blend approaches needed that include:  Face to face tuition  On-line interactive support  Implementation in school with collaborative practice  Role of OU and other HE providers important but funding issues to address

13. NCETM Outcomes These outcomes are interdependent:  Retain effective mathematics teachers  Attract young creative and talented people into teaching mathematics in all sectors  Enhance the mathematical understanding teachers, particularly in the Primary Sector  Help teachers to make mathematics exciting, enjoyable and relevant for the learners  Improve the numbers and quality of students going onto HE in mathematical sciences