Recruitment Window Opens – Wednesday 29th April
Recruitment closes – the NCETM are still accepting applications
This is a programme of 3 face to face days over the course of 2020/21 together with institution-based work and individual study undertaken in between these days.
Participants will undertake to plan, run and evaluate a professional development programme for a group of teachers / practitioners* during the course of the 3-day programme and to record their planning, evaluation and reflection in an Accreditation Evidence Document (which includes a Programme Planning and Evaluation Template (PET), a Session PET and a Reflection and Learning Journal).
Successful completion of the programme and satisfactory completion of all tasks and related paperwork will result in the participant being accredited as a NCETM Accredited PD Lead.
*In the case of the early years programme.
An essential aim of the Maths Hubs Network’s is to promote high quality, collaborative professional development for all teachers of mathematics.
To achieve this aim it is important to ensure that there are enough people with the skills and capacity to lead, facilitate and support the professional development of others both within and across schools.
This programme is part of a strategy to support the development of PD Leads across the network, thus building the range of operational partners supporting the work of hubs.
The purpose of this NCP is to:
- Develop the leadership skills of Cohort Leads and supporting them to run programme
- Provide a quality assured and tested PD Programme with associated PD materials
Undertake collective evaluation to inform future project years or other projects.
- To consider what constitutes effective CPD and the role of the PD lead in this in terms of planning, executing and evaluating PD events, Work Groups, projects and programmes.
- To be aware of some fundamental themes and issues in mathematics and the teaching of mathematics (including those related to the demands the National Curriculum and relevant examination board syllabuses and those related to teaching for mastery) and to consider the implications of these in the context of supporting other teachers.
- To develop an understanding of the full range of potential outcomes of mathematics professional development, including knowledge, attitudes and dispositions; practice development; school approaches/policies; pupil outcomes.
- To develop an understanding of effective models of mathematics professional development, the rationale for using them and the evidence that supports them.
- Design support for mathematics professional development drawing upon a range of evidence-informed models and activity.
- Lead planned mathematics professional development in ways that respond and adapt to the teachers they are supporting.
- Evaluate professional development taking into account evidence from both teachers and their school leaders.
Whole school/departmental policies and approaches
- To support schools’ (or early years’ settings’) development of a coherent approach to teaching mathematics for deep and lasting understanding taking into account the demands of the National Curriculum, the EYFS Statutory Framework and relevant examination board syllabuses.
To apply click here for a link the NCETM website for full details and how to apply.