CPD – developing the teaching of mathematics: looking at continuing professional development initiatives Jenni Back, Els De Geest, Ros Sutherland, Marie Joubert & Christine Hirst NCETM & King’s College London, Oxford University, Bristol University & Birmingham University

Plan for the session Introduction – the RECME project (Researching Effective Continuing Professional Development in Mathematics Education) Preliminary findings – a framework for analysis The outcomes – teacher change and student learning Passion

Introduction – the RECME project 31 CPD initiatives from all phases from early years to further education Team of 5 researchers Range of research instruments Rich data set

Task 1a What is your experience of CPD? What role do you think it has played in your professional life? Tell each other about it.

Task 1b What role should CPD play in the professional life of teachers in your setting? Tell each other about it

Preliminary findings – a framework for analysis

Task 2 Consider the model Does it connect with your experiences of CPD? Does it help to identify distinctive features of CPD? Does it raise issues about CPD? Does it help in analysing effectiveness?

Teacher change Issues around assessing change When does change show evidence of learning from CPD? When is change related to other factors? How can change be measured?

Student learning The teachers reported student change related to: Attainment Classroom mood and behaviour Enjoyment Motivation Confidence Collaboration Discussion Pupil contribution Perseverance

Task 3 The outcomes – teacher change and student learning What changes would you like to see in teachers through CPD? How would you expect this to affect student learning?

Passion Raised as an important element of effective CPD by the organisers Raised with participants and it resonates

They say…. ‘I don’t think you have to be passionate about maths to do those kinds of lessons but do have to be passionate about the kids’ development.’ ‘Sometimes you go on a course and you want to get out of the room and get to try it with the children and then after a time lots of it falls by the wayside but with this one we are still feeling quite inspired by it and using it and you feel enthused about it.’

Task 4 Is passion in teaching mathematics important?