Enhancing professional development for primary teachers of mathematics June 17th 2008

Aim To explore the professional development needs of primary teachers of mathematics and identify initiatives and support that can enhance their development

Achievements in 07/08 Portal Self evaluation tools Primary & EYFS features Primary module

Achievements in 07/08 Increasing engagement Engaging with influential groups The NCETM is a first step for many primary teachers into a mathematics community Built up our primary expertise Increased regional engagement

NCETM Primary Survey There were four main areas of focus Subject leadership Mathematically enthusiastic and confident (MEAC) teachers Professional development Intervention Foci of the survey Headteachers, teachers and mathematics subject leaders were invited to take part in the online survey

NCETM Primary Survey Almost half had led the subject for 3 years or less, with a quarter of these having less than 4 years teaching experience and 10% being in their first or second year of teaching More than one fifth of subject leaders had no responsibility allowance for leading the subject and only two thirds were given time to carry out the role Almost 20% of mathematics subject leaders did not receive regular updates Subject leadership Subject leaders carry the main responsibility for staff development in mathematics, mainly through the cascading of training that they have attended themselves to staff during staff meetings and INSET days. This is a substantial responsibility bearing in mind that

NCETM Primary Survey It seems that it is mainly the subject leaders who participate in external training The main professional development activities provided by the subject leader are in the form of staff meetings and INSET days Almost half of the mathematics subject leaders had led the subject for 3 years or less, with a quarter of these having less than 4 years teaching experience More than one fifth of subject leaders who responded had no responsibility allowance for leading the subject and only two thirds were given time to carry out the role. Almost 20% of mathematics subject leaders did not receive regular updates There seems to be more enthusiasm for mathematics in schools where the head has a strong mathematical background or still teaches the subject. Subject leadership

NCETM Primary Survey 96% of mathematics subject leaders and 90% of class teachers considered themselves to be MEAC for the age group that they currently teach 72% of subject leaders and 55% of class teachers declared themselves to be MEAC for any primary age group Almost three-quarters of the mathematics subject leaders teach Year 5 and / or Year 6 Mathematically Enthusiastic and Confident teachers

NCETM Primary Survey The dominant experience of PD for most teachers was through school based INSET sessions and centrally based courses of 1 day or less The levels of in-class support, coaching and team teaching are relatively low The majority of schools that responded are not engaged in local mathematics networks 27% of subject leaders and 35% of teachers declared that they would use on-line materials for their Professional Development Professional Development: Modes of PD

NCETM Primary Survey Teachers identified that they need development to be more effective in: Assessment for learning in mathematics Mathematics in the renewed primary framework Subject leaders and headteachers who teach mathematics also highlighted the need for: Improved general mathematics subject knowledge General mathematics subject pedagogy Professional Development: Perceived needs

NCETM Primary Survey Springboard programmes and the PNS Wave 3 materials were commonly used with children in KS2 A range of locally developed programmes were used at KS1 Targeted use of materials and well trained teachers or TAs were considered to be key elements of effective programmes Intervention

Coming soon Monthly Primary Magazine Opportunities for primary teachers engaged in CPD courses to share their work on the portal Guidance on the use of the Self Evaluation tools for a range of audiences Regional focus groups to follow up on the survey and discuss new issues Developing work with EYFS teachers and practitioners Sharing and promoting CPD opportunities in mathematics for primary teachers

Frequently Heard Comments There is a prevalent attitude in society that says it's OK to be bad at maths; however, try saying that you hate reading and writing and you can't do it - people would just stare. Many primary teachers lack the subject and pedagogical knowledge to teach mathematics well. Where are we going to get all these specialist teachers of mathematics from and what are they going to do? What are we going to do about it?

From the Primary Forum ‘As teachers, even those in primary education, we need to have a passion for maths to pass on to the children in our care and also a real insight into its relevance in the world. I think this can be achieved by bringing it into other areas of the curriculum like art, geography, music, science - well more or less everything in our primary curriculum. We do this a lot where I work and it makes a huge impact on why we do maths.’ primary forum entry