1. Thoughts from a teacher following an NCETM event

3. Event follow-up
set up a network for face to face or online NCETM communities
use technology to communicate & collaborate supported by the NCETM
Events are also supported by networks of teachers that are able to meet online, or at further local events, to continue the journey started on the day of the event. The day can make a difference, but is enhanced with more follow up.
Many of the events run by the NCETM encourage the teacher to write a postcard to themselves telling them to do something as a result of the day. This is then posted to them some days after the event, so that they are reminded of what they learnt. This quote comes from a recent post on a community set up to support the IMT events.
Other regions are experimenting with sending short, 5 minute desktop videos that recap what went on during the session, and where to find extra help. The immediacy and personalisation of the follow up evident through these simple applications is well worth the effort. These online recaps are now being taken a step further, with online meetings. The west Midlands regions is trialling the use of synchronous communication technologies (such as Elluminate) to carry out these online meetings, and is now – technology issues having been sorted out- meeting with some success. The London region has also trialled video conferencing with some success.
Write a postcard to yourself

5. Event follow-up
use technology to communicate & collaborate, supported by the NCETM
Thank goodness for the postcard I sent myself! I ran a successful afternoon of INSET training on GSP and Autograph with all of the mathematics teachers in the faculty, & invited mathematics teachers from our two local secondary school as a way of improving community links & sharing good practice.
Events are also supported by networks of teachers that are able to meet online, or at further local events, to continue the journey started on the day of the event. The day can make a difference, but is enhanced with more follow up.
Many of the events run by the NCETM encourage the teacher to write a postcard to themselves telling them to do something as a result of the day. This is then posted to them some days after the event, so that they are reminded of what they learnt. This quote comes from a recent post on a community set up to support the IMT events.
Other regions are experimenting with sending short, 5 minute desktop videos that recap what went on during the session, and where to find extra help. The immediacy and personalisation of the follow up evident through these simple applications is well worth the effort. These online recaps are now being taken a step further, with online meetings. The west Midlands regions is trialling the use of synchronous communication technologies (such as Elluminate) to carry out these online meetings, and is now – technology issues having been sorted out- meeting with some success. The London region has also trialled video conferencing with some success.

6. Highlights of 2008/09 What a difference a day makes
An open door to professional development
Changing practice through practising change
The NCETM near you
Commitment and success

7. The NCETM portal Getting around
The first port of call for information about Mathematics CPD
Getting around
new functionality
new design
improved tools
portal experience more friendly & useful
Do try it and see 

8. The NCETM portal
The first port of call for information about Mathematics CPD
The NCETM portal has gone through a complete overhaul. New functionality, new design, improved tools and ‘behind the scenes’ speed increases all combine to make the portal experience more friendly and useful.
The front page now includes an easy to use navigation and search functionality that enables the user to find what they want quickly, and know where they are on the site immediately and clearly.

9. Community
Share ideas, practice and professional thinking with others on line

10. Finding what you want Search functionality uses Google
The search functionality has been redesgined to use the power of google, and this is being adapted further over the next few months, to enhance search depth in the site, searching the new SET next steps material, for example.
The different areas of the site can be searched individually, but the main search brings up relevant subjects from all areas. Looking here, we can see links to articles about algebra in the mathemapedia, the resources, and in community threads. The advanced search is still available for drilling down, for finding regional activities, or for specific search terms.

11. The Professional Learning Framework
Together, all of these tools and resources provide teachers with a framework for Professional learning. With personal learning at the heart of all we do.

12. what is there on the portal for teachers to use?
The NCETM does not create resources per se, but does look to create Resources that challenge the Professional development of a teacher, and to further CPD opportunities. Amongst the resources available are the departmental workshops help secondary schools examine their own CPD, covering a whole range of topics. The sector based magazines and up2d8 provide monthly opportunities for development – individually or as a group, working together.
And any resources that are found particularly useful or interesting can be saved using the NCETM favourites tab, and now also shared with others if you have a social bookmarking account such as facebook, Twitter, or any of the others.

13. The Mathemapedia
the ‘wiki’ for Mathematics Education for teachers to read, discuss, comment, amend, improve…
Reading the 'are mathematicians normal?' entry on the mathemapaedia made me think about what kids in my class think maths is.
There's a long way to go (for both me and them!) but I'm starting to include some of the activities suggested and they're starting to get used ….!"
almost 400 articles
accessed over 30,000 times per month entries are tagged and grouped
BoardDeskHead viewed nearly times
Latest entry ‘oblong or rectangle?’
A wiki is a type of website that allows users to add, remove, edit and change content quickly and easily.  Wikis encourage collaborative work and knowledge sharing at grassroots level. The NCETM Mathemapedia can act as a vehicle for improving all learners' experience of mathematics. The range of topics written by NCETM members, and moderated by the NCETM, is huge. Almost 400 articles exist, accessed over 30,000 times per month. entries are tagged and grouped under the following categories:
Concepts [Mathematical Concepts] Constructs [Pedagogic Constructs]
Curriculum [Curriculum]
Didactics [Didactical Devices and Tactics]
FAQs [Issues and Concerns] Obstacles [Obstacles] Pedagogy [Pedagogic Strategies]
PD [Professional Development]
Themes [Mathematical Powers and Themes]
As well as being completely searchable using the new search functionality.

14. How do teachers find out more about CPD?
The Professional Development Directory
Fully searchable
- By date
- By region
- By audience
Regularly updated
NCETM Standard holders will be signposted
Committed to link with TDA data base
Fully searchable
- By date
- By region
- By audience
Regularly updated with LA and commercially provided courses
To be linked with TDA and with the NCETM standard.

15. keep a record of your personal journey
But getting around the portal is not just a web activity. The portal provides the opportunity for a the recording of a personal journey. Once you log, users can access the personal learning space. When completing this, teachers can keep a personal snapshot of their CPD experience.
In particular,
My communities: list each of the communities of which you are a member
My files and fodlers: store relevant documentation for your cpd needs.
Career portfolio – containing online and savable versions of various career applications such as AST, threshold, NQT and London Chartered Teacher status
Self evaluation tool snapshot
Learning journal to reflect on the cpd to date
My favourites – keep an immediate record of files, resources, community posts that you particularly enjoy.
Timeline: keeps a record of the journey itself. All on one day?? Or spread over a term. This tool is great for keeping track of where you are recording and planning, and where you aren’t.

16. Personal Learning the Self Evaluation Tools
enhanced ‘next steps’
hundreds of pages of steps to explore if teachers identify that they need work in understanding some aspect of mathematics or mathematics pedagogy
We saw earlier the personal learning space, where you can record courses attended, and professional development as it happens. But often teachers need to know where they are at the very start of the journey. The first places to visit are the self evaluation tools.
Self-evaluation is a powerful and productive way of supporting your own professional development. At one end it can be done in the privacy of your own home, when you make time to think and reflect on what a piece of mathematics might mean so you can teach it more effectively, or about how you may wish to progress your teaching career. Teachers can also ‘self-evaluate’ as part of a professional development group in a school.
The content knowledge tools have recently been extended to include enhanced ‘next steps’. In other words, there are many hundreds of pages of steps to take if a teacher identifies that they need work in understanding some aspect of mathematics.
Content knowledge
Pedagogy
Embedding in practice