1. Developing strategic relationships:
NCETM and partners

2. We are trying to capture the complexity of each organisation.
Within your own organisation, who is responsible for different phases? What might their various job titles be?
Who (if anyone) is responsible for maths in the different phases? What might their various job titles be? (How can we identify people that have maths as part of a portfolio?)
In your group discuss your understanding of ‘responsible’ as above. Give some examples of how responsibilities may differ between roles.
Perhaps some of these supposedly maths responsibilities are delegated to others, maybe outside the organisations. If so, please give examples. And please give examples of partnership relationships (with shared responsibility for mathematics) if they exist.
Maths teaching and professional development are not the same in all phases and sectors. What are the important similarities and differences?
How do we develop an effective NCETM ‘total’ relationship with organisations?

3. We are trying to capture the complexity of each organisation.
Within your own organisation, who is responsible for different phases? What might their various job titles be?
Who (if anyone) is responsible for maths in the different phases? What might their various job titles be? (How can we identify people that have maths as part of a portfolio?)
In your group discuss your understanding of ‘responsible’ as above. Give some examples of how responsibilities may differ between roles.
Perhaps some of these supposedly maths responsibilities are delegated to others, maybe outside the organisations. If so, please give examples. And please give examples of partnership relationships (with shared responsibility for mathematics) if they exist.
Maths teaching and professional development are not the same in all phases and sectors. What are the important similarities and differences?
How do we develop an effective NCETM ‘total’ relationship with organisations?