Developing Mathematics Teaching in South Yorkshire
The South Yorkshire Maths Hub is committed to supporting teachers of mathematics to develop their practice by creating a local community of educators working collaboratively together.
Along with the National Centre of Excellence in Teaching Mathematics (NCETM) the maths hubs nationally recognise the limited value of professional development programmes that merely “deliver training” but instead promote the collaborative nature of the working group in which colleagues work together on a specific focus of mathematical education with the common aim to recognise, develop and exercise best practice.
|Traditional “training” methods and day-courses have been shown to have limited impact on changing teachers’ classroom practice|
|Programmes that include collaborative professional dialogue has proven to be more successful in developing classroom practice|
Each year there are a number of opportunities for teachers to engage in work groups. These usually involve a programme of 4-6 sessions. The length of these workshops differ from group to group but are typically ½ day sessions or twilights. The expectation for participants will be to contribute to the professional discussions and engage in mutually agreed classroom activities that trial specific strategies and feedback their experiences to the group.
The focus areas of work groups in 2017/8 have included; Early Years, Lesson Design, Intervention, Developing Fluency, Evidencing Progress, Supporting SEND pupils as well as subject knowledge programmes for both teachers and teacher assistants.
Work group leaders have their own network of support.
Support for work group leaders (WGL) is facilitated locally through the South Yorkshire Maths Hub and nationally through the NCETM, typically there will be a number of WGLs working together as a team and resources, activities and strategies will be shared.
The appication process to apply to join the Teaching for Mastery training programme is now open for both Primary & Seconday colleagues.
For secondary - click here
Primary Mastery Specialist Programme
Cohort 4 (2018-19) – Information and Application Form - click here
Following the very successful first three cohorts of the primary Mastery Specialist programme, the NCETM and Maths Hubs are now seeking to recruit a fourth cohort of expert primary school teachers to develop and work as Primary Mastery Specialists. This document gives information about the programme and how teachers and their schools can apply to be involved. The closing date for applications is Monday 5th March 2018 5pm.
Since 2014, The NCETM and Maths Hubs have been working together to develop approaches to teaching for mastery within primary mathematics. This has been informed by the teaching of mathematics in high performing South East Asian jurisdictions. Each year since 2015 the NCETM and Maths Hubs have recruited more than 100 Mastery Specialist teachers. The first year in post is a training and development year, establishing mastery in their own schools, with the support of their senior leadership team. In the following years, they lead Work Groups involving six or seven other schools in the development of teaching for mastery.
The NCETM and the Maths Hubs now want to recruit a fourth cohort of teachers to develop and work as Mastery Specialists. 2018-19 will be the development year for the teachers and their schools. And subject to confirmation of funding from the DfE then, in 2019-20 and in 2020-21, the Mastery Specialists will each lead a Teaching for Mastery Work Group for their Maths Hub. It is expected that the Mastery Specialist’s school becomes a leading exponent of teaching for mastery in this time and so the school needs to ensure that it has the capacity and desire to take on and develop a teaching for mastery approach in the next few years. Before a teacher applies for the role, headteachers might find it useful to look at the NCETM website where there are interviews with heads who have led the introduction of teaching for mastery in a school. (https://www.ncetm.org.uk/resources/49822)
In their development year, 2018-19, participating teachers will:
attend the NCETM cohort induction day (Monday 9th July 2018) along with their head teacher
participate in three two-day residential professional development events led by the NCETM (October 2018, January 2019, and June 2019)
develop their own understanding and skills for teaching for mastery in their own class
work with colleagues, supported by the head teacher, to develop teaching for mastery approaches across their school, using a range of professional development activity, including regular Teacher Research Group (TRG) meetings
lead a pilot TRG with teachers from interested local schools
collaborate with the Maths Hub’s leadership and the other Maths Hub Mastery Specialists
This will require 15 days teacher release time and will be fully funded through the Maths Hubs.
It is expected, but subject to confirmation of funding, that in 2019-20 and 2020-21, the Mastery Specialists will:
lead a Teaching for Mastery Work Group for their Maths Hub involving six/seven schools
lead a half-termly Work Group meeting with 12/14 teachers (two lead teachers from each school)
carry out a termly support visit to each school to observe teaching, support in-school TRGs, and work with the lead teachers and head teacher
continue to develop and embed teaching for mastery approaches across their own school
continue to collaborate with the Maths Hub’s leadership and Mastery Specialists
This will require 30/33 days teacher release time and will be fully funded through the Maths Hubs.
Benefits for participating teachers and their schools
Participating in the programme will provide the following benefits to the Mastery Specialists and their schools:
Mastery Specialists will develop:
understanding of the principles of mastery within the context of teaching mathematics
deep subject knowledge of primary mathematics to support teaching for mastery
skills of teaching, planning and assessment in order to effectively support pupils in developing a deep and sustainable understanding (i.e. mastery) of mathematics
ability to support teachers, within their own school and in other schools, to adopt a teaching for mastery approach, including leading Teacher Research Groups
Mastery Specialists will have the opportunity to work closely with the NCETM team and the national and local communities of Mastery Specialists
Mastery Specialists, who are not already accredited NCETM PD Leads, will be able to gain this accreditation through successful completion of the programme
The Mastery Specialist’s school will benefit from high quality and sustained support in embedding teaching for mastery across the school
Who should apply
The table below shows the essential and desirable criteria for applicants to the programme. This should be evidenced in the application form, which includes both the applicant’s statement and the head teacher’s reference.
|Qualified Teacher Status||Additional Status, e.g. Mathematics SLE/MaST|
|Employed as a teacher in a Primary/Infant/Junior/Middle School, and regularly teaching mathematics to the same class of children at least three days/week||Mathematics Subject Leader|
|Able to fulfil the programme requirements and time commitment outlined above|
|Good teaching skills in mathematics as evidenced by internal/external/Ofsted observation||A minimum of four years teaching primary mathematics|
|Passion and enthusiasm for teaching for mastery||A desire to develop as a specialist teacher of primary mathematics|
|Ability to work collaboratively with others|
|Successful track record of working with other professionals effectively within your own school||Successful track record of working effectively with other professionals across a group of schools|
|Excellent communication and interpersonal skills||The ability to grow leadership capacity in others|
|An understanding of what constitutes effective learning in mathematics and the ability and confidence to communicate this|
Maths Hubs will look to appoint Mastery Specialists so that they both meet the criteria as set out above but also fit into the hub’s strategic plan for developing teaching for mastery across the region.
Expectations of participating teachers and their schools
For teachers selected to be part of the programme, there are the following expectations of them and their schools:
The head teacher and Mastery Specialist commit to developing and embedding mathematics teaching for mastery approaches across the school, supported by professional development activity, including regular TRG meetings in their own school
The head teacher commits to supporting the Mastery Specialist with their outreach work with other schools in ensuring that they are given appropriate release time
The Mastery Specialist commits to developing their understanding and practice related to mathematics teaching for mastery including:
attending the cohort induction day in Birmingham (Monday 9th July 2018)
participating in the three two-day residentials
developing mathematics teaching for mastery within their own class
completing any assignments required as part of the development programme
The Mastery Specialist commits to all aspects of the role and the release time required
(2018-19: 15 days; and subject to funding from DfE in 2019-20: 30/33 days; 2020-21: 30/33 days) including:
supporting teachers within their own school and leading regular TRG meetings
running a pilot TRG with interested schools (2018-19)
leading a Teaching for Mastery Work Group (2019-20 and 2020-21) involving half-termly cross-school TRG meetings and termly support visits to Work Group schools
collaborating with the Maths Hub’s leadership and Mastery Specialists
The head teacher commits to support the Mastery Specialist, including:
attending the cohort induction day (Monday 9th July 2018)
helping the specialist develop and embed teaching for mastery within the school
ensuring the teacher receives the required release time
The Mastery Specialist and head teacher will provide any reports required by the Maths Hub and participate in any evaluation processes required
In the development year, 2018-19, your Maths Hub will fund the cost of 15 days release time for the Mastery Specialist’s work and the cost of travel to the NCETM induction conference. It is also anticipated but subject to confirmation, that there will also be £2000 matched funding for the school to purchase textbooks from the DfE approved list. In 2019-20 and in 2020-21, your Maths Hub will fund the cost of 30/33 days release time for the Mastery Specialist’s work and the cost of travel for school support visits.
How to apply
This successful conference was held on Friday 15th September
Documents available to be downloaded are;
A conference for school leaders and leaders of learning
Using evidenced-informed practice to improve the effectiveness of teaching
Sheffield Institute of Education Sheffield Hallam University
Friday 15 September 2017
“Research leads teachers back to the things that lie at the heart of their professionalism: pupils, teaching and learning.” Jean Rudduck
0900 – 0930 Registration and Coffee
0930 – 0945 Opening Remarks
0945 – 1030 Session 1 - Lost in Translation
Lesson Study is sometimes compared to the wok done in professional learning communities, often called Teacher Research Groups (TRGs). Lesson Study differs to TRG’s in a number of important areas. Professor Geoff Wake from the University of Nottingham will describe how variants of ‘Authentic Lesson Study’ have developed and of their relative impact.
1030 – 1200 Session 2 - Outcomes of the Sheffield Lesson Study Project 2016
Over the last year 7 primary, 1 special and 3 secondary schools have taken part in a professional development process known as Lesson Study in order to improve the outcomes for pupils in mathematics. Headteachers from some of the schools will explain how the project has impacted on the quality of learning in mathematics and how they intend to use Lesson Study to improve learning in other subjects.
1200 – 1300 Lunch
1300 – 1400 Session 3 – Teaching is not an intervention
In the Sheffield Lesson Study Project the development of the research lessons focused on the teaching of problem solving by planning carefully for anticipated responses using specific problems given to the whole class. Bob Sawyer will exemplify the importance of task design and planning for anticipated pupil responses using case study material from the project and lessons taught in Japan.
1400 – 1415 Coffee
1415 – 1500 Session 4 – Dame Alison Peacock
Dame Alison took up the role of CEO of the Chartered College of Teaching in January 2017. She will explain the importance of collaborative professional learning that seeks to connect colleagues and to support pedagogy through evidence-informed practice across regions. Alison will talk about her experience as teacher, headteacher and system leader in the context of developing a new culture of professional learning led by the emerging Chartered College of Teaching.
Standard day conference ticket £40
Chartered College Members £20
Teacher Trainees & project school members (FREE)
To book, please complete online booking form found at this link
The development of Koshi work group is to be led by Bob Sawyer and details of the work group’s activity will be made available on this page.
Koshi are known as the "knowledgeable others" and support the lesson study process not least by attending to and supporting the professional dialogue amongst teachers.
As well as the work group supported by Maths Hubs, the programme to develop and embed lesson study in Sheffield schools is continuing through the support of Learn Sheffield.
In December 2017 there is an opportunity to attend presentations in Manchester from Akihiko Takeshi, a reknowned leader in Koshi Lesson study, for a flyer with further details click here
Schools across the South Yorkshire region have been invited to publicise any Maths associated teaching posts that are available here.
SYMH will endeavour to keep this information correct and up to date however colleagues are strongly advised to contact schools to confirm dates and details.
Horizon Community College
Required for September 2018
Leader of Teaching & Learning - Mathematics - for further details see external link to TES
Below is a list of associations and societies with links to their websites that colleagues may find useful.
We welcome recommendations for any additions to this list.
Whilst the South Yorkshire Maths Hub is coordinated through the Hallam TSA there are a number of other local teaching school alliances that can provide support and opportunities for development.
Some of these opportunities are coordinated through the SYMH and in conjunction with the hub. However teaching schools can also offer specific training and bespoke support. Below is a list of local Teaching Schools and a link to their homepages. Each have been invited to publicise any maths specific support they can offer.