Continuing Professional Development for teachers …

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Continuing ProfessionalDevelopment for teachers ofmathematicsJMCJoint Mathematical CouncilSupported by the Gatsby Charitable FoundationACMEContinuing Professional Development for teachers of mathematics | December 2002| iiipagePreparation of this reportvExecutive Rationale for ACME s CPD The need for CPD in mathematics The present situation22A CPD programme for teachers of Key components of a well-planned CPD Starting from needs: a coherent programme for a diverse Entitlement, accountability and rewards43A support network for CPD Within the school or Setting up a local and a national infrastructure for CPD54Conclusion7Annex 1: List of contributors9Annex 2: Professional Development currently available for teachers of mathematics10Annex 3: Case studies of CPD opportunities that would become available12Bibliography15Continuing Professional Development for teachers ofmathematicsContentsISBN 0 085403 587 7Copyright ACME 2002Requests to reproduce all or part of this document should be submitted to:ACMEThe Royal Society6 9 Carlton House TerraceLondon SW1Y 5AGACMEContinuing Professional Development for teachers of mathematics | December 2002|vPreparation of this reportThis report has been prepared by the Advisory Committee on mathematics Education (ACME).

Continuing Professional Development for teachers of mathematics JMC Joint Mathematical Council Supported by the Gatsby Charitable Foundation

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