Continuing Professional Development for teachers …

1 Continuing ProfessionalDevelopment for teachers ofmathematicsJMCJ oint Mathematical CouncilSupported by the Gatsby Charitable FoundationACMEC ontinuing 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 CPD54 Conclusion7 Annex 1: List of contributors9 Annex 2: Professional Development currently available for teachers of mathematics10 Annex 3.

2 Case studies of CPD opportunities that would become available12 Bibliography15 Continuing Professional Development for teachers ofmathematicsContentsISBN 0 085403 587 7 Copyright ACME 2002 Requests to reproduce all or part of this document should be submitted to:ACMEThe Royal Society6 9 Carlton House TerraceLondon SW1Y 5 AGACMEC ontinuing Professional Development for teachers of mathematics | December 2002|vPreparation of this reportThis report has been prepared by the Advisory Committee on Mathematics Education (ACME). The members of ACME are: Sir Chris Llewellyn Smith FRS (Chair)University of OxfordChris BelsomAmpleforth College, YorkAnnie GammonSir John Cass Foundation and Redcoat Church ofEngland Secondary School, LondonProfessor Celia HoylesInstitute of Education, University of London, and Chairof the Joint Mathematical Council of the UKProfessor J Chris RobsonUniversity of LeedsDr Sue Sanders University of Wales SwanseaNick von BehrCommittee Secretary, The Royal SocietyThe Government recognises that there is an urgentneed to improve the mathematical skills of the generalpopulation.

3 There are concerns about both numbersand quality. In particular, we note: the poor uptake of school pupils continuingmathematics through to the age of 19 and beyond; the reduced numbers of students qualifying forHigher Education courses in numerate disciplines,especially science and engineering and, this year, inmathematics; and the under-supply of appropriately qualifiedmathematics teachers , which is exacerbated by thehigh demand for the skills of mathematicallyqualified concerns are linked, in that the teachers oftomorrow are drawn from the pupils and students oftoday.

4 The Advisory Committee on MathematicsEducation (ACME) believes that radical steps need to betaken now in order to break into this closed loop. Itcontends that one of the most effective ways to do so andto raise the quality of mathematical provision in schoolswould be to expand substantially Continuing ProfessionalDevelopment (CPD) for teachers of mathematics. Itbelieves this would revitalise skills throughout teachingcareers, and would re-enthuse and help retain existingteachers of consultation with both the mathematicscommunity and bodies involved in the professionaldevelopment of teachers , ACME has now produced this,its first self-initiated report, on CPD for teachers ofmathematics,which makes the followingrecommendations:-1.

5 We recommend that the Government should initiateurgently the process of developing and funding along-term programme of CPD for teachers ofmathematics that can meet their needs at variousstages of their careers. To help launch this initiative, theGovernment should first: obtain relevant data on boththe number of teachers of mathematics needed overthe next 10 years and the qualifications of existingteachers; commission a survey of current CPDproviders in mathematics; and convene a series ofseminars to examine international best practice in CPDfor teachers of We recommend that CPD for teachers of mathematicsshould contain an element of broadening anddeepening of mathematical knowledge.

6 This shouldcomplement an appreciation of how pupils learn, anda comparison of varied methods of teaching,mathematics. The weighting of each of thesecomponents will vary from course to course accordingto teachers and schools needs and goals. A survey ofteachers of mathematics to elicit their views on CPDwould help to determine these needs We recommend that part of any CPD programmeshould be structured so as to allow opportunities torelate theory to practice in the classroom, and toprovide time for informed and collaborative reflectionwith peers and with those with appropriate We recommend that teachers of mathematics shouldbe expected to engage in CPD throughout theirworking careers.

7 This implies an entitlement to timeand funds, alongside a system of accountability We recommend that teachers of mathematics must begiven an allocation of time and resources to enablecoherent planning and Development to take place atan institutional level. There is currently a crisis inmathematics teaching, and some funding tied to CPDfor teachers of mathematics must be provided directlyto schools and colleges. The Government shouldcommission a study to quantify both teacher in- andout-of-school training entitlement and the resourceimplications for schools of making such an We recommend that a network of Local MathematicsCentres (LMCs) should be developed to encourage thegrowth of a community of teachers of mathematicsacross all phases and to provide a source of expertadvice, resources and information.

8 The Governmentshould commission a feasibility study of how LMCsmight function and then set up a pilot centre involvingteachers, Local Education Authority staff andacademics from mathematics and We recommend that a National Academy for Teachersof Mathematics should be established to have astrategic overview of CPD at a national level and to co-ordinate its operation locally. The Government shouldcommission a feasibility study to set out a range ofoptions with costings and then seek private sponsorsfor funding. 8. We recommend that some CPD funding should bemade available directly to teachers of mathematics toenable them to undertake substantial professionaldevelopment according to their individual needs Professional Development for teachers of mathematics | December 2002|viiExecutive SummaryWe wish to clarify our terminology.

9 First, we note thatthere are what we will call training programmes. Theseare specifically targeted and might last for a day or a fewdays. They might concern, for example, theimplementation of a new assessment scheme orcurriculum, or understanding some new legislationwhich has implications in schools or colleges. Next,there are what we will term Professional Development courses such as a short course on using the graphicscalculator to introduce linear functions and equations ora short course on some branch of statistics. By aContinuing Professional Development (CPD)programme, we mean a sustained and developmentalprogramme: this could comprise different sets ofprofessional Development and some training puttogether so as to be progressive over time to reflect ateacher s needs ( a 20-day mathematics coursespread over one year, followed by a course in leadership,a masters course, or several courses on the use ofdifferent software for teaching mathematicsculminating in an in-depth study of IT and geometry).

10 Thus a CPD programme in mathematics typically willcontinue over years, planned by the teacher incollaboration with a head of department, a HeadTeacher or a mathematics co-ordinator or others withexpertise, with the aim of enhancing the knowledge,skills and enthusiasm of the Rationale for ACME s CPD projectThe Government recognises the importance ofimproving the overall mathematical expertise of thegeneral population. In his significant report to HMTreasury, Sir Gareth Roberts (Roberts 2002) noted theinsufficient numbers applying to take degrees inmathematics and the major numerate disciplines, andthe worrying drop in the proportion of pupils takingmathematics A2 following the introduction ofCurriculum 2000.