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Maths Strategic Conversations
The document discusses findings from the CUREE research project regarding the professional development needs of vocational practitioners in teaching GCSE Maths. Key themes include the necessity for continued CPD, the importance of specialized knowledge for teaching, and recommendations for enhancement programs tailored to diverse learner needs. It also highlights the challenges in providing adequate training and resources for teachers, emphasizing the need for strategic improvements in recruitment and support.
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Maths Strategic Conversations
- 1. Maths Strategic Conversations: findingsfrom the Curee research project Michelle Jennings
- 3. Key themes • Whatare practitioners’ CPD needs? • How do learners develop Maths skills? • What specialist Maths knowledge and or skills do vocational practitioners need to support the contextualisation of GCSE Maths? • What skills/knowledge will Functional Skills practitioners need in order to teach GCSE Maths?
- 4. The challenges • morereadily available specialist ITT provision • continuing CPD for existing functional skills practitioners to equip them to teach GCSE • more readily available subject specialist CPD programmes that address the need to help teachers ensure they challenge every learner • promoting, modelling and enabling evidence-based good practice in CPD • the development of valid and useful real-time evaluations of staff performance and current skill levels
- 5. Recommendations • The Mathsenhancement programme should be continued but refined to address more in-depth ways of addressing learner diversity • An English enhancement programme should also be developed • Further probing of data should be undertaken regarding: • the balance of access to CPD for vocational and non-vocational staff • differences of perception between strategic/middle leaders and classroom practitioners • Any substantive resulting differences should be explored via leadership programmes and, possibly through a national debate
- 6. POLICY DRIVERS THE FOUNDATION: SECTOR IMPROVEMENT IN MATHS FUTURE OFMATHS ENHANCEMENT MATHS ENHANCEMENT AND SEN CUREE STRATEGIC CONVERSATIONS QUALITY IMPROVEMENT MATHS & ENGLISH STEM MATHS RECRUITMENT INCENTIVE MATHS TNA EXCELLENCE GATEWAY EDUCATION AND SKILLS SECTOR IMPROVEMENT IN TEACHING TRAINING & LEARNING PSWD Maths Impact Model R e s e a r c h
- 7. • The 6-dayMaths Enhancement Programme (MEP) is: • helpful for those teachers secure in their subject knowledge, but • not enough for those with a weaker subject knowledge (a significant number) • Recommendations: • A self-assessment TNA tool covering the GCSE maths syllabus • A series of ‘pre-MEP’ workshops, modularised to specific strands of subject knowledge (e.g. Statistics / Algebra / Geometry / Trigonometry) • Support for local peer-to-peer networks • Building an online community of practice • Development of a shorter / sharper model of support for GCSE maths teachers working within a more vocationally-focused / WBL environment
- 8. • Colleges andother providers have been invited to bid for money used to recruit and employ an additional maths teacher this year • We have bids for around 150 additional teachers (more than we have money to fund) • This project is very much HR focused – getting Providers to use imaginative ways of recruiting the additional teacher, using them, and keeping them
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