From the editor - Excellence in Mathematics Leadership microsite
The NCETM portal seems to be growing fast – the latest addition is the fantastic Excellence in Mathematics Leadership microsite.
Sometimes at the end of a long day, reading more ‘stuff’ just requires too much effort so it was very entertaining to watch some of the clips on the Talking Heads section. Different people have been asked to speak into the camera on four different talking points:
- the best piece of advice you have ever been given
- the one thing that every school should have
- my top tip for a new mathematics leader
- a turning point in my career.
As I was watching these clips (which are nice and short), I found myself wondering what I would have said?
There are some other sections within the microsite. It categorises the four core responsibilities of a subject leader, such as:
- Developing a common purpose and a shared culture
Promoting and creating a shared vision for why mathematics is important, what you want for your pupils and what you all want to achieve in your school/department through the mathematics curriculum
- Planning for improvement
Making an honest appraisal of what you are good at, what needs to be worked on and planning actions and developments accordingly
- Working and developing together as a team
Developing and sustaining a culture of sharing teaching ideas, encouraging professional development and working together to develop practice
- Having efficient and well-organised systems
Setting up and maintaining good, efficient systems for the management and organisation of resources and data together with the documentation of agreed policy and practice.
These core responsibilities are linked to some key elements – but not in a one-to-one correspondence! Investigating each Key Element seems a bit like entering the tardis – there are features of effective practice, case studies, links to other items on the portal, excerpts from Mathematics: understanding the score and prompts to encourage reflection.
If that wasn’t enough, each of the core responsibilities also contains a wealth of useful material. The site suggests that you “look through and discuss (with your line manager/senior leader and your teaching colleagues) the list of example statements and decide which best fits your stage of development” – there are four stages with prompts for moving up to the next level and some ‘stories of change’. It is helpful to be able to read about other people's journeys in trying to change your own practice.
There is absolutely no way that you could even begin to appreciate all these materials in one visit – that isn’t meant to sound daunting, just to say how amazing this site is!
Having sat back and watched the Talking Heads, I’m now going to think about how I could use some of these materials with the post holders in the department, and the mathematics line manager, to deepen our shared understanding of how we work well to achieve the very best for our pupils.
Why not tell us how you are using the materials?