About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.

 

Personal Learning Login






Sign Up | Forgotten password?
 
Register with the NCETM

How well do I provide a good role model for others?


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 26 May 2010 by ncetm_administrator
Updated on 13 August 2010 by ncetm_administrator

 

What CPD do I need?

In this strand you will explore the range of skills and knowledge that you need in the role of Maths Subject Leader, how you rate yourself against them and what CPD needs you have in the light of this.

When you have finished this strand you will:

  • understand how well you role model the value of CPD for colleagues
  • know how much you value your own CPD to develop your role as MSL
  • have an idea of the strength of your own subject knowledge and related pedagogy
  • be clear which ‘tools of the trade’ you need to focus on developing further
  • have formulated a plan for your CPD needs and looked at ways of meeting them.

How well do I provide a good role model for others?

Who was the best Subject Leader you have ever known? It does not have to be in mathematics.
Think about what it was about them or what it was they did that you felt was so effective and helpful.
See if you can draw a diagram/picture or jot down some bullet points that expresses the role of a Subject Leader and what they did that was special in each of the categories.

You may find it helpful to refer to the Key Elements of Subject Leadership in the Excellence in Mathematics Leadership (EiML) materials.

Think about the person that you felt was very good in the role and about the aspects of the role. How would you judge yourself in comparison? Where would you place yourself on the two spectrums below?

This first spectrum refers to how long you have been in the role:

The second refers to how well you feel you rate against the various aspects of the role and the colleague you have thought of in the activity above:

How did you feel when considering your position on the second line? It is not always easy: sometimes we under-estimate our skills and capacities – maybe we don’t want to be seen as boastful. Sometimes we over-estimate them, perhaps for fear of being seen as not very good. The key thing is to try to be as accurate as possible. What really matters is making an accurate action plan for yourself at the end of this strand to take you further along the spectrum and develop in the role of MSL. This strand is all about your CPD and what will help you move forward in the role.

You may find it helpful to think about feedback that you have been given either informally or formally when carrying out your role. You may also like to seek out additional feedback from colleagues to get a broader picture of how you are doing.

What would you like colleagues to be saying about you in the role as MSL in a year’s time?

Write a list, a few sentences or draw a diagram to show your vision of what you would like them to be saying.

The challenge is to isolate a few key steps that will help you move forward in your role.
What are those key steps for you? They may be small yet significant in impact or they may be larger. Try and make each step one single action if you can.

You may like to use your study in this strand to help you work out what steps you need to take for your own CPD to make this vision a reality.

Now you have your steps and vision, think about what CPD you need.

Think about what meets your need most effectively. It may be that you need to shadow a colleague, co-coach with a colleague, work with a member of SLT, work with another MSL in the Local Authority, go on a course- single day or sustained, do some study online...be as inventive as you can to meet the needs you have analysed above.

Discuss your ideas with the Headteacher and look at the budget implications.
Check that your own CPD needs fit with the school priorities as far as possible.

You are now ready to write your CPD plan. Giving yourself SMART targets and dates to complete sections will help focus you to achieve your plan.

Think about how you are going to review your plan and keep yourself on track with your CPD, especially with the pressures of a busy school term. You may want to pair up with a colleague and support each other or organise a regular review with a member of the SLT. Organise what works best for you and your motivation style.

How well do I provide a good role model for others on the value and benefits of CPD?

Think


  • How much do I value my own CPD?
  • What level of importance do I give it in my week, term?
  • How well do I audit my own needs?
  • How creative am I about seeking ways to meet my CPD needs?
  • How important is it to me to monitor and evaluate my CPD and celebrate the progress that I achieve?
These questions will help you tease out how good a role model you are for others by helping you consider aspects of good CPD practice for each individual.

Place yourself on the spectrum below, to show how effective you consider yourself as a role model:

Look back to the left-hand end and celebrate your successes that are already embedded and then look forward and decide what step you need to make to help you move further towards the high end of the spectrum.

Make a note of these in your Personal Learning Space, along with your vision for maths CPD.
 

 

Quicklinks



 

 


Comment on this item  
 
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item

Comments

 


There are no comments for this item yet...
Only registered users may comment. Log in to comment