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Five EiML case studies from across England


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 June 2010 by ncetm_administrator
Updated on 18 August 2011 by ncetm_administrator

Ways of working - EiML Case Studies

I am an independent consultant working nationally with Mathematics Subject Leaders in large groups at conferences and courses and through coaching in small groups or with individuals. The project that I undertook to use the EiML materials involved recruiting a group of six mathematics Subject Leaders and involving them as a group in discussions about the online tools. I have been involved in researching e-pedagogy for the past five years and recognise the potential benefits of using distant learning approaches for busy teachers. 

The project therefore began with a telephone conference to share ideas and brainstorm the potential of using the Core Responsibilities and also the Key elements for developing leadership of mathematics in schools. 

At the end of the session teachers were excited by the possibilities and began to draw up action plans to implement their use in school. Each Mathematics Subject Leader wrote a plan following the headlines in the Teacher Learning Academy framework at Stage 2. This took them through a series of questions for planning an effective project and ensured that any moral and ethical issues were appropriately addressed.

The action plan was instrumental in ensuring that the timeline was adhered to and that I could support teachers to meet their self-imposed deadlines. We discussed from the outset how and when I could offer support with individual telephone coaching sessions. Typically these calls were planned to motivate and sustain the commitment of the group members but some of the calls were more instructional as I was able to guide people towards particular texts on the National Centre portal or to books and articles on the Internet. 

At the end of May 2010 there was a second telephone conference for people to share their experiences together and to ask each other for ideas and further support. After the initial awkwardness of speaking out of turn leaders enjoyed the teleconference and have requested further opportunities to join in discussions of this type. For my part, I was a facilitator and coach throughout the project – I set clear tasks with specific timelines, I discussed individual projects within this overall context and supported individual teachers to pose themselves and their staff serious questions about the nature of mathematics in their schools.

The National Centre portal enabled the group to have a clear shared experience where discussions lead to different routes for staff development in their schools. In some schools the impact was with the mathematics subject leader, others were confident to lead staff meetings with the materials and to explore ways of embedding practice within whole school planning. From the case studies, you will see the different routes that each subject leader took within their schools.

Gill Potter

  • Case Study 1
    Mathematics Enquiry: getting started as a mathematics subject leader using the online materials
  • Case Study 2
    Exploring the EiML online materials
  • Case Study 3
    Developing a vision for mathematics
  • Case Study 4
    Supporting NQTs in using key resources to support mathematical thinking
  • Case Study 5
    Identifying whole school priorities for mathematics
     
 

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