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Professional Learning Journeys - Summary


Created on 17 May 2011 by ncetm_administrator
Updated on 25 September 2013 by ncetm_administrator

 

Professional Learning Journeys - Summary

 
 
Conf imageEarly YearsPrimarySecondaryPGCEPGCE

Developing, retaining and sustaining teachers of mathematics

Audience

This report has been written to help head-teachers, principals and other school and college leaders retain, sustain and develop mathematics staff and so enhance the achievement of learners. It will also inform all those who have an interest in or influence on the professional development of those teaching mathematics in England.

Introduction
Setting out the aims, brief overview of an effective professional learning journey and the impact on teachers and learners.

Approaches adopted
This section provides an overview of the development of NCETM-funded projects and events that have provided the main evidence for the report. It explains how opinions were gathered from the professional development community and how the projects were set up.

Impact
We also examine the impact that CPD projects have had in changing practice and sustaining collaborations and networks for teachers in their first five years and beyond.

Factors
In this section we consider the factors contributing to effective CPD for teachers both in their first five years, and in their continuing careers. It draws on the findings from NCETM-funded projects, other initiatives and relevant research; these factors lead to a number of conclusinos and recommendations.

Conclusions
Drawing together the evidence for effective CPD

Recommendations
We make recommendations for senior leadership teams in schools and colleges, for providers of mathematics CPD and the National Centre.

NCETM Funded Projects
We also present the summaries of the NCETM-funded projects First Five Years and Determining Pathways, as well as additional case studies.

 Download the Executive Summary 

 
 
 


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