These materials have been designed to be used flexibly according to your need.
Alternatively, by clicking on the “+” sign next to each of the sub-sections you can reveal content therein and sample each of these in whichever order you like.
Also, you have the option of looking through the “Reflective Activities” and the various “Resources, pro-forma and links” that are provided all through the materials. This might be particularly helpful if, after working through the whole suite of materials, you wish to re-visit one specific activity or resource.
To do the right thing is not enough; to be competent one must also know what one is doing and why it is right (Learning as Constructive Activity, Ernst Von Glaserfeld).
“The teacher’s job is to organise and provide the sorts of experiences which enable pupils to construct and develop their own understanding of mathematics, rather than simply communicate the ways in which they themselves understand the subject” (1989 National Curriculum, Non-Statutory Guidance, page C2).
Professional learning, like pupils' learning, is best supported by engaging colleagues in the process and helping them to develop their own approaches.
You may find yourself in a wide variety of situations depending on what the needs of the particular school are. Each of these situations is different and requires a different set of skills and ways of working.
It is important to use a range of information about the teachers, the teaching, the children and the learning in order to build up a picture of the school’s current position. Working with colleagues to do this together provides a positive, collaborative way to agree a starting point for development
Working together to focus on principles behind the issues can help to maintain perspective and stop the improvement plan being reduced to a set of actions to implement rather than something you are working on to develop.
Working together to commit to and follow an action plan can help maintain focus on the underlying principles, reduce the temptation for the staff to focus on too many initiatives and ensure shared accountability for the development.
“It is good to have an end to journey toward; but it is the journey that matters, in the end”, Ursula K. Le Guin.
The best leaders are those that are self-aware and are able to reflect on what they have done with a view to making changes to improve the effect of their activities in the future.