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Teaching for Mastery in Maths: Opportunities for Secondary Schools


Created on 25 May 2018 by ncetm_administrator
Updated on 15 March 2019 by ncetm_administrator

Heard about teaching for mastery? Interested in high quality professional development?

We have opportunities available now for you and your department to get involved.

Whether you want to take a teaching for mastery approach in your own classroom and department, or introduce mastery in both your own school and beyond, we have a CPD opportunity for you. The NCETM and Maths Hubs are offering funded professional development activities, available from September 2019.

Work Groups

Secondary maths teachers whose schools want to introduce and embed teaching for mastery can nominate two teachers (Mastery Advocates) to join a Work Group. You will be part of a locally-based group of teachers who meet regularly to develop professional knowledge and expertise, as well as receiving bespoke support.

In a Teaching for Mastery Work Group you will:

  • collaborate with colleagues from other local schools to share best practice
  • get individual school support and guidance from a local leader of maths education (LLME)
  • take away ideas to help your students become more confident mathematicians, ready to tackle GCSEs and A levels
  • introduce and embed teaching for mastery in your classroom and department

Mastery Advocates

The fully funded programme enables you and another teacher from your school to become ‘Mastery Advocates’. Initially you will be part of a Work Group for a year. You will also get in-school support from a Mastery Specialist. Beyond this, you will continue to work with your local Maths Hub and take part in a Work Group as you embed mastery across your department.

This opportunity is suitable for all maths teachers, from NQTs to Heads of Department. It requires the support of your headteacher/a member of SLT.

Learn more

Hear from teachers who have taken part in a Work Group.

Download

Teachers who have been involved tell us more about the benefits of mastery for them and their students.

For me as a Mastery Specialist, it is rewarding to see the lessons students are now experiencing with teachers who are teaching for a deeper understanding.

“SLT and the leaders of my department have been completely supportive and trusting as I have introduced teaching for mastery in maths because they see the benefits it has for the students.

“I would say to senior leaders and headteachers whose maths departments are considering introducing teaching for mastery to go for it. When you hear the conversations students have in maths lessons, see their engagement and depth of understanding, and listen to them telling you about their experiences of learning maths, you will see why it is worth it.

Vicci Williamson, Maths teacher and Director of Research and Development, Hungerhill School, and Secondary Mastery Specialist, Yorkshire and the Humber Maths Hub

Martin: The open classroom experience with discussion before and after is an excellent model of professional development.

Rebecca: Seeing teaching for mastery in maths as part of an open classroom session was an informative and hands-on experience through which I gained knowledge of delivering differentiation and challenge through mastery.

Martin Willan, Second in Maths, Outwood Academy Easingwold, and Rebecca Smith, Lead teacher of maths, Kettlethorpe High School, both teachers involved in Work Groups

To anyone considering joining a Work Group, I could not recommend it enough. It is arguably the best continual professional development you can get.

"Participating teachers really appreciate the collaboration. Being able to discuss the theory, have time to implement it and then come back together to evaluate it, helps to embed it into our own practice. Being able to collaborate across schools is so valuable.

"Finding the time to begin with can be difficult but the long term benefits will outweigh this initial hurdle. Our students are more confident, articulate and engaged and the teachers in our department will now say that their planning time has actually reduced.

"Implementing teaching for mastery has been a huge success. The biggest difference in our department is the shift in culture of both our teachers and our students. Doing, discussing and engaging in mathematics has created a buzz in the classroom and in the office!

Megan Bailey, Maths Teacher i/c KS3 Maths, St Marylebone School, London, and Mastery Specialist, London Central and NW Maths Hub

It requires a bit of bravery to say actually, we’ve got to step away from old models and look at how we can facilitate this. A huge part of my role is to understand the context that schools are in and see how this fits into their lessons. I think the first thing is to get an understanding of what we mean by the term 'teaching for mastery', to remove the fear, to say 'teaching for mastery is this... and these are all the things you are already doing in your school

"I want teachers to gain an understanding of teaching for mastery and something they can go away and try...and pass their understanding on to their department.

Simon Petri, Secondary Mastery Specialist, working with Surrey Plus Maths Hub

We’re looking for anyone who is motivated, enthusiastic and has some capacity and is in a department who are open to making changes, but you don’t need to have done anything yet.

Frances Carr, Surrey Plus Maths Hub Lead, and a member of the national Maths Hub team coordinating the secondary school teaching for mastery project

Working with the Surrey Plus Mastery [Work Group] has given me the tools and confidence to develop mastery-style teaching in my own practice, as well as encouraging it throughout my department. The 'open lessons' provide inspiration by showing the strategies in real-life use. This allows for genuine developmental conversation afterwards, about the student responses as well as the teaching methods. My department are keen to keep collaborating in TRGs to share practice that develops deeper mathematical knowledge within our students.

Gabby Veglio, Head of Maths, The Kingston Academy, Surrey

         

 

Apply now to take part in a Work Group

Applying is easy. Complete the application form and have it signed by your headteacher/SLT. Then email it to your local Maths Hub. If you are not sure of your local hub, find it on our map. Your hub will also be able to tell you the deadline for applications in your area.

Apply now

Become a Mastery Specialist

Want to become an expert in teaching for mastery and work towards taking it beyond your own school? Train to become a Mastery Specialist. In this role you will receive fully funded training from experts, develop your own expertise, and then support others.

The programme

  • Year One: you attend three residential training events and concentrate on your own classroom teaching.
  • Year Two: you help spread mastery teaching approaches across your department.
  • Year Three: you support two other local schools along the same route. 

All the time, you keep in touch with counterparts across the country in online groups. You can share experiences and continue developmental conversations.

As part of the Mastery Specialist programme, you will also work to achieve NCETM PD Lead status.

The people

If you want to apply to be a Mastery Specialist, you should be:

  • A strong classroom practitioner
  • Passionate about the power of teaching for mastery
  • Keen to work beyond your own school
  • Able to commit to a three-year programme
  • Supported by your headteacher/SLT.

Learn more

Hear from Mastery Specialist in our videos. Find out more about mastery in our case studies. And take a look at the Mastery Specialist programme in more detail in this diagram.

Apply now to become a Mastery Specialist

Complete the application form and have it signed by your headteacher/SLT. Then email it to mathshubs@ncetm.org.uk. We will allocate your application to your local hub, who will keep in touch with you as it is processed. Make sure you submit your application to us by 5pm on 26 April 2019.

Apply now


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