Effective learning and teaching in mathematics
To raise attainment and promote quality in learning and teaching in mathematics, Glasgow City Council has developed an initiative which will result in at least one teacher in secondary mathematics departments being trained in current theories and practices in effective learning and teaching in mathematics.
This initiative is adapted from the Teaching for Effective Learning 'coaching in context' model, which operates successfully in Glasgow’s primary schools. The initiative was offered to schools on an 'opt in' basis for the first time in session 2004–05 and the majority of schools are participating.
Within each mathematics department headteachers were asked to identify a classroom teacher who was willing and suitable to take on the role of effective practitioner. The teacher selected was expected to have the following qualities: credibility as a good practitioner; enthusiasm for the subject; openness to new ideas; and good interpersonal skills.
It was flagged up at the outset that it would be helpful if teachers released for training could also be given an allocation of time at the beginning of the year to 'read up' and become familiar with the issues as well as to devise materials which they would each try out in their own class. This would be an important factor in allowing teachers to become familiar and confident with the materials before working with others.
The identified teachers attend six one-day training sessions (approximately one a week) followed by four recall sessions in November, February, March and May. During and following these sessions they plan lessons and develop materials which they use firstly with their own classes.
In the second half of the session the emphasis is on continuing professional development (CPD) in effective learning and teaching for all members of the department. A programme of focused visits by other members of the department to the identified teacher’s classroom takes place. The identified teacher is then released to visit the classes of other members of the department to support these teachers in the implementation of direct interactive teaching strategies, formative assessment, practical activities, collaborative working and evaluation of the activities.
Principal teachers manage the initiative in their own schools and are asked to include the promotion of effective learning and teaching on the departmental development plan
Advisers from Education Improvement Services provide coaching materials and organise training programmes for the identified teachers as well as maintaining ongoing support through network meetings for those involved.
The training programme contains input from authority trainers, training organisations and principal teachers within Glasgow, who demonstrate best practice. A seconded development officer also provides training and mentors participants, as part of his remit.
Initial evaluations indicate that the participating teachers have found the training very worthwhile, that they feel better informed and that they have changed their already good practice to create more active learning environments. Further evaluations, both qualitative and quantitative, are pending.