NASET Unified Doc in Word - NCETMFo… · Web view(Appendix 1 - Sample invitation letter) The aims, time and place of the SLDM are clearly stated on the information sent out to

NCETM CPD Standard Submission: guidance notes for Initial Assessment Verification (IAV)

Any person or organisation providing mathematics-specific CPD in England is encouraged to apply for the NCETM CPD Standard, for example:

teaching schools and other schools and colleges providing CPD beyond their own institution

further education and adult education providers higher educational institutions local authorities subject associations and other national mathematics education organisations with

CPD responsibilities commercial providers providing CPD under their own name contractors and independent consultants providing CPD under their own name awarding bodies in respect of the work that they are doing in providing CPD

NB. 1. It is not sufficient to provide mathematics education CPD solely within your own single educational institution or solely under the name of another organisation.

NB. 2. The Standard is only awarded in respect of CPD provision for qualified teachers and not PGCE, other initial teacher education or support for others, such as parents or governors.

In order to proceed to make a full submission and undergo an Initial Assessment Verification (IAV) to achieve the Standard, you will need to be an experienced provider of mathematics education professional development. Typically, this will mean that you will need to have been providing PD for at least a year (rarely less than 6 months) to enable you to assemble the necessary evidence that you need to meet all the Quality Mark criteria. If you are a new PD provider you may still, of course, use the

Page 1 of 24

CPD Standard Submission Guidance Notes 2015

submission form and guidance notes to support you in developing a future submission.

Please note all evidence submitted must be from PD provision offered under the name of the applicant shown on the Submission Form (whether that is an individual or an organisation). Evidence related to work done under the branding of another organisation (e.g. in the case of independent consultants) is not acceptable.

Applicants need to read these Guidance Notes carefully before completing the Submission Form that will be reviewed during the IAV and must include relevant, focused evidence as numbered appendices (listed in the ‘Appendices of Evidence’ section), with appropriate cross-referencing between that evidence and specific Quality Mark sub-criterion/a. It is usually sufficient to provide only one or two pieces of evidence for each criterion as some evidence can often be used to illustrate coverage of more than one. It is the ‘quality’, rather than ‘quantity’, of the evidence that is crucial.

If you offer a range of types of CPD support (such as in-school support / consultancy, courses, CPD materials, collaborative teacher projects, research projects, etc.), you must ensure that you offer some evidence from each type of provision. However, applicants are encouraged to be selective in their choice of evidence; it is not necessary to have several pieces of evidence for each Quality Mark criterion. In fact, a dozen pieces of evidence will usually suffice – and almost never are more than twenty needed.

NB. The illustrations provided within these Guidance Notes are based on submissions from successful applicants. They are not intended to represent perfect examples but have been chosen to illustrate a range of good approaches. They are categorised by type of CPD provider to help the reader; however, applicants are advised to look at the full range of illustrations rather than just those from similar providers to themselves.

Support in completing your Submission Form

These Guidance Notes and accompanying Flow Chart (Appendix 1) are intended to be normally sufficient in helping you prepare your submission, gather appropriate evidence and then complete the Submission Form. The following optional additional advice and guidance is, however, also available and strongly recommended to all applicants.

15 minute telephone discussion (no charge made) with the CPD Standard Regional Director. NB. You must have already fully read these Submission Guidance Notes and you will be expected to have emailed your draft background and context statement for the ‘Introduction by Provider’ section to the CPD S RD in advance of the call to make maximum use of the limited discussion time;

2 hours of telephone and/or email advice (a one-off charge of £130). This will be provided by an assessor from the CPD Standard assessment team in a single session or alternatively it can accessed as ‘e-mentoring’ over an agreed period

Page 2 of 24CPD Standard Submission Guidance Notes 2015

(provided by the assessor to the equivalent of 2 hours of their time).

The discussion and feedback from the assessor is intended to help you to:

o refine your proposed submission and better organise the presentation of your evidence against the appropriate Quality Mark(s), thus reducing the likelihood of your submission being returned later for remedial action (which would incur an additional charge);

o identify whether it might be better to defer making an IAV submission - and thus incurring the cost of joining the CPD Standard subscription scheme - until you have gathered different and/or additional evidence.

The NCETM CPD Standard Subscription Scheme

Since 1st September 2014, submissions for Initial Assessment Verification (IAV) have only been accepted from PD providers who have returned a Service Level Agreement (SLA) and joined the NCETM CPD Standard subscription scheme.

The SLA underpinning the scheme is a legal contract and, as such, its terms and conditions should be read carefully before signing. Enquiries about the SLA terms and conditions, bands for subscription charges and requests for a copy should be sent to [email protected].

Once membership has been confirmed, an applicant will be invited to forward their completed Submission Form to [email protected]. Following receipt of a completed submission and after it has been reviewed by the CPD Standard assessment team, the National Centre will either confirm that this has been approved or identify where the submission is inadequate and/or remedial action is required.


mailto:[email protected]


Introduction by Provider (background and context)Providers have the opportunity in this introductory section to describe their context and provision and to include anything they see as important that is not included in the subsequent sections. A key purpose of this introductory section is to clearly set out the full range of CPD provision offered. This provides a valuable ‘touchstone’ which will enable you to include examples and evidence which represent this full range in each of the subsequent Quality Mark (QM) sections of the form.

This section might also include how you keep abreast of current research, practice and initiatives and your involvement with the wider mathematics education community.

Background and context (suggested length: 400 words)

Guidance note‘You’ in the sections below means ‘you personally’, if you are applying as an individual, or the organisation in whose name you are applying. It is helpful to include in this section:

the role you have or the type of organisation you are; a summary of your experience in providing mathematics PD; when you became a direct provider of mathematics PD; your vision and values; the range of provision you offer and a list of personnel used; the phase(s) of education that your PD provision caters for, such as: early years,

primary, secondary, FE; how your provision is commissioned by your clients.

NB. Application for the CPD Standard should cover all your mathematics PD provision and the evidence given should be from across the full range of provision. If you are offering any mathematics PD which you are not including in your application, please state what this is and the reasons why it is not included. For example, if you deliver PD under the branding of another organisation you cannot include this, or evidence from it, in your submission; however, the fact that you do so can be included as useful information in this introductory ‘background and context’ section.

Our assessors use the following coding system to categorise different types of PD provision:

1. In-school support / consultancy;2.Courses;3.CPD materials;4.Collaborative teacher projects, research projects etc.5.Other

You are asked to use this same coding system in the ‘Appendices of Evidence’ section at the end of the submission form.


IllustrationsThe following are examples adapted from successful submissions.

Illustration 1 – A commercial companyXXXX is a commercial company dedicated to promoting teaching and learning of mathematics as interesting, challenging and enjoyable. We have a particular focus on problem-solving approaches and on creating thinking communities to stimulate learning in the classroom. We publish resources to support such approaches and also provide a CPD programme in which we principally train teachers and Teaching Assistants who work with children in Early Years settings, primary schools, middle schools and independent schools with children aged 3 -13. We offer a range of CPD opportunities in venues around the country and also in Europe, as well as further afield, such as in the Far East. We run annual conferences for primary school teachers at a range of venues around the country and a specific Early Years conference every November. We also run an M-level Postgraduate Certificate in Professional Learning in conjunction with xxxx University.

Much of our provision is commissioned directly by schools, clusters of schools or LAs. We then work with the schools to tailor the provision to their needs, often offering both INSET days and in-school support programmes. With over seventy dedicated mathematics consultants, we can offer extensive support for mathematics learning and teaching. Our consultants are all experts in mathematics education and have been teachers, advisors, LA consultants and headteachers. To find out more about our consultant team visit our website at http://www.....

Illustration 2 – An academy offering school-to-school supportXXX School has a history of outreach and collaborative work driven by its Mathematics and Computing and Leading Edge (formally RAPP) specialisms and, more recently, through the obligations linked to becoming an academy.

XXX is a small unitary authority with 7 non-selective and 4 selective secondary schools, and approximately 30 primaries. There is a high level of ethnic diversity within the authority. One of the key issues is to raise standards at KS2; as there is now no significant capacity for school improvement with the LA, we have extended our outreach to primary schools.

Our vision is for every child in XXX to have a good mathematics education and to support classroom practice to ensure all students can realise their potential in mathematics.

Provision is led by an Advanced Skills Teacher based in XXX School and providing CPD opportunities across schools in XXX. She has been an AST since March 2007, and teaches across the full age range from Year 7 to A2 Further Mathematics.

Mathematics CPD provision is in the form of termly subject leader development meetings and outreach visits to schools. All heads of mathematics in secondary schools in XXX are invited to the meetings, which aim to cover recent developments in mathematics education, provide support and resources for the curriculum, and allow for networking. Twilight sessions are also run on specific topics where there


A submission WILL MEET the requirements for this introductory section if:

the full range of the individuals’ or organisation’s PD portfolio is clear; there is some indication of the timescale: for how long each part of the

provision has been offered; the phase(s) of education covered by the PD provision is clear; there is a clear sense of the PD provider’s aims and guiding principles

is additional interest or need.

Alongside this the AST has one day a week to spend doing outreach amongst XXX schools. This support is often focused on the implementation of new ideas discussed at the meetings. For example, last year she introduced Nuffield AMP at one of the meetings, and then worked in a number of schools on ways of linking this to schemes of work and on how to use the programme in the classroom. Outreach support is also carried out based on the specific needs in school. This is commissioned by the schools contacting the AST at XXX School to plan a programme of support.

Illustration 3 – A universityXXX University’s Faculty of Education provides Initial Teacher Training and Professional Development for teachers in the pre-school, primary, secondary and further education sectors. Our main strategic objective is to be the first choice and pre-eminent provider of education, training and research in the country, offering a diverse portfolio of full-time, part-time and flexible high quality programmes.

This submission relates to the provision made by the Primary Mathematics Specialist Teacher Team which is a part of the Faculty’s Professional Development area.

Teachers completing the programme are awarded a Postgraduate Certificate in Specialist Primary Mathematics. The specific aims of the Postgraduate Certificate in Specialist Primary Mathematics are for students to:

develop and critically reflect upon their subject knowledge and gain a deep understanding of key ideas and progression in mathematics, as well as of conditions conducive to learning, thus formulating a fit-for-purpose pedagogy;

critically engage with models of teaching and learning, mentoring and coaching. This will include opportunities critically to examine different views on how children learn and on teaching approaches;

make a positive impact on raising standards in the teaching and learning of mathematics within their schools.

Further information about the provision can be found at http://www....

Illustration 4 – A local authorityXXX Local Authority is able to offer highly professional, cost-effective support services that can be tailored to the needs of any individual school or network. We have a commitment to support schools in making the best use of their budget and maximising the impact on the raising of educational standards. We offer:

service delivery by professionals with an understanding of the local context and needs; individual strands of work that can be linked to other services on offer to provide a holistic and

bespoke approach.The School Improvement and Education Advisory Support team are able to provide expert training, development and support for successful and sustained school improvement. Our aim is to offer both strategic and operational support to individual schools and networks through, for example:

supporting governors and senior leaders in reaching an accurate appraisal of the school’s effectiveness;

helping to devise, implement, monitor and adjust plans for improvement; developing robust and consistent strategies for tracking, monitoring and analysing pupil

progress data; assisting teachers to plan, prepare and promote learning opportunities that meet the needs of

all pupils; delivering bespoke, collaborative professional development opportunities;


providing surgeries, telephone support and helpful resources.

We aim to provide up-to-date information on current research, good practice and initiatives; we work across the entire age range from Early Years to Adult.

Team members offer a range of experience and professional skills at the highest level, with membership of relevant professional bodies and accredited qualifications, including NPQH, Masters Degrees and Ofsted accreditation.

Our work is commissioned directly by schools through our website http://www....


Evidence for meeting the Quality Mark criteria

In your Quality Mark statements, it is essential to make clear reference to each of the individual Quality Mark criterion. Please also indicate clearly to which pieces of numbered evidence (as shown within your Appendices) you are referring.

If you are supplying web-links as part of your evidence please give links to specific website pages rather than to the entire website. Likewise, when referencing extensive documents such as brochures and course handbooks, please specify the relevant pages, rather than link to the whole document.

Quality Mark 1: Promotion

Providers will:

Criterion 1.1 make available clear information to prospective participants describing the provision on offer, indicating the target audience;

Criterion 1.2 clearly communicate the purpose and aims of the provision and methods of delivery;

Criterion 1.3 set out clear objectives to demonstrate how the content and methodology of the provision will meet individual, school or national development needs or priorities;

Criterion 1.4 give details of location, dates, times, charges and any additional costs;

Criterion 1.5 if appropriate, give details of accreditation and routes of progression.

Provider’s supporting statement (suggested length: 400 words)

Guidance noteThis section is where you describe how you make your PD provision known to prospective participants and how you inform them of the aims, content, methodology and format. This provision can only be what you provide and market under your name, i.e. the individual or organisation stated as the applicant on the Submission Form.



Illustration 1 – A commercial company1.1 Most of our work arises from recommendations, with further information available for potential clients on our website and via targeted distribution of informative leaflets. (Appendix 2 - Leaflet introducing XXX.)

1.2 We offer a fully consultative approach when developing CPD strategies on behalf of potential customers or participants, to ensure an open and effective communication process and a transparent, documented proposal which clearly describes the solution on offer and the target audience. (See Appendix 3 – XXX Academy action Plan and support log.)

1.3 Dependent on client needs, we offer a variety of solutions and/or tailored support to address a variety of issues and development targets. (Appendix 3 – XXX email trail agreeing type of support to be given.)

1.1, 1.2 and 1.3 Through a variety of fully documented meetings, written proposals, presentations and two-way communication we will then develop a tailored CPD solution which clearly outlines : the initial requirement and reasons for the request; a description of the proposed solution/s and how it/they link to the organisational development needs; the method of delivery – how, who, when, where (including dates, times, addresses and contact

details as required); the expected outcomes which can be used to judge the impact of the CPD details of target audience and relevant Key Stage(s); whether the CPD relates to statutory issues or guidance and also accreditation opportunities; details of cost – a full breakdown of all related costs and charges.(See Appendix 3 and Appendix 4 - XXX meeting notes.)

1.1 and 1.4 In addition to our school improvement services, XXX also offers a range of training options, for those involved in primary or secondary mathematics education. This may be included as part of a school improvement project, or offered as a supplementary opportunity for further development, or to address a specific need. (See Appendix 5 - XXX offer.)

1.5 We do not currently offer accreditation routes.

Illustration 2 - A freelance consultant


Suitable evidence might include:

fliers for courses and conferences;

web-pages advertising provision;

emails, letters, etc. clarifying and negotiating the nature of the provision.

NB. Any marketing materials / sources must be clearly branded under the name of the individual/organisation named on the Submission Form.

A submission WILL MEET the requirements for the Quality Mark if:

the organisation or individual demonstrates a clear and effective mechanism for making details of the full range of their PD provision clear to all potential participants before they apply;

there are clear and effective mechanisms for negotiating provision, where appropriate (e.g. in-school support)

Following initial discussion with the organisation I forward a proposal letter describing what is to take place (1.1), the aims & objectives (1.2), who the provision is suitable for (1.1), how the provision meets individual or organisational needs (1.3) and potential future development where appropriate (1.5). Brief details relating to the delivery (such as location, dates, times, charges and costs) appear on the letter and are confirmed in greater detail closer to the date of provision (1.4). (See Appendix 1 – Sample proposal letters, in the ‘Appendices of Evidence’ section below]

Once the organisation decides to go ahead with the provision, I then draw up a CPD action plan (Appendix 2 – Examples of CPD action plan). The action plan outlines aims and specific objectives, activities taking place, timescales involved and responsibilities on behalf of the provider and organisation. (1.2 - 1.5). The CPD provision can be used by individuals as part of their Personal Evidence Portfolio (e.g.: IfL post-16 sector CPD record) and opportunities for capturing reflection are also clearly stated on the action plan.

Once the action plan has been agreed by the organisation, then details are forwarded to prospective participants either directly via e-mail correspondence and 1:1 discussion (Appendix 3 – Sample of email correspondences) or via staff development personnel using the organisation’s communication channels such as the staff intranet or newsletter (1.1) (Appendix 4 – Sample of newsletters).

Illustration 3 – A local authorityXXX LA has a system which incorporates 1.1 to 1.5 above. A course proposal is filled out; this includes clear aims and objectives, an indication of the target audience and how the outcomes will impact on the individual and their organisation. The details in 1.4 are also included as well as an indication of any accreditation and progression involved (1.5). (See Appendix A – course proposal.)

The course proposal is considered and, if accepted, the information is circulated within a main brochure which is circulated to local schools in hard copy. Here is a link to the XXX LA website - http://www. (See also Appendix B – brochure.) (1.1 and 1.2)

Electronic and paper flyers are then sent out in advance by email and post to publicise the CPD and there is information on the LA website about forthcoming courses. (See Appendix C - flyer) (1.3 and 1.4)

Details are also included in newsletters which go out termly into schools. (See Appendix D – newsletter.) (1.3 and 1.4)

Illustration 4 – An academy offering school-to-school supportThe termly Subject Leader Development Meetings (SLDM) are advertised via the LA on http://www. ... This incorporates the points 1.1-1.4 above. These are also advertised in the Professional Development Calendar on the NCETM portal https://www.ncetm.org.uk/........... Schools are also sent letters and emails to invite them directly. (Appendix 1 - Sample invitation letter)

The aims, time and place of the SLDM are clearly stated on the information sent out to schools. (1.2 and 1.4) Attendees are given contact details so they can get in touch for clarification of the details of the meeting, or to suggest their own contributions.

The objectives for the meeting are based on knowledge of the needs of the schools in XXX. For example, for the Autumn 2011 meeting some schools were struggling to implement functional skills successfully into their KS4 curriculum, so it was important that this was covered in the SLDM. (1.3)

Schools are made aware of the AST outreach day in the invitation letter, so are able to contact the AST to book times to support individuals and departments, and to book follow up to the SLDM. (1.3)

There is currently no accreditation associated with this. (1.5)


For outreach work, heads of mathematics contact us directly, or schools can request support through the LA. An initial meeting is arranged with the head of mathematics, resulting in an action plan for support, meeting the individual needs of the teachers, department and school. This action plan outlines the aims and objectives, activities, timescales and methodology. This action plan is either for one day of support or a sequence of support visits. This is communicated via email. (Appendix 2 - Sample outreach action plan) (1.3)


Quality Mark 2: Components of effective CPD in mathematics

Providers will:

Criterion 2.1 show how their provision takes into account all or some of the three strands of effective CPD (1) mathematical knowledge (2) mathematics specific pedagogy and (3) embedding into classroom practice, making clear which components are the focus and which are omitted, if any;

Criterion 2.2 make use of appropriate methodologies relating to each of the components above forming the focus of the provision;

Criterion 2.3 differentiate delivery, to take account of the different needs or circumstances of participants, in relation to these components.


Guidance noteThis section is predominately for examples and evidence of the quality of your provision.


Illustration 1 - A university2.1 The programme has been developed on the basis of three integrated strands: Subject

knowledge; Pedagogy; and working with others in practice. (Appendix A4, p8). In addition, module templates further articulate the requirement. (Appendix A6)

2.2 The programme is delivered through a range of approaches including: Local meetings which primarily address subject knowledge and pedagogy (sample outline,

Appendix A7) Online learning blocks which consolidate this, and provide access to further reading (sample

outline - Appendix A8)



Copies of slides used in presentations (which could also illustrate QM 3.1);

Copies of handouts used in PD sessions (which could also illustrate QM 3.1);

Details of mathematical and pedagogical activities used in provision;

CPD provider’s planning notes, indicating activities and approaches.

A submission WILL MEET the requirements for the Quality Mark if:

There is clear evidence with examples of the actual input offered by the PD provider, e.g. resources used, tasks set, planned questions for discussion, etc.

University-based days which seek to strengthen subject knowledge and pedagogy, as well as provide access, through keynote addresses, to contemporary and cutting-edge mathematics education scholarship and research. (sample outlines, Appendix A9)

2.3 Differentiated individual student support is integrated throughout both modules and provided in a range of ways including: Online discussion and chat fora Telephone tutorials Drafting/formative assessment opportunities (schedule Appendix A10) HEI day tutorials and sharing practice opportunities (Appendix A9)

In addition, the assessment tasks are designed to draw on practice, allowing participants to optimise opportunities for engagement. Students requiring extensions or having exceptional mitigating circumstances can make applications for special consideration to the programme director. (Assessment task, Appendix 11)

Illustration 2 – A local authority2.1 The stated aims and objectives of all CPD work in mathematics delivered by XXX LA, whether it is a training course or work in schools will include all three of the above strands. See this page of the web-site (http://www... ) for examples. See Appendix E for XXX LA Aims

2.2 The trainers model good practice and use a variety of methodologies (see examples below), which are underpinned by relevant research. ICT is incorporated as appropriate. See Appendix F for PowerPoint presentation with trainer notes

2.3 All the courses involve teachers working together on tasks and activities which illustrate the main aims and objectives of the sessions and allow them to focus on their own needs or circumstances. (See examples below.)

e.g. The most recent Subject Leader Meeting focused on ‘Teaching for Understanding’ and so addressed 2.1 through clarifying the conceptual basis for aspects of mathematics, then planning a lesson to develop that and finally considering how to embed it throughout the department. 2.2 was fulfilled by using different classroom approaches – discussion, paired work and summarizing amongst others. For 2.3 groups chose their own focus for planning and spent time on their own needs by looking at resources. A wide variety of issues were addressed during the course of the discussion.(See Appendix F – slides 8, 9 and 10 outline their task)

Illustration 3 – A commercial provider2.1 The stated aim of our courses is to enable teachers to teach mathematics effectively, with confidence. All training will have some focus on improving mathematical subject knowledge but teaching with confidence also involves developing understanding of mathematical pedagogy and embedding this in classroom practice. (See Appendix 3b – Course team planning notes)

2.2 This is addressed in a variety of ways: Presenters model good practice and use a variety of methodologies during the training. ICT is incorporated as appropriate in training days. The software used for online training allows

application sharing with participants. Teachers work individually and in groups on problems and tasks which encourage an active

approach to mathematics. These tasks can be taken back to use in the classroom. (also 2.3) There is additional work and individual tuition available for delegates who find the subject matter

particularly challenging (also 2.3) Teachers on longer courses develop teaching idea/materials which are then shared and discussed


with other members of the group as the course progresses.(See Appendix 3a – Course A presentation, and Appendix 3c – Handouts: examples of tasks used on courses).


Quality Mark 3: Ensuring high quality provision

Providers will ensure that:

Criterion 3.1 materials used are of a high standard and that the venue is well-prepared and comfortable;

Criterion 3.2 the forms of delivery, including the effective use of ICT, are appropriate to the subject matter or focus of the provision;

Criterion 3.3 the content is informed by recent, relevant research and/or inspection evidence where appropriate;

Criterion 3.4 they have in place procedures whereby the school/institution or individual, with the provider, can evaluate the extent to which the provision has been successful in meeting the needs of participants; this should enable participants to suggest ways in which the provision could be improved and therefore should go beyond a short, end-of-course ‘tick list’;

Criterion 3.5 they have in place well-defined, internal, self-evaluation and monitoring systems for the provider to ensure the quality of provision/course leaders or trainers.


Guidance noteThis section is where you need to give further evidence of the quality of the materials that you use (including the quality of venues). This section is also where you give evidence of your evaluation procedures, including your own internal quality assurance mechanisms.



Illustration 1 – A not-for-profit organisation(3.1)Our training events take place in well-appointed hotels or on school premises that have the appropriate standards for Health and Safety. We ensure that rooms are large enough to accommodate a cabaret-style layout to encourage discussion and collaborative working.(See Appendix xvi– comments on venue from evaluation forms)

(3.2) Audio visual equipment – including data projectors, DVD player and speakers – is selected and used as appropriate. Materials are developed by experienced trainers and are of good quality and appropriate for the audience; they include presentation slides, DVD excerpts, handouts, activities and assessment resource packs (see Appendices vii and viii).

(3.3) Course text books by authors internationally recognised as leaders in the field of early numeracy intervention are included. Other examples of recent and relevant research that informs our provision for CPD and keeps it contemporary are included at Appendices xi, xii. (3.4 and 3.5) All training events are attended by at least one member of the XXX Executive Committee, all of whom are well qualified and experienced consultants and presenters. Review and reflection of learning is encouraged throughout the course with opportunities for participants to feedback. The quality of provision is monitored by examining the completed evaluation and feedback forms (Appendix xvi – samples of completed evaluation and feedback forms).



Photographs or diagrams showing details of venue(s) used, including layout of room(s), etc.;

Details of the range of equipment and resources available in the venue(s) used;

Sample presentation slides, handouts, details of mathematical and pedagogical activities, CPD providers’ planning notes, etc. which give details of effective use of ICT (N.B. evidence used for aspects of QM2 may also be suitable for this element);

Copies of evaluation forms and/or questionnaires (including about the quality of the venue) used in different aspects of your PD provision;

Minutes of QA meetings, feedback from internal observation of PD, etc.

A submission WILL MEET the requirements for this element if:

There is clear evidence with examples of the materials used in all aspects of the PD provision and quality of the venue(s);

It is clear how participants are encouraged to evaluate all aspects of the PD provision offered and that this includes the opportunity for participants to suggest ways in which the provision could be improved;

It is clear how the individual or organisation takes seriously their self-evaluation and monitoring role and has robust systems to ensure this role is fulfilled.

Information from these is collated and a written report (Appendix xvii) is circulated amongst the Executive Committee for discussion. Issues and areas for development are shared with trainers and suggestions for improvement are discussed and implemented when agreed.

3.5 Adaptations to training have occurred as a result of self-evaluation and participant feedback; these have included changing the balance of time spent on different aspects of the course and adapting resources. For example, recent evaluations from participants indicated that they needed more time to undertake the gap tasks between days 2 and 3 so we have extended the length of time for the next cohort to be trained (see Appendix xv). As a result of our self-evaluation we plan to improve provision by organising the viewing of participants’ classroom video clips in small groups, rather than all together, to facilitate discussion and more participation.

Illustration 2 – A university3.1 Professional development programme materials are written by XXX University’s team of highly experienced tutors and consultants, peer reviewed within the team and edited by the module leaders. Further materials are provided by regular guest expert speakers to the programme. (Appendix C1 – Examples of programme materials)

Materials for local meetings are prepared by university staff and printed by the university; materials for teachers, including detailed session plans, are posted on the university Virtual Learning Environment (Appendix C2 – Examples of session plans). Local events take place in Local Authority or University approved centres, while regional events take place either on the university campus, or in another approved specialist conference facility.

3.2 Teaching strategies include: Group seminars and presentations (face to face) A structured online learning environment presenting a set of teaching blocks with both learning

resources and structured formative tasks Synchronous or asynchronous discussion using the VLE Local support from tutors/consultants in undertaking school/setting-based work. (Appendices

C3 – Teaching Block; C4 – VLE discussion)

3.3 The programme development has been informed by current educational research, and also continues to be informed by the team’s ongoing research in the area. (Appendix C6 – Team profiles) In addition, each cohort will have 5 university-based days per year at which leading experts in mathematics education give keynote addresses.(Appendix C6 – Programme for university-based day) Teachers are required to include references to relevant research, and also policy/practice/inspection reports

3.4 The programme is monitored and evaluated in a variety of ways. Regular consultative meetings with student representatives allow the raising (and addressing) of issues, and, additionally, provide a forum for feedback on actions taken in response to the consultation. (Appendix C7 – Minutes of Meeting) University-based days are also monitored through an online survey, the results of which are collated and then considered by the team. Regular reviews at team meetings ensure that changes and improvements can be made as required. Sample reports can be found at Appendix C8.

3.5 Regular opportunities exist for the team to self-review, and plan for improvement. These are documented through rigorous and clearly defined Quality Assurance and Quality Enhancement processes (Appendix C9, p25-29, QA processes)

Illustration 3 – An academy offering school-to-school support3.1 Meetings are held at XXX School, which has appropriate standards for health and safety. We use rooms that are comfortable, and suitably resourced. If needed, we have access to computer suites or to a dedicated conference room. Refreshments are provided in the room. (Appendix 4 – Photograph and


equipment list)

3.2 A variety of forms of delivery are used. We have access to an interactive white board or data projector, so we are able to use PowerPoint, and resources on the Internet. If appropriate, use of a computer suite is arranged so the subject leaders can explore resources for themselves, then take part in discussion. We also use card sorts, discussion questions, and activities relevant to the content of the meeting. (Appendix 5 examples of resources, a b c d)

3.3 The content of the meetings is up to date and relevant. We ensure that we discuss relevant research and Ofsted evidence, for example the Ofsted document ‘Understanding the Score’. The NCETM website is used to keep up to date, and ensure that the subject leaders are aware of interesting research and resources.

3.4 At the end of each meeting subject leaders fill in an evaluation form (Appendix 7 example evaluation form) which asks subject leaders to reflect on what they have learnt, and what action points they will take back to their department. From these action points we can plan relevant support using AST outreach time. At the end of each term, schools that have received support fill in another evaluation form which ensures that the senior staff at XXX School and the schools receiving support are aware of the quality of provision. (Appendix 8 sample school evaluation form)

3.5 Course leaders observe each other and offer written feedback. (Appendix 9 feedback from course observation) The evaluation forms from each Subject Leader Meeting are used to reflect on the success of the meeting and suggestions have been acted upon, for example making the timings of the meeting more suitable, or planning the next meeting based on the requests of the attendees. For example, this term’s meeting has been on functional skills as requested on previous evaluations. AST work is subject to XXX School’s performance management cycle which evaluates the work over the year (Appendix 10 performance management policy).


Quality Mark 4: Extending impact beyond the provision

Providers will:

Criterion 4.1 encourage participants to reflect on a course/provision, collaborate and share outcomes;

Criterion 4.2 provide strategies or mechanisms to encourage participants to consider the impact on learning and learners’ development;

Criterion 4.3 suggest ways that participants can continue to network or collaborate beyond the initial provision, e.g. through an online forum, presenting at subject association meetings and conferences, or becoming actively involved with a subject association;

Criterion 4.4 in the case of accredited provision, enable participants to track their progress and record their achievement through the provision of specified learning outcomes.


Guidance noteThis section is where you demonstrate your commitment to continuing professional development by offering examples and evidence of how you encourage and facilitate participants to network, collaborate and share after any initial input that you offer.



Examples of tasks and/or projects required or suggested as part of the PD initiative (including those that are accredited);

Copies of completed (anonymised) evaluation forms and/or questionnaires, focusing on implications for teaching and learning, used in different aspects of your PD provision;

Examples of follow-up emails encouraging networking and collaboration;

Examples of online communities, networks, etc. which participants are encouraged to join;

A submission WILL MEET the requirements for this element if:

There is clear evidence of how the individual or organisation offers the opportunity for continued contact after the PD event or initiative and facilitates this;

It is clear how the individual or organisation takes seriously their role in encouraging participants to consider the impact of the PD on the attainment and progress of learners and that they have mechanisms and structures to accommodate this.


Illustration 1 – A commercial company4.1 and 4.2 In addition to formal evaluations, most CPD sessions finish with a plenary session where participants evaluate the training and identify how it can be put to use practically in the classroom. (Appendix 7 - Reflections log - sustained programme). Where our programmes involve a series of sessions, we often encourage participants to undertake practical tasks between sessions for review and discussion at the next event. Feedback suggests that participants find this particularly useful in putting training into perspective and gaining real benefits in the classroom. It also gives them an opportunity to reflect and evaluate the training received and to identify any further support they feel would be beneficial.

4.2 As specialist mathematics consultants, it is important to us that the work we deliver makes a real difference to the achievements of: individuals, the school/organisation and most essentially to the learners. (Appendix 8 - XXX Head Teacher session 2 MHoM and Appendix 9 - XXX Presentation March 2011 CPD programme launch).

4.2 Throughout our CPD programmes we draw on real examples and actively encourage debate and discussion to share successes, techniques and analyse where outcomes were not as expected. In all cases, the learner is the key priority and participants are provided with a range of tools and techniques to offer support in assessing and evaluating the impact, benefits and results. (Appendix 2 – Between course tasks)

4.3 In addition to providing our contact details and directing participants to our website, which provides further information, ideas and resources, we actively encourage schools to form partnerships and then engaging us to work with the group/cluster. This facilitates frequent and relevant networking opportunities, the sharing of best practice and discussion/debate of local/national priorities, issues and successes. It also provides greater and more cost-effective access to CPD services and activities. (Appendix 3 - Leaflet introducing XXX services for networks/clusters)

4.3 We frequently draw information, resources and tools from the NCETM portal and forums, to support our work and actively encourage our participants to do likewise. (Appendix 4 – NCETM Forum discussion thread)

4.4 Although we do not offer accredited learning, we do still actively encourage all participants in our programmes, to monitor and record their outcomes and progress, evaluate their strengths and continue to identify their ongoing development needs by utilising “My Learning Journal” on the NCETM portal where desired. (Appendix 5 – Anonymised Learning Journal entry)

Illustration 2 – A university4.1 We provide evaluation forms for all our courses and, where development takes place during several days over a longer period, we use evaluation to inform planning for follow-up sessions as appropriate. (Appendix 8 – samples of completed evaluation forms).

4.2 Evaluation forms and participant reflection sheets ask teachers to consider, not just the quality of the CPD provision, but also how they will use what they are learning/have learnt to inform their own practice and support pupils' learning (see Appendix 8). Where appropriate we also use “what next?” forms for teachers (Appendix 9 – examples of ‘what next’ forms) to describe the activity they will undertake between one session and the next, for example where the provision is over an extended period of time.

4.3 We ask for oral feedback from the participants and lead contact during and after the face-to-face sessions. When needed we set up private discussion forums for use during and after courses in our online discussion area. Teachers are invited to use the main boards if they want support with subject knowledge as well as being pointed to resources offered by partner organisations such as subject


associations and the NCETM. (Appendix 10 Email trail)

4.4 Accredited provision is approved by the Faculty of Education using University procedures and this structure includes systems and processes for recording progress and achievement in the form of things such as learning logs and professional portfolios. (Appendix 10 – Examples of learning logs and Appendix 11 – Examples of professional portfolios)

Illustration 3 – A local authority4.1 and 4.2 Our evaluation forms (see Appendix 10) encourage participants to reflect on the course and consider how it will impact on students’ learning. The delivery styles we use encourage collaboration. For example, our room layout is normally café style and we encourage participants to work together through collaborative tasks (see Appendix 11).

In ‘Numbers Count’, teachers have the opportunity to review, evaluate, discuss and share their ideas of a given topic linked to the gap tasks on each of the ten days (See Appendix 12 – example of gap task).

4.2 and 4.3 Our networks and two-part courses provide opportunities for participants to try things out in the classroom and then share outcomes and consider impact (see description and evidence in Quality Mark 2) We often provide pro-formas to guide gap tasks (see Appendix 6) and self reflection. Time is given for subsequent sharing, using strategies such as 5 minute participant presentations, sharing on tables, snowballing and envoys. For example, in the Teaching Fractions/Decimals/Percentages at Levels 5 and 6 training, envoys were used to share gap task experiences beyond the table. Participants collected as much information as they could using the pro-forma (see Appendix 11). For networks, we aim to provide delegate lists that include email addresses (with the agreement of all participants) to enable easy communication at any time. It is our aim to provide these for all courses in the future.

4.3 Where relevant, we also encourage participants to share ideas and resources by uploading them onto our XXX website (see Appendix 5) and to use the NCETM website to engage with other teachers.

4.4 For accreditation, teachers have to show how they have enhanced the implementation of Numbers Count through liaison with other staff in schools and how they have drawn on what they have learnt to enhance the teaching and learning of mathematics in their schools. They track their progress through use of a reflective journal (Appendix 14).


Appendices of Evidence, cross-referenced to Criteria

Please list here all the evidence you are providing as part of your submission, labelling each one clearly (e.g. ‘Appendix 1, Appendix 2a, Appendix 2b, …) and cross-referencing to each Quality Mark criterion (e.g. 1.1, 1.2, 1.3 .....) to which it applies (as in the preceding illustrations). Please take care to ensure that each Appendix specifically illustrates compliance with the relevant criteria.

NB. It is usually sufficient to provide only one or two pieces of evidence for each criterion as a piece of evidence may be used to illustrate more than one. Your range of evidence should include some evidence from each of your different types of provision; however, it is not necessary to have something against every criterion from each type of provision.

Final Checklist

The checklist below is included in the Submission Form to assist you in checking that you have included all the requisite information. Please consider each element of this checklist very carefully before ticking each item as it will be the first element of your Submission Form that will be briefly scanned by the CPD Standard Regional Director to check that each element appears complete before they decide whether to pass the full submission form on to the assessor who will carry out the final verification.

Section Checklist

if completedGeneral Have you included sufficient appropriate pieces of

evidence? (We suggest that one or a maximum of two pieces of evidence for each criterion is sufficient).Have you ensured that you have some evidence from each type of your provision? (see list 1, 2, 3, 4 in the ‘Appendices of evidence’ table).

Background and Context

Have you specified all aspects of your CPD provision to which the CPD Standard will apply?Have you indicated who is involved in offering the CPD provision?Have you made sure that your submission only includes CPD provision for qualified teachers and not PGCE or other initial teacher education or support for other people, such as parents or governors?

All Quality Marks

Have you structured each section so that every Quality Mark criterion is addressed in turn? Is it clear which Quality Mark criteria you are writing about?


Is there clear cross-referencing to the evidence provided? Is your evidence clearly labelled with letters or numbers?When referring to websites have you given links to specific web pages rather than to the entire website? Where appropriate, have you included screen shots of websites in your evidence?When referencing extensive documents have you specified the relevant pageswhich you are using as evidence?

All Quality Marks

Have you included only evidence relating to PD provision offered under your own name (i.e. not on behalf of another organisation/body)?

All Quality Marks

Are all resources and marketing materials included as supporting evidence branded to show you as the provider (i.e. not branded as being provided under another organisation/body)?

Appendices of evidence

Is all the evidence listed in the ‘Appendices of evidence’ table and is the labelling clear? (e.g. ‘Appendix 1, Appendix 2a, Appendix 2b, …)Have you clearly cross-referenced each piece of evidence with the Quality Mark Criteria to which it applies?

Should the above checklist be incomplete, or the Regional Director’s brief scan indicates that your evidence appears not to fully match the Standard’s requirements, you will be asked to amend your Submission Form accordingly and then re-submit.

Should an assessor subsequently find that they still need to request additional evidence and/or clarification after the submission form and evidence has been passed to them for verification, you will need to provide this within one calendar month. The assessor’s review of additional evidence submitted after this date will incur a supplementary charge to cover their time and will also delay a final decision being made on your application.

To avoid the risk of incurring an additional charge as outlined above, please ensure you have fully complied with all the requirements outlined in these Guidance Notes before sending in your submission.

A condition of holding the NCETM CPD Standard is to agree to be part of an independent monitoring process. You are also required to keep the NCETM up to date with the details of the main CPD Standard contact within your organisation. If you fail to do so, there is a risk that you might lose the Standard.


Appendix 1: Flow chart to support prospective NCETM CPD Standard Holders when making a submission.


Thoroughly read all CPD S documentation and guidance notes,

including details of the CPD Standard subscription scheme

Complete and submit a ‘Registration Form’

Apply to join the NCETM CPD S subscription scheme by

returning a signed Service Level Agreement and pay invoice for

relevant IAV/Entry Year fee

SuccessfulAwarded NCETM CPD

Standard(for a 3-year period)

Once membership is confirmed, complete and return all sections

of the Submission Form, including relevant evidence as

appendices and send it to [email protected]

Receive judgment with clarification of the inadequate element(s) and

indication of evidence still needed

Unsuccessful

Continue d e-mentoring support if 2 hour limit is not already exceeded

Any extra evidence requested must be returned to the assessor within 1 calendar month otherwise an extra charge of £130 will be incurred.

Request further extensive e-mentoring via (tel and/or email) for a cost of £130, to a maximum of

2 hours. (This can be taken in one session or spread across an agreed period)

Strongly recommended

Take advantage of the free 15 min telephone advice and support session with the CPD Standard Regional Director. (This will include a review of the first draft of

your ‘Background and Context’ section)

Strongly recommended

Write an initial draft of the ‘Background and Context’ section of the Submission Form

In preparation for the recommended free 15 min telephone advice and support (referred to below) read through all the Quality Mark criteria making brief notes about how you might satisfy them and what is the

most relevant evidence (from which types of their provision) you have.This will make the initial telephone conversation more useful.


Documents

NASET Unified Doc in Word - NCETMFo… · Web view(Appendix 1 - Sample invitation letter) The aims, time and place of the SLDM are clearly stated on the information sent out to