Advisory Committee on Mathematics Education (ACME)

Professional development

What are the issues?

The professional development landscape is changing. The Maths Hubs initiative, led by the National Centre for Excellence in the Teaching of Mathematics, shows a welcome commitment to profesional development. The scheme needs early evaluation to inform further developments and maximise impact.

Longer term plans for developing widely-accessible and high-quality professional development are needed. All policy developments and initiatives, such as curriculum and qualification reform, must be underpinned by well-designed professional development opportunities.

 

Side view of man

 

 

Expert Panel on Professional Development Learning Journeys

ACME has convened an expert panel to develop a project on professional development learning journeys for all teachers of mathematics in 2016.

See here for more about the expert panel and their work on the professional development learning journeys for teachers of mathematics.

This builds on the roundtable ACME held in November 2014.

 

 

EmpoweringTeachers

 

Empowering teachers: success for learners, published in November 2013, sets out ACME's vision for the professional development of all teachers of mathematics to ensure that every student has access to good mathematics teaching at every stage of their learning.

The report reviews the current landscape and makes recommendations for how ACME's vision can be achieved.

The report built on ACME's 2002 report on professional development.

There was extensive consultation with stakeholders and the mathematics education community. The report was also informed by sessions at the 2012 and 2013 ACME Conferences.

 

VisionPD

 

The single page ACME's vision sets out that:

  • All teachers must have access to mathematics-specific professional development opportunities.
  • Excellent professional development is sustained and subject specific.
  • Teachers will need access to good quality professional development throughout their careers in order to appreciate the changing uses of mathematics and the latest understanding of student learning.
  • Quality assurance mechanisms and support for professional development providers are key.

 

 

Some other ACME resources: ACME publications, such as the report Ensuring a high quality, localised infrastructure for the Continuing Professional Development of teachers of mathematics published in July 2005 and Ensuring effective Continuing Professional Development for teachers of mathematics in primary schools published in September 2006.

 

 

© Copyright Advisory Committee on Mathematics Education 2017. All rights reserved.

Disclaimer | Cookies