Transform
Teaching School Alliance and
Nottingham City
Mathematics Specialist Teachers
Programme
2017/18
Part 1 (of 2) Information Pack
PROGRAMME INFORMATION
About the programme
The programme will investigate different teaching methods and ways of thinking about the primary
mathematics curriculum, with a specific focus on helping students develop deep conceptual
understanding of mathematical structures.
The programme does not follow or promote a particular curriculum or scheme of learning (e.g.
‘Singapore Maths’). Instead, the programme identifies specific aspects of teaching identified in
research as facilitating deep mathematical understanding that are common to several schemes.
Focus on mathematics pedagogy and specialist knowledge of mathematics content is accompanied
by emphasis on enhancing the professional practice of participants. Specifically, participants will
develop and trial a mathematics learning sequence and will disseminate their learning and
experiences of this sequence via a whole-school CPD session and a mini-conference presentation.
Aims
To develop a cohort of primary teachers who
 have a deep understanding of
o mathematics content and curriculum [‘content knowledge’]
o how children learn mathematics in different year groups [‘pedagogical knowledge’]
o specific ways of teaching mathematics that promote conceptual understanding
[‘pedagogical content knowledge’]
 constantly reflect on and look to improve their practice based on the needs of their students
 have the skills and passion to disseminate their expertise to other teachers.
Structure
The programme is a year-long programme comprising seven out-of-school contact sessions and a
dissemination event (see below). There are also the following in-school commitments:
1. research, develop, trial and reflect on a learning sequence for a maths-related topic of choice
(to be evaluated in-class by the programme facilitators)
2. run a whole school CPD session on the contents of the learning sequence
3. disseminate experiences and learning to a wider audience at a mini-conference.
4. research, develop, trial and reflect on a learning sequence for a maths-related topic of choice
(to be evaluated in-class by the programme facilitators)
5. run a whole school CPD session on the contents of the learning sequence
disseminate experiences and learning to a wider audience at a mini-conference.
Cost



This programme is heavily subsidised by Nottingham City EIB. The cost to schools is £198.
If your application is successful and you accept an offer of a place on the programme, your
school will be invoiced for this amount. Any cancellations made after an offer has been
accepted will incur the full programme cost of £198.
You will need to make your own provision to cover the cost of your transport to and from the
residential and contact sessions.
Dates
Session
1&2
Term
Summer 1
Dates
16 & 17 May 2017
3
4
5
6
7
Dissemination
event
Summer 2
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
20 June 2017
26 September 2017
28 November 2017
27 February 2018
27 March 2018
15 June 2018
Topic
Current trends in Maths
education;
Using representations
Number
Professional practice
Shape, Measurement
and Data
Event type
Residential
Full day
Full day
Full day
Full day
Full day
Mini-conference
**Note that attendance is required at all seven sessions.
Programme facilitators
Dr. Marc North is the Maths Lead Associate for the Transform Trust.
Marc is responsible for facilitating trust-wide maths CPD and in-school
support. Marc has experience in key stages 1-5 as well as in higher
education.
Helen Poultney is the Teaching and Learning Lead Associate for the
Transform Trust and Teaching School Alliance. Helen is an SLE and
Outstanding Facilitator. She leads the design and development of a
range of bespoke training for schools in the TSA, including open
classrooms, coaching, teaching leaders and literacy.
Phil Herd is a Key Stage 2 teacher and Maths Lead at Rosslyn Park
Primary School in Nottingham. Phil is a lead facilitator in the Maths
Primary Subject Lead Network hosted by the East Midlands West Maths
Hub. Phil is a SLE and often works with the Maths Hub and Transform to
facilitate maths CPD.
Application Process
1.
2.
3.
4.
Individual completes Section 1 of the application form below.
Head Teacher completes the endorsement in Section 2.
Closing date for the application with Head Teacher’s endorsement: 28 February 2017
Confirmation to delegates and head teachers (via emailed letter): 7 March 2017
We anticipate that demand for this programme will be high. If necessary, successful applications
will be chosen based on strength of application and to ensure a complementary group of delegates.
The application panel will be programme facilitators and Sarah Heesom (TSA Director).
Application Form
The application form below is set out in 2 sections:
 Section 1 is to be completed by you, the applicant
 Section 2 is to be completed by your Head Teacher (referee).
Please save this form with your name as the file name.
Once you have completed section 1, send the form to your Head Teacher to complete section 2 and
then submit the final document on your behalf to [email protected].
It is important that your Head Teacher endorses your application and confirms your eligibility and
capacity to attend the training commitment.
Queries
If you have specific queries about the content of the programme, please contact either:
 Marc North ([email protected]) or
 Helen Poultney ([email protected]).
If you have specific queries about the programme administration or the application process, please
contact Katie Felstead: [email protected]
Transform
Teaching School Alliance and
Nottingham City
Mathematics Specialist Teachers
Programme
2017/18
Part 2 (of 2)
Application Form
Applicant’s Name:
School:
Mathematics Specialist Teachers Programme Application Form – Section 1
Page 1 of 6
SECTION 1
To be completed by the applicant.
Title
Surname
First name
Role (e.g. class teacher)
School
Address
Telephone number
E-mail address
Current Year Group
teaching responsibility
Total years teaching
Question 1
What inspires you about teaching mathematics?
Question 2
What are some of your goals and ambitions for the children in your class when you teach maths?
Mathematics Specialist Teachers Programme Application Form – Section 1
Page 2 of 6
Question 3
Why do you want to become a primary mathematics specialist?
Question 4
Give an example of one of your favourite mathematics examples or problems and explain why you
like this example/problem so much. You can also attach the problem as an appendix to this
application if you prefer (or if it won’t fit in the space below).
Mathematics Specialist Teachers Programme Application Form – Section 1
Page 3 of 6
Question 5
The photo alongside shows the answer that a
child gave to the question:
Which is bigger,
or
?
Use a picture to illustrate your answer.
What advice or feedback would you give to the
child to help them to move their thinking
forward?
To be accepted on the programme you will need to commit to the following activities:
 attend a 2-day residential on 16th and 17th May 2017
 attend 5 additional whole-day CPD contact sessions on the dates shown on in the information
pack
 read supplied research in preparation for CPD sessions
 research, develop and trial a mathematics lesson sequence in your classroom
 run a whole-staff / school CPD session
 evaluation by a programme facilitator during the lesson sequence and whole school CPD
 present your experiences and learning at a full day mini-conference on 15 June 2018
Name: _______________________________
Signature: _____________________
Date: ________________________________
Mathematics Specialist Teachers Programme Application Form – Section 1
Page 4 of 6
SECTION 2 – HEAD TEACHER REFERENCE
To be completed by the applicant’s Head Teacher.
This section is designed to confirm eligibility of the applicant to join the programme and allow you
to endorse the skills of the applicant.
Head Teacher details
Name
Role
School
E-mail address
How long have you
known the applicant?
1. Please explain why are you recommending or endorsing this participant for this programme.
2. How would you rate the applicant’s mathematics practice in their classroom? Please explain by
referring to your general observations of their practice.
Mathematics Specialist Teachers Programme Application Form – Section 2
Page 5 of 6
3. How do you intend to use this applicant’s expertise in your school once they have completed
the programme?
4. Do you support this application and agree to the applicant being released from school to attend
all seven contact sessions and the full day mini-conference?
Yes
No
5. Additional Comments
Head Teacher Commitment
As the Head Teacher of this applicant I am committing to:
 regularly reviewing their development while they are on the programme
 providing time to support them and additional resources to support their release from school
for all seven contact sessions
 providing time for the participant to facilitate a whole staff CPD session
 providing time for the participant to attend and disseminate their experiences at a miniconference
 recognising that their attendance is part of the talent development within my school
 allowing programme facilitators to evaluate the participants in their classrooms and during the
whole staff CPD
Name: _______________________________
Signature: _____________________
Mathematics Specialist Teachers Programme Application Form – Section 2
Page 6 of 6
Date: ________________________________
Mathematics Specialist Teachers Programme Application Form – Section 2
Page 7 of 6
Thank you for taking the time to complete this form.
Please save both Sections 1 and 2 of the form and submit it to
[email protected] by Tuesday 28 February 2017.
The application will not be considered unless it reaches us by this date.
In accordance with the Data Protection Act, the applicant you are providing this reference for has the right
to review the reference, should he or she ask to do so. Please do not include any information that you
would not be happy to discuss with the applicant as part of a professional conversation.