Rationale/benefits
In 2008 Sir Peter Williams carried out a review on mathematics teaching in the
early years and primary schools. One of his recommendations from this report
was:
“There should be at least one Mathematics Specialist in each primary school, in
post within 10 years, with deep mathematical subject and pedagogical
knowledge...targeted initially to maximise impact on standards and to narrow
attainment gaps.” (DCSF-00433-2008 p.7)
Williams also called for an end and reverse effect in the seemingly fashionable
‘can’t do attitude’ that the British have towards maths suggested as almost. He
stated that every child should leave school without a fear of maths. (Donaldson
et al, 2012, p.20)
Specialist knowledge and policies
What must subject specialists consider for review:
Plan, organise and review the curriculum – does it properly reflect the body of
essential knowledge which all children should learn? Do teachers have the
professional freedom to express themselves in order to help children realise
their potential?
Prepare and review current policy for the teaching of their subject – establish
high standards and progression
Teaching of the subject – provide guidance to colleagues on content
methodology and oversee the assessment and recording of pupils' progress
Setting and reviewing targets – aims and objectives. Is the teacher teaching
something that the pupil will be able to achieve?
Flecknoe (2000)
Communication skills and sharing expertise
Excellent communication skills are imperative in this role as a numeracy
subject specialist as you will be expected to liaise with all colleagues to
lead staff development within the subject.
This aspect requires you to share your expertise with colleagues with
regard to training and strategies that would be useful through staff
meetings and INSET days
You may be expected to work with staff in their own classroom to aid
their development within numeracy, this requires the subject specialist
to ‘create a climate which enables other staff to develop and maintain
positive attitudes towards the subject and confidence in teaching it’
(Donaldson, 2002, p.3)
The role would also require communication with parents and external
agencies such as the LEA and OFSTED.
Monitoring
To plan and implement whole school monitoring of the subject.
Monitoring is carried out to evaluate teaching, ascertain effective teaching
methods and identify areas for development.
Monitoring can be used to create and review action plans to improve the
standard of teaching across school.
There are various monitoring methods. These may include: lesson
observations, planning scrutiny, pupil interviews, book scrutiny, data
analysis of progress, learning walks (visual environment checks),
moderation of assessed work.
Kent Trust Web (n.d.) and Teacher Training Agency (1998)
Resources
• Books, journals and guidance stress how important resources are as a
responsibility for subject leaders (Ofsted, 2012)
• Benefits of resources
• Gives hands-on experience
• Motivates students
• Makes ideas concrete
• Actively involves students (Portman and Richardson, 1997)
• Main resource responsibilities include :purchasing , organising , developing,
reviewing , providing , updating , sorting , filing, easily accessible and meet
the needs of others (Fletcher,1999)(MEWAN, 2012)
• The importance of resources for subject leaders
• Used as a basis of which other responsibilities can be addressed (Bell
and Ritchie, 1999)
• Inclusion and differentiation (Tomlinson, 2001)
Interventions improving understanding and
raising attainment
• Co-ordinators work to improve and raise the children’s attainment
across the schools
• Track children across the school in order to put things in place for
underachievers
• Interventions are placed by the co-ordinators when necessary to plug
gaps on children’s understanding
(Healey J, I & N School, 2012)
Interview
We spoke to a Pete, a Numeracy Subject Specialist teacher from a
Primary School in Leeds, we asked the following questions:
- What is your role as a Numeracy Subject Specialist?
- Why is this role important?
- What are the benefits to the school?
- What are the challenges to your role?
http://www.youtube.com/watch?v=SRCEaXbKkiA
References
DfCSF (2008) Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools: Final Report. [Online]. Available at:
https://www.education.gov.uk/publications/eOrderingDownload/Williams%20Mathematics.pdf (Accessed 10 October 2012)
DfES. (2003) Subject Specialism: consultation document. Education Journal [Online] (68) March 2003, pp. 21-21 Available from:
<http://search.ebscohost.com>. [Accessed 10 October 2012]
Donaldson, G. (2002) Successful Mathematics Leadership in Primary Schools. Exeter: Learning Matters Ltd.
Donaldson, G. Field, J. Harries, D. Tope, C. Taylor, H. (2012) Becoming a Primary Mathematics Specialist Teacher. Oxfordshire: Routledge
Flecknoe, N. (2000) The role of the curriculum coordinator in primary schools: a radical re-examination. [s.l.]: Leeds Metropolitan University.
[online]. Available from: http://www.leeds.ac.uk/educol/documents/00001475.htm [Accessed 15 Oct 2012].
Fletcher, L. (1999). Subject Leadership in the Primary School: Views of Subject Leaders. . [Internet] . Available from:
<http://www.leeds.ac.uk/educol/documents/00001211.htm. > [Accessed 14th October 2012]
Healey J, I & N (2012). The role of a numeracy coordinator.
Kent Trust Web (n.d.) Developing the Role of Subject Leaders [online]. Available from:
<https://www.kenttrustweb.org.uk/UserFiles/ASK8/File/Leadership/Leadership_Home_Page/Developing_the_Role_of_Subject_Leaders.pdf>[Ac
cessed 6 October 2012].
Manchester Education Wide Area Network (MEWAN) (2012). Role of the Subject Leader . [Internet] . Available from:
<http://www.mewan.net/curriculum/mathematics/index.php?category_id=4. > [Accessed 14th October 2012]
Ofsted. (2012). OFSTED guidance: Primary Maths. [Internet] . Available from:
<http://www.coventry.gov.uk/clg/downloads/file/664/ofsted_guidance. > [Accessed 14th October 2012]
Portman, J and Richardson, J (1997). The Maths Teachers Handbook . n/a: VSO Books. p32-54.
Teacher Training Agency (1998) National Standards for Subject Leaders.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-ability classrooms. 2nd ed. Alexandria, VA. Cited in: UNESCO (2004)
Challenging Teachers Practice: Using Curriculum Differentiation to Respond to Children’s Diversity. Paris, United Nations Educational,
Scientific and Cultural Organization.