One of the principle areas of work of the Maths Hubs. This programme has run for a number of years. Each year a cohort of around four teachers in each Maths Hub area are trained to become experts in Teaching for Mastery in their own classrooms, and in succeeding years they work with a group of schools to support the similar development of practice in partner schools. The programme is funded for the Specialists and also for the participating work group schools. Please watch the video below for more information.
There are three stages in the Teaching for Mastery Programme for participating schools:
What is Mastery Readiness?
There are a variety of reasons that might identify a school as one that could benefit from accessing Mastery Readiness before engaging with the main Teaching for Mastery Programme, for example:
*there may be demands from other sources or a fear of taking risks (particularly for those schools judged RI or Inadequate by Ofsted)
*staff may not be fully convinced of the benefits of mastery
*high staff turnover may make sustained change difficult there may not be the structures, systems or understanding in place to make teaching for mastery successful
*there may be competing priorities in the curriculum.
The Mastery Readiness Project works on five particular areas and does so in a bespoke way for each school. Teachers from schools involved meet as a ‘Work Group’ with teachers from other schools on the programme every half term. They also receive six visits from the Mastery Readiness Lead who looks at each school’s individual situation. This bespoke support allows the school to lead its own development but with the support and objectivity of a ‘critical friend’ with strong understanding of teaching for mastery.
What does the opportunity involve?
Two teachers from each participating school join a Work Group, consisting of six or seven local primary schools. Each Work Group is led by a trained primary Mastery Specialist.
Work Groups (sometimes known as Teacher Research Groups, or TRGs) meet regularly to plan, observe and discuss teaching for mastery. In between meetings, teachers explore mastery approaches in their own classrooms and across their school. Work Groups run for a year initially, with many continuing beyond the first year as mastery is embedded in participants’ schools.
Support is provided from a local classroom-based Mastery Specialist who leads the group. This model of professional development involves hands-on learning and peer-to-peer support. It is evidence-based and designed to support substantial long-term change.
- Sustaining /Embedding – Schools continue to work with a Specialist with some basic guidance / support
After the main development phase, schools stay in touch with their Work Group colleagues as they begin to embed classroom and school systems practices.
Please click below to read in more detail about each stage.
More Information can be found: