Dr. Jen Shearman

A map showing South West England and Wales, labelled "Graph of British Rivers". Two river courses are shown, labelled 'Wye axis' and 'Exe axis'. Does anyone read these descriptions, or am I wasting my time?

Graph of British Rivers

Thanks. I am very much allowed to keep connections with the EEF trials as they get going!

It was also great to meet and speak to other MEI colleagues about future plans and I am looking forward to getting started. Meeting my new colleagues at a conference was a great was to see the rich vein of expertise permeating MEI.

#SarahHart keynote made me wonder how many Booker Prize winning novels have a mathematical twist, and during @susannemallett.bsky.social on supporting out-of-field maths teachers played with double sided counters AND talked Secondary Non-specialists EEF trial www.ncetm.org.uk/maths-hubs/a... 3/n

@eltimbre.bsky.social and #RebeccaAtherfold on using Oak resources in Post-16, @tombutton.bsky.social on legacy and future of MEI's data science and AI programmes, and #RosieBenton, #CatherineBerry and #AndyLumley on the new Integral PowerPoints highlighted agility of this wonderful charity. 2/n

@meimaths.bsky.social conference 2025 extra special since I will be joining the organisation at their first Chief Learning Officer in September.
Leaving NCETM will be hard but evaluation is in VERY capable hands and that the two organisations are linked by shared vision and partnership working. 1/n

Join us in contributing to a nationally-important initiative with the potential to make a real positive difference to students' maths learning and the maths teaching profession.

Watch: youtu.be/sTk5RD3TUfE
Find out: www.ncetm.org.uk/features/goi...
Apply: www.ncetm.org.uk/maths-hubs-p... (n/n)

All out-of-field maths teachers will receive
- fully-funded high quality PD in either 2025/26 or 2026/27
- £500 or £1000 for each school as an incentive
- Regular updates and communications from the team. (3/n)

We have had generous funding from @theeef.bsky.social for a national RCT evaluation and the expert evaluators @sheffieldhallamuni.bsky.social on board to conduct it. @ncetm.bsky.social, #MathsHubs and #Etio need secondary schools and Multi-Academy Trusts on board as research participants. (2/n)

Over the last couple of months I have been watching
- Expertly designed and led PD
- With out-of-field maths teachers 'growing' their identity as mathematician,
- Become even better at teaching students who need maths teachers the most.

So important that these programmes externally evaluated. (1/n)

Inside the Secondary Non-specialist Teachers SKTM Programme A fully-funded CPD opportunity designed to support non-specialist teachers of maths

The @ncetm.bsky.social has a fabulous #SKTMSecondaryNonSpecialistTeacherProgramme for anyone teaching mathematics outside of their specialism. This video featuring @kandmmathshub.bsky.social captures it perfectly. @j9allen.bsky.social @garethshadick.bsky.social www.ncetm.org.uk/news/inside-...

We want to work with primary schools educationendowmentfoundation.org.uk/projects-and... and secondary schools educationendowmentfoundation.org.uk/projects-and... across England. Please read my blog www.ncetm.org.uk/features/goi... express your interest. Thanks!

Each evaluation will also look at secondary outcomes such as pupil confidence and teacher knowledge, and the effectiveness of programme implementation. All trial schools will receive an incentive and are very important to contribute to educational research and future funding.

We are looking to recruit 580 schools (yikes) over two programmes, our expert evaluators are @sheffieldhallamuni.bsky.social and @nferclassroom.bsky.social. We will compare pupil attainment in an intervention and control groups for both programmes, hoping for a statistically significant difference.

The trials are of the @ncetm.bsky.social Specialist Knowledge for Teaching Mathematics (Secondary Non-specialist Teachers) Programme, and the Mastering Number at Reception and KS1 Programme. These programmes are best suited to an RCT methodology as there is a clear(ish) flow activity->impact.

Milestone for me today in my role as Director for Evaluation and Impact at @ncetm.bsky.social today - can confirm that we will take part in not one, but two @theeef.bsky.social funded RCTs in 2025/26. This is something we have wanted for a long time! I have written a blog about it (thread below)

EXCITING NEWS 👋 Our Hub has been chosen to take part in an EEF trial for 2025-2026 looking at the impact of the SKTM: Secondary Non-Specialists programme. To read more about how you can be involved, please visit our website: bbomathshub.org.uk/project/spec... @ncetm.bsky.social

CPD for non-specialists that strengthens maths departments How do Maths Hubs support teachers whose main subject isn’t maths?

We're excited to be participating in an EEF trial looking at the impact of the SKTM for Secondary Non-Specialists. Check out how this programme can support your school and why the trial is such an exciting opportunity!
www.ncetm.org.uk/features/cpd...

@NCETM

@learningmaths.bsky.social

Proud to be a leader at the Amy Johnson air scout group! And also proud to
be at @kandmmathshub.bsky.social tomorrow. I might bring my scarf!

Not sure about the ‘reserved parking’ sign. With you and @j9allen.bsky.social visiting it should have said ‘extrovert parking’…;)

We end our discussion with how the recommendations and future directions in the report link with current and future Maths Hub activity.
So grab a cuppa and enjoy! (n/n)

We then move to the importance of mathematical talk, and how this connects with our ongoing work on oracy.
Problem-solving is next (including a nod to John Mason), and the use of representations and manipulatives (3/n)

We start with an overview and and how the Maths Hubs Network was consulted.
We summarise the findings and how they are themed.
The review highlighted challenges of maths teachers shortages and COVID and how this has influenced practice (2/n)

Clearly I still use Jazz Hands on a podcast!
Have a listen to my and Carol's take on @theeef.bsky.social
secondary practice review. Thread below to whet your appetite... (1/n)

PhD thesis on a table on a bar’s terrace next to a large glass of wine

Currently reading a PhD thesis in a street food terrace bar in Hackney Wick. Ive never felt more cool.

In #MathsToday I taught a y7 class that I don't normally teach, and filmed them doing some Fluency tasks using double number lines from @ncetm.bsky.social Secondary. They were a pleasure and showed some great insights.

It’s the - ahem - small things in life that should be celebrated

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Also, sadly, it looks like that children most likely to struggle with maths (and perhaps least likely to access resources) were worst affected by COVID.
I don't know anything about whether TIMSS scores were adjusted - I suspect not.

Also there was a huge investment in how best to help children recover post-COVID. Interventions remain ongoing.
Not all countries managed to maintain test scores so there was definitely something different happening in England compared to (eg) the US.