Partnership in being a specialist mathematics and computing college—who gains what, how and why?

Abstract

The research took place in a mathematics and computing specialist school. The article reports on part of a case study of the mathematics department's experience of being a major contributor to the requirements of being a specialist school. This article aims to explore and describe one model of partnership within the ‘community’ remit of the Specialist Schools framework, primarily from the perspectives of the major participants—the teachers involved; to identify strengths and examples of effective practice which might assist other schools' development and to investigate the issues and challenges faced by the case study mathematics department. In addition, it explores the professional development opportunities which gaining specialist school status has afforded teachers and identifies issues which may be useful for school managers and local authority (LA) officers who have supporting professional development and school improvement as part of their remit.