Connect with Maths Leadership Series: Session 1- the right team
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Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving. • Identification and remediation of common resistors • Strategies for selecting a core key team and setting an agenda • Valid and rigorous data professional learning communities To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au Connect with Maths ~ supporting the teaching of mathematics ONLINE
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Connect with Maths Leadership Series: Session 1- the right team
- 3. 3 I N T E N T MISALIGNED I M P L E M E N T 2016 SYMPTONS STEM PARTICIPATION ADULT NUMERACY LEVELS STUDENT RESILIENCE TEACHER STRESS AUSTRALIAN CURRICULUM MATHEMATICS INTERACTION & INTERPRETATION SCHOOL FACTORS EXTERNAL FACTORS What is the problem and what is causing it?
- 4. 4 D e g r e e s MISMATCH J o b s Some External Factors Careers requiring STEM Literacy skills are increasing & better paid 80% school leavers at Uni 65% find work within 4 months A better awareness of how STEM Literacy Skills go across most jobs More focus needed on improving disposition not just grades Content more porous Students work in jobs that use ‘thinking skills’ Eg physics, economics Shortage of maths and science teachers
- 5. 5 We target deeper causes that require long term commitment: disposition, knowledge, pedagogy Our Initiative is about making the ‘Right Choice’ "It takes three to five years for change in practice to clearly show up in a change in learning," he said. "Sometimes it can take up to seven years to turn a school around.“ Peter Goss: Grattan Institute, August 2016 The NCR aim is to maximise return on investment To get good results, AND produce young people who are passive, dependent and anxious about failure To get good results, AND produce young people who are inquisitive, imaginative and independent Professor Guy Claxton
- 6. 6 Supporting this required change CURRICULUM Promotes the skills & capabilities TEACHERS Value & understand skills & capabilities PEDAGOGIES Foster these skills & capabilities ASSESSMENT A range tracks these skills & capabilities REACTIVATE, EMBED and DEEPEN through Abstraction, transfer, context, justification, reasoning
- 10. NCR Numeracy Project: 2014 and 2015 REGIONAL FOCUS 2014-2015 SCHOOLS VOLUNTEERED FOR 6 MONTH INITIATIVE PHASE A: JAN-JUN PHASE B: JUN- DEC • Access to Regional Expert ( 5 days each term) • Funding for 0.5 coach for 6 months 0 1 2 3 4 5 6 7 8 9 10 1 2 Year 9 Numeracy Relative Gain 2014 - 2015 PROJECT REGION STATE Quantitative and Qualitative data was collected at different phases
- 11. 11 360 365 370 375 380 385 390 395 400 405 410 2011 2012 2013 2014 2015 SCHOOL NCR QLD AUS Average of two trial schools from Semester 2 2012
- 12. Sustaining funds for coach Releasing teams each visit Allotted staff meetings Principals and DP visible Resources: communicated & accessible NCR Numeracy Project: What we learnt
- 13. Contributions from Australia’s leading experts 2014-2016 Regions need both generalist and expert content advisors Promote a repertoire not a narrow range of pedagogies Ongoing workshops to build teacher capacity to design, practice rich tasks and assessment A line of sight on proficiency and standards capability Ongoing commitment from schools under a united regional model Peter Sullivan Emeritus Professor Monash University: Maths & Science
- 14. OVERVIEW OF TYPICAL STRUCTURE 2016 CLUSTE R ALLIANC E F E C B E D Geographical Starting Points School sizeExplicit Agenda Student Data Commitment
- 15. 2016 – Semester 2 – NCR has 6 clusters
- 16. PEDAGOGY ‘The How’ CURRICULUM ‘The What’ DATA ‘The Why’ • Reactivate Learning • Transfer & Deepen • Connecting content • Valuing student voice • Validating summative tasks • Embedding formative cycles • Verifying moderation (A – E) • Visible Learning • Deepen and declutter • Creating cognitive tasks • Authentic problem solving . Computation & Fluency Implementing the INTENT of the Australian Curriculum EVIDENCE BASED. NETWORKED. TEACHER OWNED. • Fostering growth mindset • Effective Questioning • Targeted differentiation • Establishing routines
- 17. The right resource ,in the right way with the right culture Getting it Right: Empowering General Capabilities Raise your thinking & not your hands Set it up, step back and survey Ignite discussion Instil debate Open and parallel tasks Student response tasks Numeracy Transfer activities Enthuse, encourage, enjoy Struggle now Succeed later Change your mind can grow your mind I think…. Because…. Praise the effort Praise the risk Share, listen, respect Think Pads & white boards Contribute, create communicateRob Proffitt-White
- 18. We target school culture through research evidence: ‘everyone working collectively to improve student achievement: the teachers, the school leaders, the other adults in the schools (such as teaching aides), the parents (and voters), the policy-makers and the students’ (Hattie, 2015 p5)
- 19. Rob Proffitt-White NCR: March 2015 CREATION OF A VALUED DIAGNOSTIC TOOL DISCUSSION POINT Would all orientations understand and value the purpose of diagnostic assessment?
- 20. A perceived need for developing a tool
- 21. Rob Proffitt-White NCR: March 2015Smith & Stein, 2012 For feedback to be constructive and curriculum aligned we immerse teachers in; question design and understanding student responses
- 22. 22 Your team's set of resources is the most practical and comprehensive set of supports for the implementation of the Australian Curriculum: Mathematics that I have ever seen. Your diagnostic assessments are outstanding in scope and form and no doubt reveal important insights into student learning for the teachers. Certainly this type of support for teachers is well in advance of anything in Victoria. I was also very impressed with the depth of insights shown by the members of the NCR Curriculum team. In 2014 we invited Professor Peter Sullivan to visit the schools and to spend time with our team to see the suite of resources
- 23. 23 0 21 0 1b 1a 2 The ‘right/wrong’ view of maths was identified by our team as a major barrier to valid differentiation and targeted interventions
- 24. The process involves designing and practising questions Using a 0,1,2 ALLOCATE MODERATE ANNOTATE
- 26. Rob Proffitt-White NCR: March 2015 Our moderation cycles involve all teachers and encourage a vertical approach across multiple year levels Consistency negates subjectivity
- 27. 27 Let us interact with one such activity.
- 28. Let us interact with another activity.
- 29. HIGH SCHOOL- YEAR 9 What fraction of the square below is shaded?
- 30. Schools are encouraged to use our resources to track pre and post test results each term . Data is communicated across the school
- 31. 31
- 32. 32 Data Wall
- 33. The High School networks are a critical factor in the sharing of innovative ways to further enhance the diagnostics. The move to a 5 point student scale is now used in 6 of our High Schools
- 34. Size effect of Pre and Post across 2014 Class 7A Class 7B Class 7C Class 7D Class 7E Class 7F TERM 1-4 : 2014 7E teacher supported teacher in 7C through coaching and mentoring 7E teacher becomes 0.2 numeracy coach to aim for consistency in effective practice 7B was leaving school and admitted the last one was a bit of a rush job 7D was absent on test day and test just handed out at end of lesson, so not enough time
- 35. 35 Staff meetings are about individuals sharing best practice, new ideas and professional development within and across year levels. All staff are encouraged to take the lead at some stage inclusive of all experience levels and teacher strengths. PLT’s (Professional Learning Teams) are a regular feature of our meeting cycles, conducted by staff not administration. DEVELOPING – capacity and connections across KLA’s and with other professionals, GROWING – de- privatising classrooms, establish norms, collaborative approach in best practice SUSTAINING – sharing pedagogies, writing own diagnostics and warm ups RESULTS = embedding a staff ‘BUY IN’, Coaching Model and Pedagogical Framework Queensland State School of the Year 2015
- 36. DIAGNOSTICS & VISIBLE LEARNING
Editor's Notes
- So did it work.
- Think about what influences the decisions made at your site around the pedagogy, practices and curriculum delivery of mathematics Many schools, many approaches, philosophies and pedagogical frameworks. We all have (or should have) a common vision for the teaching and learning of mathematics Why do we have these things in common? – intent and aim of the Australian Curriculum: Mathematics
- Central to the diagnostic tool process at Talara is sharing information in vertical Professional Learning Communities This data informs our team planning across the school Content Descriptors for Learning Goals are often from the previous year’s content Whole of School Areas for improvement become evident
- To celebrate success and ensure the validity of the diagnostic process – Big Mover growth and Learning Goal attainment is visible to all staff and parents through our data wall. Practice and pedagogies have moved from closed to shared.
- Dan Evans wrote in 2013 that nearly 75% of change initiatives fail as it is not organisations that fail to change, but rather its people. For this reason it was important that we invested in an evolutionary approach rather than a revolutionary one – in order to gain our staff ‘buy in’. We wanted to gain educational excellence in our teaching and learning rather than submit to a compliance model. We wanted to invest in people, to build capacity and sustainable growth in our staff rather than merely invest in resource packaging. The PLT has proven to be a way of working together effectively as a partnership to support the development of all staff, no matter where they are on their own learning continuum. At Meridan State College we created a strong core with our PLT, we cast the stone and created a successful “Ripple Effect’ where teachers were talking teaching. Since the introduction of this model at our college, I am confident to say that we engage every teacher, every child across each and every day. I would now like to introduce to you Mr Andrew Smith, currently a Grade 4 teacher at Meridan State College and an original member of our Numeracy PLT. Andrew will discuss how this model has not only impacted his own classroom practice and his students, but how the PLT has provided a positive catalyst for change. Please welcome Andrew Smith.