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
Connect with Maths Leadership Series: Session 1- the right team
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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
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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
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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
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
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?
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
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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
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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
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
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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
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.