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Loddon Mallee Region Numeracy and Mathematics Strategy P – 12 2009 - 2012 Created on April 2009 1 Loddon Mallee Region Strategy – Numeracy and Mathematics An outline of the elements of the Strategy document: Part 1 Introduction o Definition of Numeracy o The Numeracy and Mathematics strategy using The Breakthrough Model from Moral Purpose and the principles: Precision, Personalisation and Professional Learning (Fullan, Hill & Crevola, 2006) Part 2 Breakthrough Modal Categories- Responsibilities Framework- Region, Network, School o Whole School Approach o Building Leadership Capacity o Building Teacher Capacity o Effective use of data o Student Intervention o Partnerships for Schools and Communities o Part 3 The role of the Numeracy/Mathematics Coordinator Part 4 A Planning Template for School Leadership, Co-ordinators and Teachers Part 5 An Implementation Guide using the Breakthrough Model with reference to the Effective Schools Model- DEECD Part 6 Modules- Region support - Explicit support noted in AIP plans in Networks Plans Knowledge and Understanding of Mathematical Concepts Direct Instruction and E5 Questioning Strategies Using mathematical language Created on April 2009 2 The Numeracy and Mathematics Loddon Mallee Regional Office Framework for improving Numeracy and Mathematics in the region comprises four sections. The first section provides an overview of the research understandings for parts two and three, and the importance of numeracy and mathematics from both the National and Victorian government perspectives. The second section outlines a framework of responsibility components for the region, the network leaders and the schools. The third section provides ideas for an implementation plan for building student capacity in numeracy and mathematics. The fourth section indicates professional learning module topics which will be developed, The following extract from Numeracy in Practice: Numeracy Teaching in Victorian Schools [draft] sets the scene for the framework: Mathematics and the capacity to be numerate, that is the ability to effectively apply mathematics in everyday, recreational, work and civic life is vital to the quality of participation in society (p4 ) It is important to understand that numeracy is not the same as mathematics, nor is it an alternative to mathematics (Steen, 2001). There are parallels between the two but each is distinct and different. It is essential, however, that numeracy “should be embedded and specifically identified within the mathematics curriculum”(National Mathematics Curriculum: Framing paper, 2008, p. 1) and across the VELS domains (www.education.vic.gov.au). Students’ mathematical achievement requires an understanding of a blend of mathematical concepts, skills and processes, plus contextual and strategic know-how (Draft Numeracy in Practice: Teaching and Learning in Victorian Schools Paper, No. 16, Oct., 2008). Likewise with numeracy the acquisition by all students of appropriate numeracy skills is critical to their ability to participate successfully in life beyond school, in providing access to further study or training, to personal pursuits and to participation in the world of work in the wider community. As stated in the Draft Numeracy in Practice: Teaching and Learning in Victorian Schools Paper, (No. 16, Oct., 2007) improving teaching and learning in numeracy (and mathematics) requires more than knowledge of concepts and procedures alone. As stated in this draft report All numeracy builds upon mathematics, hence what mathematics is taught and how it is taught, has an important bearing on the development of young people’s numeracy What is taught in school probably plays a greater role in the development of numeracy than in the case of literacy. Many out of school situations can help foster language literacy, but many important but abstract mathematical ideas are not easy to acquire without the assistance of a teacher or a Whole School parent who can assist young people to acquire and use these ideas. (p. 4) Approach Partnerships Building with Leadership n The Numeracy and Mathematics Framework draws also on Fullan, Hill and Crevola’s work (Breakthrough, 2006). o Schools and Capacity ati Pr Communities ec These researchers base good practice around the core components of personalisation, precision, and professional z ali isi Moral n learning, which need to be dynamically connected. on rso Purpose Pe The underlying value of their model is that the learner is at the centre which is represented by the term ‘moral purpose’. Note in the diagram the six elements under which high quality teaching and learning takes place Student Professional Building Teacher Intervention Learning when they are collectively implemented and require proactive distributive leadership support. Capacity It is imperative that there is a shared responsibility approach across all sectors in building student capacity. Effective use of Student Data Created on April 2009 3 Part 2 Loddon Mallee Region Framework for Improving Numeracy and Mathematics Outcomes- Responsibilities 2009-2012 Component Regional Responsibilities Network Responsibilities School Responsibilities Whole School Approach Regional management to articulate Responsible for identifying focus Set standards and targets that are clearly the Regional Numeracy schools explicit and are linked to school Framework expectations of Responsible for improving strategic plan, principal and teacher Embed into school accountability and networks, schools and school numeracy/mathematics through performance plans improvement framework leadership school leadership Promote the concept of all students Promote the concept of all students Promote the concept of all students as numeracy/mathematics learners as numeracy/mathematics learners as numeracy/mathematics learners and capable of achieving success and capable of achieving success and capable of achieving success Support the development of teacher Promote the understanding that all Promote the understanding that all capacity as teachers of mathematics teachers are teachers of Numeracy teachers are teachers of numeracy and numeracy Regional budgets reflect numeracy Promote information and Promote numeracy awareness of all priorities communications technology [ICT] as teachers across all curriculum areas Support the promotion of key enabler to personalising learning Support innovations around ICT-rich information and communications learning environment technology [ICT] as a key enabler to Embed information and personalising learning communications technology [ICT] as a key enabler to personalising learning in teaching practice and programs Build Leadership Capacity Develop professional learning Promote and direct numeracy Appoint and support modules for Numeracy/Mathematics professional learning for principals Numeracy/Mathematics coordinators Professional Learning on leading Numeracy Identify exemplary practice in and staff in all schools and numeracy in schools P-12 to Identify exemplary practice in Identify best practice in numeracy Mathematics improvement for Principals and promote collaboration around best numeracy in schools P-12 to and promote collaboration school Numeracy/Mathematics coordinators practice promote collaboration around best Respond to DEECD initiatives Respond to and promote DEECD practice for school numeracy Source and promote the DEECD Numeracy/Mathematics initiatives leadership Numeracy resources and assessment and resources Promote DEECD Numeracy tools resources and assessment tools with Principals and Numeracy Leadership in schools Build Teacher Capacity Provide ‘Core Understanding’ Initiate the utilisation of regional Principals promote, implement and Modules around best practice in modules and DEECD initiatives support DEECD initiatives Provide and support high quality teaching and teaching and learning in Promote regional modules and Utilise region expertise in learning Numeracy/Mathematics DEECD initiatives with school Numeracy/Mathematics for building Respond to school/network requests principals teacher capacity Provide Professional Learning for all around Numeracy/Mathematics Access region expertise in Support attendance for beginning leadership and teachers teaching and learning Numeracy/Mathematics for building teacher forums, twice year to Support the promotion information teacher capacity promote effective Source high quality evidence-based and communications technology Conduct beginning teacher forums, Numeracy/Mathematics teaching and Created on April 2009 4 curriculum and assessment needs [ICT] as key enabler to personalising twice a year to promote effective learning learning Numeracy/Mathematics teaching and Embed information and learning communications technology [ICT] Promote the implementation of, within teaching practice as key information and communications enabler to personalising learning in technology [ICT]. teaching practice and programs Effective Use of Data Use numeracy data to ascertain Regional Network Leaders to Principals promote and support all support and resources required by determine numeracy/mathematics teachers to use data to inform Use data to inform teaching for student networks and schools to build support needed in their network teaching and learning improvement and understanding student capacity schools All teachers use data to inform Monitor and track student progress Regional Network Leaders to ensure teaching for student improvement Monitor and track student progress within within classrooms and P-12 that the schools are monitoring and and understanding classrooms and P-12 Provide consultancy support to tracking student progress Assessment as, of and for used in all ensure a shared understanding of Regional Network Leaders to initiate classrooms interpreting data to support student the utilisation of regional improvement consultancy support Regional Network Leaders to track the impact of coaches in their network schools Student Intervention Regional personnel (for example Regional Network Leaders to Principals ensure that systems are in coaches) identified to support identify and ensure schools have place to track student progress Targeted small group intervention schools to implement intervention systems in place to track student Students who require additional progress assistance are identified , tracked and Differentiated instruction supported Principals to ensure that intervention is embedded and linked to classroom instruction ICT is embedded Partnerships for Schools and Communities Promote active interaction between Partnerships between home, school Acknowledge parents and carers in all educational stakeholders and community are promoted numeracy learning Continue to work to support Close links with pre-schools and Strong partnerships between home, professional organisation eg: VIT schools are developed to promote school and community effective numeracy and mathematics Close links with pre-schools and routines schools promote numeracy and mathematics routines Created on April 2009 5 Part 3 School Numeracy and Mathematics Coordinators The purpose of the Loddon Mallee Region Numeracy and Mathematics Strategy is to support and guide the teaching and learning in Numeracy and Mathematics in all schools in the region and to improve student outcomes in Numeracy and Mathematics. The suggested role of a Numeracy/Mathematics Coordinator is to: Lead staff in teaching and learning in numeracy/mathematics across the school Audit current numeracy/mathematics curriculum and practices Lead the development and implementation of a whole school 2-4 year Numeracy/Mathematics Plan to improve student success Liaise with department teams to review and manage multiple sources of data/feedback to measure progress Promote and lead professional learning around current best in numeracy/ mathematics Facilitate staff involvement in classroom observation and coaching Attend Regional and Network Coordinator numeracy/mathematics workshops Network with other Numeracy/Mathematics Coordinators Created on April 2009 6 Template - Numeracy and Mathematics Plan 2009-2012 Created on April 2009 7 Plan for Improving Numeracy/Mathematics Outcomes-2009-2012 Component Focus [Prioritised] Action; What [prioritised] Resources/ Who/Budgets Success Measures How, When? Whole School Approach 2010 2010 Establishing and continually refining a culture conducive to school Numeracy and Mathematics improvement 2011 2011 Effective use of school resources 2012 2012 Organisational structures and processes must be aligned: performance plans, professional learning, mathematical elements Building Leadership Capacity 2010 2010 Effective leaders identify crucial elements to school success: how we teach and what we teach 2011 2011 Alignment of numeracy and 2012 2012 mathematics leadership: state, region, network, principal, numeracy/mathematics coordinator, staff Principals support numeracy and mathematics improvement through prioritising professional learning, allocate sufficient time to numeracy and mathematics coordination Leaders act as mentors, coaches and lead learners Created on April 2009 8 Part 5 Loddon Mallee Numeracy and Mathematics - Implementation Guide for Building Student Capacity Building Teacher Capacity 2010 2010 2010 All teachers have detailed understanding of how children learn 2011 2011 2011 well developed classroom routines, 2012 2012 2012 structure and management the ability to motivate and engage students using a range of numeracy and mathematics practices and strategies evidence based curriculum and assessment Effective use of Student Data 2010 2010 2010 Standards and targets are clearly understood and defined Data is used to inform teaching 2011 2011 2011 Assessment as, of, for 2012 2012 2012 Monitoring and tracking student progress at multiple levels. Student Intervention 2010 2010 2010 Targeted small group intervention Effective use and training of support staff 2011 2011 2011 Intensive individual assistance for 2012 2012 2012 short periods of time. Partnerships with Schools and 2010 2010 2010 Communities Linking school, home and community 2011 2011 2011 Forming partnerships with educational 2012 2012 2012 stakeholders Created on April 2009 9 Key Components Could be demonstrated by: [Reference: DEECD- The Effective Schools Model] Whole School Approach A shared vision and set of goals which articulates why numeracy and mathematics is important for all students A co-ordinated whole school approach to numeracy and mathematics intervention Providing evidence of numeracy in an interdisciplinary context Providing evidence that there is understanding of the nature of mathematics, in order to determine what is taught, and to ensure that exclusion of some students does not occur Provision of resources and professional learning in order to support purposeful teaching contexts, team teaching and collaborative opportunities to report on student progress Questions for school leaders: How can you assist the school community to formulate an appropriate vision and set of goals in order to improve numeracy and mathematics for students? How can numeracy and mathematics intervention most effectively embedded in the school programs? Questions for teachers: What opportunities can I create to help develop a vision and set of goals that focus on improving numeracy and mathematics outcomes for students? Building Leadership Capacity Having leadership teams which promote curriculum planning that is designed to improve student numeracy and mathematics Ensuring leadership involvement in and knowledge of what is happening in classrooms Evidence of high expectations for students and attributes of high quality teaching Questions for school leaders: How is your staff’s professional learning which focuses on numeracy and mathematics addressed in the Strategic Plan [and Annual Implementation Plan]? What professional learning teams need to be established in the school to strengthen understanding to support numeracy and mathematics? What professional learning support will contribute to a teachers’ learning and student achievement in numeracy and mathematics? Questions for teachers: What teaching can I share with colleagues to improve their understanding about effective numeracy and mathematics teaching and learning? What do I need to know more about to build my capacity to support teachers’ numeracy and mathematics teaching and learning? Building Teacher Capacity Teachers having classroom structures, routines and tools to deliver differentiated instruction and focussed daily teaching Teachers knowing, in a precise way the strengths and weaknesses of each student at the point of instruction through accurate formative assessment Providing opportunities for all staff to develop knowledge and skills in using multiple data sets to plan for purposeful teaching of numeracy Questions for school leaders: What arrangements need to be made to enable effective intervention support in numeracy and mathematics to occur? Is consideration given to the need for the teaching of numeracy and the needs of the students? Questions for teachers: How important is my own attitude towards numeracy and mathematics in building student capacity? What do we need to know about students’ numeracy practices to scaffold students’ numeracy and mathematics learning? What might focussed, structured and sequenced sessions look like for my students in numeracy and mathematics How can I embed ICT into my teaching practice? Created on April 2009 10 Effective use of data Interpretation and use of data to inform instruction through assessment for and of learning. A differentiated curriculum that is the responsibility of all staff. Questions for school leaders: How can we share data with staff in a meaningful way? To what extent do the school’s policies and practices emphasise the importance of improving numeracy and mathematics outcomes through the use of data? Questions for teachers: What data is informative, and how do I interpret and use the data to improve my instruction? How can I effectively use ‘student voice’ and data to inform and evaluate my teaching practice? Student Intervention Evidence of teachers knowing the appropriate instructional responses and in particular which instructional strategies to use, and when. Evidence of differentiated curriculum Evidence of students applying mathematical knowledge to solve problems Evidence that students are challenged at an appropriate level of readiness, interests and learning profiles Questions for school leaders: How can numeracy and mathematics intervention support, be best coordinated in our school? Is regular and sustained support and feedback provided to teachers and students? Are approaches to assessment and evaluation of students’ work for purposes of building student capacity regularly reviewed? Questions for teachers: What strategies do I use to support and challenge? What types of questions can I use as a mechanism for scaffolding instruction and endeavour in numeracy and mathematics? Partnerships for Schools and Involving parents with shared responsibility of the student Numeracy program Communities Ensuring that strategies are in place for to become familiar with students’ prior school experience and significant life events Questions for school leaders: How can we work with staff, parents and students to develop a shared language and common understanding for talking about, monitoring and evaluating students’ progress in Numeracy and Mathematics? What is the shared language that you and your teaching colleagues have about numeracy and mathematics learning? What strategies do you use to ensure that your students take responsibility for working and articulating mathematically? Created on April 2009 11
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