NumeracyVignette

· Implementation of //QuickSmart®// Numeracy Program (32 Schools); · Facilitation of NTCF Renewal Expert Group (Mathematics LA) and Mathematics Pilot Group; · Implementation of //Count Me in Too// (Number), //Count Me into Measurement//, //Count Me into Space;// · Provision of Numeracy Support to NT Schools (NT DEET, CEO –NT, AISNT) including responding to online and telephone requests for support or advice; · Implementation of Middle Years Numeracy Research Project (10 Schools); · Implementation of //National Consumer and Financial Literacy Framework// Professional Learning Project; · Responding to, and supporting, a range of National, NT, TLSD and AAMT/MTANT initiatives in Mathematics Education. Concept based on //Mathematics Teaching, Learning and Assessment Projec Professional Learning Model// (MTANT MaTLAP Advisory Group with Di Siemon and Doug Clarke, 1994) and Models of Teacher Change (Gusky, 2002 ; Weissglass, 1994) Features: · spaced action learning over 8 months (4 x 2day workshops); · focus on simultaneously developing pedagogical and content knowledge through teachers exploring  mathematical investigations and problems posed in a ‘modelled teaching’ situation; · on-going support in a small community of learners (10 participants), including on-going support for participants by project officers at the site-level; · explicit planned opportunities to develop teaching and learning programs and strategies relevant to classes which the teachers are working with; · opportunities to reflect and share successes, issues and problems associated with developing teaching and learning sequences for identified classes, and mathematics teaching and learning in general · evidence of learning - teacher development :pre and post program //Teacher Efficacy Questionnaire based on Task Types and Mathematical Learning (TTML) Survey// (Peter Sullivan et.al. Monash University, 2007); pre, mid and post Program //Teacher Reflection and Evaluation Questionnaire// (NT DEET, 2007); after each workshop //Six Thinking Hats Reflection Sheet and Impact Sheet// (NT DEET, 2007); · evidence of learning - student development: pre and post program //Impact Procedure// (David Clarke, MCTP, 1985), student evidence of learning associated with rich tasks develop in specific teaching and learning sequences developed as part of the project. QuickSmart//®// Professional Learning model developed by John Pegg and Lorraine Graham (UNE, 2005) Features: · Introductory Information session (one day) for principals and teacher co-ordinators in project schools to engage interest and commitment; · spaced action learning over 10 months (3 x 2day workshops); ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> initial training workshop provides balance between theory behind the QuickSmart//®// methodology and practical implementation of the program ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> recall workshops provide opportunities for teachers and tutors to share successes and problems with implementing the program, including opportunities for troubleshooting; recall sessions provide more sophisticated knowledge about the theory behind the QuickSmart//®// Program and more sophisticated features of the program such as the ‘designer module’ ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> on-going support in a small community of learners including on-going support for participants by project officers or itinerant teachers at the site-level; ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> opportunities to visit schools who have successfully implemented QuickSmart//®//- talking to staff and viewing a ‘live’ QuickSmart//®// lesson; ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> evidence of learning - teacher development : after each workshop //Six Thinking Hats Reflection Sheet and Impact Sheet// (NT DEET, 2007); post program stakeholder questionnaire ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> evidence of learning - student development: pre and post program; QuickSmart//®// CAAS data (Cognitive Aptitude Assessment System); NT ‘NAP’-style assessment tasks; post program qualitative data yielded through stakeholder questionnaire; attendance data (from SAMS); MAP/NAP data (MAPRET). CMIT Professional Learning Model (NSW DET, Wright et.al, 2001) Features: ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> initial training workshop provides balance between theory behind the CMIT theory and practical implementation of the respective Learning Frameworks in the classroom ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> on-going support for participants by project officers at the site-level; ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> evidence of learning - teacher development : after each workshop //Six Thinking Hats Reflection Sheet and Impact Sheet// (NT DEET, 2007); post program follow-up interviews and support by project officers at the individual teacher and / or school level which includes identifying the level of use of the CMIT learning frameworks, Schedule for Early Number Assessment or diagnostic tasks, and suggested teaching activities; ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> evidence of learning - student development: use of the Schedule for Early Number Assessment (SENA) and performance (diagnostic) tasks documented in the measurement and space materials at regular intervals; class-based formative and summative assessment tasks, NAP data (over the long term) A similar professional learning model is used by //First Steps// (WA) which has a similar research base to the //Count Me In// (NSW) professional learning program. Site-based professional support is connected explicitly to Numeracy action plans developed by individual schools. These plans should articulate what deliverables are expected and have evaluation methods identified. Outcomes are identified and actions are undertaken in partnership between project officers, the school leadership team and staff members. Normally schools receive follow-up support visits after initial actions are conducted. A history of school visit reports is documented that note actions undertaken or committed to undertake by various parties, and recommendations for future actions. Site based workshops, like central professional learning activities, require participants to complete Six Thinking Hats Reflection Sheets and Workshop Impact Sheets which are used to assist evaluate the intended outcomes of interactions between project officers and school staff. A site-based contact person, normally a member of the school’s leadership team, collaborates with project officers to monitor effectiveness of programs and actions undertaken as part of the school’s numeracy plan or individual staff professional enhancement plans. Concern 1: Improving mathematics outcomes for Middle Years students in an environment where there may be teachers who are inexperienced or untrained in teaching mathematics and explicit instructional time in mathematics may be reduced. Action: Provide support to teachers of Middle Years (and Primary Years) mathematics / numeracy (especially those teaching ‘out of area’) eg implement a second generation Middle Years Project appropriately resourced to provide central and site-based professional learning. Wider discussion, review and evaluation of the implementation of a Middle Years approach and the impact on mathematics teaching and learning; explore pluses, minuses and interestings. Concern 2: Support to teachers in the Primary and Middle Years who have significant cohorts of students who are not meeting numeracy benchmarks. Action: Expand //QuickSmart// Numeracy Program, with appropriate resourcing; including AO support to the TLSD project team/coordinator. Concern 3: Support to teachers new to the profession (neophyte – 3 years experience) or teachers new to the Northern Territory education context. Action: Appropriately resourced central and site-based professional learning with a focus on; orientation to the renewed NTCF (content and pedagogical knowledge, including a focus on ‘working mathematically’); developing personal confidence in teaching and learning mathematics; catering for diversity in classrooms. Concern 4: Support to schools in the development of ‘whole school’ approaches. This includes supporting teachers in an orientation to, and implementation of, the renewed NTCF Mathematics Learning Area document, including the development of the NTCF ‘Teaching mirror’ which identifies a full range of quality teaching and learning resources. Action: Appropriately resourced central and site-based professional learning opportunities, which feature: familiarisation with the renewed NTCF, the process of curriculum mapping, making links to quality teaching and learning resources such as //CMIT, CMIM, CMIS// and other evidenced-based resources aligned to the renewed NTCF, and, quality materials such as //Maths300//. Concern 5: Building the capacity of teachers of mathematics to effectively use a wide range of learning technologies such as ‘hands-on’ manipulative materials, and, appropriate, readily accessible and cost effective Information and Communication Technologies including web-based tools. Action: Demonstrate and model in all professional learning activities how learning technologies can engage learners and extend and enrich their mathematical learning. Ensure that the renewed NTCF Mathematics Learning Area has explicit elaborations and links in the ‘teaching mirror’ as to how learning technologies can be successfully used. Concern 6: In the remote school context, ‘corporate knowledge and expertise’ is frequently lost due to the transient nature of teaching staff. Action: Develop and implement professional learning activities for Assistant Teachers and other paraprofessionals in order to build their capacity and confidence so that they may play a more significant role in enhancing numeracy outcomes for students. Concern 7: An exponential increase in volume of responsibilities and work requirements for officers has been observed. This challenges professional and personal productivity and compromises ‘quantity’ with ‘quality’. The range of responsibilities undertaken by the project has increased substantially between June 2005 and June 2008. ET2 and ET3 staffing levels have fluctuated over this time and the shared ET5 (Lit/Num) position currently does not exist. There are high demands and competing needs placed on the current team from a range of needs at the system level, regional level and individual site level which need to be managed. Action: Discuss appropriate responsibilities and delegations based on a realistic analysis of needs, priorities and resources provided. A separation of policy and operational responsibilities, with adequate attention paid to a collaborative and coordinated approach to service delivery could also form the basis of useful discussion. Concern 8: Regional deployment of staff: roles and responsibilities need to be clarified; communication and collaborative networks need to be identified and developed to ensure coordination of policy, research and that the practical needs of schools and teachers are met. Opportunities for the capacity of project officers working in regions to meet needs across a diverse range of school contexts and stages of schooling also need to be provided. Resources, such as teaching and learning materials, will need to be duplicated in regional offices. Action: Discussion at a range of levels, involving all stakeholders, to develop a workable strategy if the regionalisation model is to be successfully adopted. Concern 9: Physical office space in HVP is too small for storage of necessary documents and resources. Action: Request increase in office floor space and/or storage.
 * // Gaining Headway Advancing Numeracy … Keeping Numeracy on Track //**
 * Current Foci and Initiatives June 08 + **
 * Professional Learning Models **
 * // Middle Years Numeracy Project //**
 * // QuickSmart //**// ® **Numeracy Project** //
 * // Count Me in Too //**** suite of Professional Learning Programs **
 * // Site-based Professional Support in Numeracy //**
 * Identified / Concerns / Issues 2009 **
 * // Teaching and Learning //**
 * // GHAN Project level //**