Foreword. Vision of Success. Goals for SystemWide Improvement. The Mathematics Landscape

Transcription

1 Mathematics 2015

2 Foreword The Mathematics Landscape Vision of Success In teaching mathematics, the landscape in Catholic schools in the Archdiocese of Melbourne is deep with traditions of faith-filled education. A central aim of mathematics learning and teaching is to enable students to be active and thinking citizens who are able to interpret the world mathematically, use mathematics to help form their decisions about personal and financial priorities and to critically consider significant social, economic and scientific issues by using and interpreting mathematical perspectives. We work in the context of collective responsibility for students mathematics learning, with schools and Catholic Education Melbourne sharing knowledge and understandings about what improves mathematics learning, what students mathematics learning needs are and how (and by whose agency) numeracy goals will be achieved. All schools have in place a rigorous and effective approach, which supports continual improvement in numeracy. All schools can access mathematics services, which are contextually relevant and responsive to need. School leaders, teachers and the learning community share a collective: commitment to the improvement of the numeracy learning outcomes of all students responsibility for the identification and promotion of effective mathematics teaching practice accountability for student numeracy learning outcomes. There is a Catholic Education Melbourne organisational alignment in mathematics services to schools. Mathematics services are provided to school communities through partnerships that are characterised by a culture of collaborative inquiry. School communities have built effective relationships with parents and communities as key partners in students learning of Mathematics. Goals for SystemWide Improvement Build system capacity to lead improvements in the teaching and learning of Mathematics. Build system capacity to plan for and implement the powerful teaching of Mathematics. Build system capacity to effectively use assessment to plan the next steps for learners and monitor progress. Build system capacity to engage parents and communities to support the numeracy development of all students. 2 MATHEMATICS 2015 CATHOLIC EDUCATION MELBOURNE

3 Action Areas Supporting Leadership of Whole-School Improvement This action area is focused on providing support and services to school leaders, enabling them to effectively: lead teaching and learning work with and through others to build a professional learning community that is focused on the continuous improvement of teaching and learning produce and implement clear, evidence-based improvement plans and policies engage in partnership with their school communities to enhance student numeracy learning. Supporting Pedagogical Practice Developing System Settings This action area is focused on providing support and services to teachers, enabling them to: This action area is focused on providing system-level support and services that increase the collective effectiveness of Catholic Education Melbourne and schools to: plan for and implement effective teaching and learning practices create and maintain supportive and safe learning environments use assessment evidence to design teaching, provide feedback and report on student learning effectively engage families in their children s learning. engage in robust evaluation, focusing in particular on improvements in numeracy use enterprise technologies for collection and analysis of assessment data and evidence for decisionmaking use enterprise technologies for collaborative learning and knowledge creation engage with communities to create sustainable learning partnerships identify professional learning priorities that respond to school- and systemimprovement goals maximise the use of available financial and human resources. 3 MATHEMATICS 2015 CATHOLIC EDUCATION MELBOURNE

4 Overview of 2015 Projects and Services In 2015, mathematics services to schools are designed to further enhance the capacity of teachers and leaders to develop sustainable school numeracy improvement. The services of the Catholic Education Melbourne Mathematics Team are focused on three action areas incorporating nine projects. Each project contains a number of services that contribute to the achievement of the project goals. The services provided across these action areas offer opportunities for all schools to build upon and extend their existing numeracy improvement capabilities. ACTION AREAS MATHEMATICS PROJECTS & SERVICES Supporting Leadership for Whole-School Improvement Collaborative Strategic Partnerships Purposeful Teaching of Mathematics (PToM) Strategic Support Primary Sustaining Strategic Partnerships Leading Mathematics Teaching and Learning Primary Curriculum by Design Secondary Curriculum by Design Leading Mathematics Professional Learning Mathematics Leadership Primary Mathematics Leadership Clusters Masters in School Leadership (Numeracy) New Mathematics Leaders Leaders as Coaches 1 & Mathematics Pedagogy Mathematics: Expert Teaching F 4 Mathematics: Expert Teaching 5 8 Leaders: Learning Framework in Number F 4 Number Intervention F 4 Number Intervention Training Year 1 F 4 Number Intervention Training Year 2 F 4 Number Intervention Ongoing Support Mathematics Online Mathematics Google Site Mathematics portal Literacy & Numeracy Strategy Development Literacy & Numeracy Strategy Development Mathematics Assessment Capabilities Learning Framework in Number: Measurement Properties Review of Mathematics Assessment Practices and Tools Mathematics Research & Advice Classroom Organisation for Effective Mathematics Teaching Key Ideas: Secondary F 4 Number Intervention Guidelines Numeracy@Home Masters in School Leadership (Numeracy) Publication Supporting Pedagogical Practice Developing System Settings 4 MATHEMATICS 2015 CATHOLIC EDUCATION MELBOURNE

5 2015 Mathematics Implementation Plan Action Area 1: Supporting Leadership for Whole School Improvement Project 1: Collaborative Strategic Partnerships The Collaborative Strategic Partnerships project aims to support numeracy improvement in primary and secondary schools. The services within this project are characterised by a model of differentiated support that responds to individual school needs and current progress in their numeracy improvement journey. This project is focused on supporting school leadership to develop context-specific plans for improvement and to enact them in partnership with Catholic Education Melbourne. this project are: 1.1 Purposeful Teaching of Mathematics (PToM) 1.2 Strategic Support Primary 1.3 Sustaining Strategic Partnerships. Project 2: Leading Mathematics Teaching and Learning The Leading Mathematics Teaching and Learning project aims to support mathematics leaders to document and enact whole-school mathematics curriculum and professional learning plans. The services within this project are characterised by an understanding that school leaders have a key responsibility for teachers ongoing professional learning. This project aims to support leaders to nurture teachers professional growth, expertise and effectiveness. 2.1 Primary Curriculum by Design 2.2 Secondary Curriculum by Design 2.3 Leading Mathematics Professional Learning. Project 3: Mathematics Leadership The Mathematics Leadership project aims to build mathematics leadership capacity in primary and secondary schools. The services in 2015 are characterised by a focus on the professional knowledge, skills and dispositions required to lead continuous improvement of mathematics teaching and learning. 3.1 Primary Mathematics Leadership Clusters 3.2 Masters in School Leadership (Numeracy) 3.3 New Mathematics Leaders 3.4 Leaders as Coaches 1 & 2. Action Area 2: Supporting Pedagogical Practice Project 4: Mathematics Pedagogy The Mathematics Pedagogy project aims to support numeracy improvement in primary and secondary schools. The services within this project are characterised by a strong focus on mathematics pedagogical content knowledge, including an understanding of the shape of AusVELS: Mathematics. This project has a particular emphasis on contemporary methods of assessment and linking the proficiencies with the big ideas that underpin mathematical learning. this project are: 4.1 Mathematics: Expert Teaching F Mathematics: Expert Teaching Leaders: Learning Framework in Number. Project 5: Number Intervention The Number Intervention project aims to support primary schools to meet the needs of students attaining low results in numeracy. The services within this project are characterised by a focus on supporting system-wide capacity to ensure the provision of tailored, early and evidenced-based interventions for students identified as requiring additional support in Mathematics learning. As a result of this project, school communities will have specialist Number Intervention F 4 teachers with deep understanding of the Learning Framework in Number, the use of appropriate contemporary pedagogies to improve student learning outcomes and the implementation of the Number Intervention F 4 assessment schedules to describe and monitor student learning. 5.1 F 4 Number Intervention Training Year F 4 Number Intervention Training Year F 4 Number Intervention Ongoing Support. Action Area 3: Developing System Settings Project 6: Mathematics Online The uptake of Google Applications for Education (GAFE) by schools provides an opportunity to further improve system performance in numeracy by connecting mathematics leaders and teachers with mathematics experts, information, resources, advice and frameworks. The Mathematics Online project aims to enable system wide co-construction and sharing of effective mathematics pedagogy and to support mathematics leaders to nourish their own development and that of their teachers. 5 MATHEMATICS 2015 CATHOLIC EDUCATION MELBOURNE

6 2015 Mathematics Implementation Plan (continued) The services provided through this project are characterised by a desire to facilitate the transfer and creation of best practice in mathematics education across the system. 6.1 Mathematics Google Site This site will provide mathematics leaders and teachers access to mathematics professional learning resources that are appropriate to their point of need, beyond the confines of structured professional learning activities. 6.2 Mathematics Portal This will replace the current mathematics myclasses page which is currently used to share information with mathematics leaders. Participants in mathematics professional learning services will be able to access online professional learning communities and engage in blended professional learning opportunities specifically designed for the service in which they are enrolled. Project 7: Literacy & Numeracy Strategy Development Effective school support strategies are based on a clear recognition that quality teaching and quality school leadership make a significant difference to students literacy and numeracy outcomes. They recognise that the expertise, commitment and professionalism of teachers and school leaders are paramount to ensuring student success. The Catholic Education Melbourne Literacy & Numeracy Strategy will provide a strategic direction to guide school leaders and teachers to target and improve the literacy and numeracy outcomes of all their students. It is intended that the strategy will be published by the end of Project 8: Mathematics Assessment Capabilities The essential question of any mathematics assessment method is whether it is capable of establishing where learners are in their learning. The Mathematics Assessment Capabilities project aims to support schools to make informed evidencebased decisions regarding processes for mathematics assessments mathematics services included in 8.1 Learning Framework in Number: Measurement properties An examination of the measurement properties of the Learning Framework in Number and the provision of advice regarding valid methods of measuring the progress of F 4 Number Intervention students. 8.2 Review of Mathematics Assessment Practices and Tools A review of common mathematics assessment tools, including their measurement properties and valid uses. Project 9: Mathematics Research & Advice The Mathematics Research & Advice project aims to respond to commonly identified school and system areas of inquiry through the provision of research, frameworks, guidelines and exemplification of practice mathematics services included in 9.1 Classroom Organisation for Effective Mathematics Teaching A paper presenting current thinking and research relating to organising classrooms for effective mathematics teaching and learning. 9.2 Key Ideas: Secondary An inquiry into the usefulness of expanding the primary Key Ideas document to accommodate Secondary perspectives. 9.3 F 4 Number Intervention Guidelines These guidelines aim to support Number Intervention F 4 effectiveness in Catholic schools in the Archdiocese of Melbourne and assure the provision of a quality intervention. 9.4 Numeracy@Home This research aims to investigate actions that families can take to enhance children s numeracy learning and dispositions at home. Numeracy@Home was funded as an ARC linkages research program in 2014 with Catholic Education Melbourne as an industry partner. 9.5 Masters in School Leadership (Numeracy) publication This publication provides an opportunity to exemplify effective mathematics leadership practice through sharing the case studies completed through this course of study. James Goold House 228 Victoria Parade East Melbourne VIC 3122 Tel: (+61 3) Catholic Education Melbourne