Template - Numeracy And Mathematics Plan

Template - Numeracy and Mathematics Plan

2009-2012 Resources/ Who/Budgets Component Focus [Prioritised] Action; What [prioritised] 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

Resources/ Who/Budgets Component Focus [Prioritised] Action; What [prioritised] Success Measures How, When? 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

Component Focus [Prioritised] Action; What [prioritised] Resources/ Who/Budgets Success Measures How, When? Building Teacher Capacity 2010 2010 2010 All teachers have  detailed understanding of how children learn 2011 2011 2011  well developed classroom 2012 2012 2012 routines, 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 Resources/ Who/Budgets Component Focus [Prioritised] Action; What [prioritised] Success Measures How, When? 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.

Resources/ Who/Budgets Component Focus [Prioritised] Action; What [prioritised] Success Measures How, When? 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.

Component Focus [Prioritised] Action; What [prioritised] Resources/ Who/Budgets Success Measures How, When? Partnerships with Schools and 2010 2010 2010 Communities  Linking school, home and community 2011 2011 2011 2012 2012 2012 Forming partnerships with educational stakeholders Part 5 Loddon Mallee Numeracy and Mathematics - Implementation Guide for Building Student Capacity

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  Having leadership teams which promote curriculum planning that is designed to improve student numeracy and mathematics Capacity  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? 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  Involving parents with shared responsibility of the student Numeracy program and 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?