Post on 10-Apr-2017
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I N T E N T
MISALIGNED
IMPLEMENT
2016 SYMPTONS
STEM PARTICIPATION
ADULT NUMERACY LEVELS
STUDENT RESILIENCE
TEACHER STRESS
AUSTRALIAN CURRICULUM MATHEMATICS INTERACTION & INTERPRETATION
SCHO
OLFA
CTOR
S EXTERNAL FACTORS
What is the problem and what is causing it?
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Degrees MISMATCH Jobs
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 porousStudents work in jobs
that use ‘thinking skills’Eg physics, economics
Shortage of maths and science teachers
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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 throughAbstraction, transfer, context, justification,
reasoning
NCR PEA-ACs 2016
Critical Thinking
Problem SolvingReasoning
every child, every day should be exposed to…
Core cognitive competencies
CommunicatingJustifying
NCR PEA-ACs 2015
Persistence
Resilience Aspiration
Student Disposition
ConfidenceRelevance
every child, every day can develop their….
Fostering Growth MindsetCollaboration
Explicit and inquiry learningway it is taught
Connect & Transfer
every teacher should be consistent in the
NCR Numeracy Project: 2014 and 2015
REGIONALFOCUS
2014-2015
SCHOOLS VOLUNTEERED FOR 6 MONTH INITIATIVEPHASE 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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Year 9 Numeracy Relative Gain 2014 - 2015
PROJECTREGIONSTATE
Quantitative and Qualitative data was collected at different phases
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2011 2012 2013 2014 2015360
365
370
375
380
385
390
395
400
405
410
SCHOOLNCRQLDAUS
Average of two trial schools from Semester 2 2012
Sustaining funds for coach
Releasing teams each visit
Allotted staff meetings
Principals and DP visible
Resources: communicated & accessible
NCR Numeracy Project: What we learnt
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 SullivanEmeritus Professor Monash University: Maths & Science
OVERVIEW OF TYPICAL STRUCTURE 2016
CLUSTER
ALLIANCE
F
E
C
B
E
D
GeographicalStarting Points
School sizeExplicit Agenda
Student DataCommitment
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
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• 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
The right resource ,in the right waywith the right culture
Getting it Right: Empowering General Capabilities
Raise your thinking& not your hands
Set it up, step back and survey
Ignite discussionInstil debate
Open and parallel tasks
Student response tasks
Numeracy Transferactivities
Enthuse, encourage, enjoy
Struggle nowSucceed later
Change your mind can grow your mind
I think….Because….
Praise the effortPraise the risk Share, listen,
respect
Think Pads & white boards
Contribute, create communicateRob Proffitt-White
We target school culture through research evidence:
‘everyone working collectively to improve student achievement: the
teachers, the school lead ers, the other adults in the schools (such as teaching
aides), the parents (and voters), the policy-makers and the students’
(Hattie, 2015 p5)
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?
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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The ‘right/wrong’ view of maths was identified by our team
as a major barrier to valid differentiation and targeted interventions
Rob Proffitt-White NCR: March 2015
Our moderation cycles involve all teachers and encourage a vertical approach across multiple year
levelsConsistency negates subjectivity
Schools are encouraged to use our resources to track pre and post test results each term .
Data is communicated across the school
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
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 mentoring7E teacher becomes 0.2 numeracy coach to aim for consistency in effective practice7B was leaving school and admitted the last one was a bit of a rush job7D 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