Numeracy Project Principals’ Meeting 2003

Programme Outline History of project Participation Agreement Principal’s role Selecting a lead teacher Teacher Commitment Action Plans FundingResourcing Teacher participation lists Parent permission Teacher changes over year Professional independence ERO Other contracts

History Ministry Taskforce report 1995 Count Me In Too Australia Trialled in New Zealand 2000 Australian model adapted to suit NZ students and framework extended Numeracy projects 2001 ENP ANP NEST 2002/3 ENP ANP INP

Principal’s Role Be supportive of the project Attend workshops Provide adequate release time Administer assessment task with 2 or 3 students Ensure funding is spent appropriately Liaise with lead teacher Communicate with facilitators when they visit your school Be aware of deadlines for data entry and reporting requirements to the Ministry Be aware of teacher commitment and opportunities for appraisal

Selecting a Lead Teacher Administrative Role Co-ordinate timetable Communicate information to staff Organise purchase of numeracy equipment Co-ordinate data collation Personal Qualities Passionate/Motivational Good mathematical knowledge Excellent communication skills Professional Role Organise regular staff/syndicate numeracy meetings Promote new resources, websites, and professional readings Establish systems Organise peer observation visits Promote parent partnership

Teacher Commitment Compulsory workshop attendance Change in practice Time for familiarisation, preparation and organisation of new resources Reflect on practice and set goals

Funding Contract allocation - $450 per classroom Proposals Pool Fund- requirements Teacher release Resources

Teacher Changes New staff through the year New staff at end of year

Professional Independence Peer support systems Networking New staff support Regular syndicate/staff meetings Celebrating success Establishing systems to suit your school

ERO Implementation plans will be suspended Numeracy at least 60% of the time Focus on mental strategies Daily lesson format in place Group based teaching/independent activities Task boards/modelling books Recording Review of implementation plan at project end to include the New Zealand Numeracy Framework

Other contracts How many contracts is your school involved in during 2004/5? Have you considered the workload on your teachers?

TRANSFORMATIONAL LEARNING L + Learning is clear, understood, flows L – Learning – confusing, frustration, angst  Changing your mental model is hard work  To learn something new you have to unlearn  You have an awkward, uncomfortable feeling going into the pit Dr John Edwards – NZAMT8, 2003 Time The Pit

WHAT GETS YOU THROUGH THE PIT? Personal courage Collegiality Strong leadership Time Commitment

Maths Curric NZ PD MODEL SINCE 1993 L + L – Time New Curricula