1. Zone 1 Session 1 2010 The Role of a Numeracy PLT

2. PROGRAM Session 1: The Role of a Numeracy PLT Session 2: A Process for Studying Lessons Session 3: Trialing a Common Framework

3. Learning with understanding 327 + 431 = Tell me about the answer How many digits will it have? Will it be an even/odd number? Will it be divisible by 5? Will it be divisible by 2? Will it be closer to 500 or 1000?

4. AGENDA 9 -9.15 Warm Up 9.15 – 9.45 Recap/Movement since S1-4 2009 9.45 – 11.00 PLTs – What are they? Issues to clarify Some PLT models to consider 11.00 – 11.30 MT 11.30 -1.00 A PLT model Jack and Blake

5. The purpose of this session is for participants to: brief recap/feedback on 2009 AiZ outputs consider the role and purpose of a Numeracy PLT discuss how a Numeracy PLT might function examine some issues that may impact on a Numeracy PLT’s effectiveness experience a Numeracy PLT conversation

6. Recap 2009 The Whole School Numeracy Plan The documents behind the plan Annual Assessment plan PLT Learning logs Numeracy timetable for each year Common weekly planning document Common numeracy lesson template ILPs PD plan semester/annual PLT documents Peer obs., coaching/mentoring docs

7. What does a Numeracy PLT do?

8. Prioritize – top 5

9. WHAT DOES A NUMERACY PLT DO? Results from Group Bundling activity Analyse data & evidence of st lrng to moderate & coll decide what st needs to lrn next Use data to plan nxt stage of developmnt for ind & cohorts of st. Evidence based practice – use data to inform practice Discuss challeng/devlop ped beliefs/underst to improve tch practice to enhance st lrng Meet to identify lrng needs of lw, mid & high cohort gps Identify/analyse data to measure, scaffold & review st lrng Discuss/interpret st data Targetting ideas that scaff st lrng & challenging evidence Analyse data to target, track & set goals for st lrng Share/discuss ideas & challenge current practices Feedback to discuss set goals Identify/ share PD for the group Aligning PD with the sch direction Review & develop resources for classroom tchs Develop collective response for all st

10. Consider how a Numeracy PLT differs from these other team meetings Whole staff meeting Area/Level meeting Maths Curriculum Committee meeting Grounds/Integration/Gifted/Welfare…team meetings

11. Issues for Numeracy PLT meetings Literacy or Numeracy Frequency of meetings Length of meetings Team size Team leader Peer accountability Choice of Assessment tools Agenda/structure for the meeting

12. Role of PLT Team Leader Keep the PLT focus PD the team Mentor Ensure challenge not ‘share’ Accountability Link data to classroom practice Team build

13. Morning tea

14. Some models Form groups of about 4 people who represent at least 3 different schools Take turns to describe the Numeracy PLT model that operates at your school and how effective you feel it is in moving students along the continuum

15. The developmental model This model seeks to identify the place of every student along a continuous developmental pathway ….. And then design ‘personalised’ learning to target each student’s needs

16. A Numeracy PLT model 1. Review the data Seek evidence (make, say, do, write) Challenge inference Is the student where you expected? What makes you say that?

17. Triangulation of Data Standardized Testing Developmental Learning Continuum Teacher Assessment Student Work Above Expected LevelBelow Expected Level Expected Level Using the Triangulation of Data place all students on the Learning Continuum NAPLAN Adaptive On Line Torch etc Teacher Tests Quizzes Assignments Assessment for Learning Teacher Observations

18. A Numeracy PLT model 2. Plan the next step Where does the student need to go next? (progress/consolidate?) 3. Identify the strategies and resources needed How will the student get there? 4. Stipulate the evidence required How will we know when the student is there?

19. Warning A Numeracy PLT is NOT about ‘sharing’ what I did in class today or describing an engaging activity that I came across A Numeracy PLT is a collaborative, professional discussion focused on identifying a starting point for student learning and designing effective learning opportunities to move students along the learning continuum

20. Jack’s work sample Role play in groups of 5 (15 minutes) 1.Jack’s teacher 2.Team Leader 3.Team member 4.Team member 5.Observer/recorder of questions being asked/challenges posed

21. For next session Please bring samples of some of the planning docs your school has developed as part of your Numeracy Annual Plan Please bring an example of the evidence presented by one teacher and the documentation that arose from one Numeracy PLT meeting. Be ready to describe the PLT discussion