1. Zones 2 & 3 Session 4 2010 The Role of a Numeracy PLT

2. AGENDA 9.00 Warm Up 9.15 Recap Share progress Survey results Progress at a Zone 1 school 10.15 PLTs – What are they? Issues to clarify Some PLT models to consider 11.00 – 11.30 MT 11.30 -1.00 A PLT model - Blake

3. The purpose of this session is for participants to: brief recap/feedback on 2010 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

4. Recap 2010 The Whole School Numeracy Plan Some of the documents behind the plan Annual Assessment plan PLT Learning logs Numeracy Non-negotiables Common weekly planning document Common numeracy lesson template ILPs PD plan semester/annual School Scope & Sequence Peer obs., coaching/mentoring docs

5. 5 minute Turn & Tell What impact, if any has AiZ had at your school?

6. Zone 2 & 3 Survey data - Numeracy AiZ Zones 2&3 Survey- NUMERACY Q1. THREE KEY IDEAS from AiZ Numeracy that you have shared back at school to date.

7. Zone 2 & 3 Survey data- Numeracy Q2. MAIN FORUM for sharing AiZ Numeracy learnings Staff meeting Formal PD sessions PLT/Curric meetings Informal conversations Multiple forums Leadership team Not shared yet n=99 48191710311

8. Q3. Up to THREE KEY CHALLENGES when trying to implement AiZ Numeracy Zone 2 & 3 Survey data - Numeracy

9. AiZ Zones 2&3 Survey- NUMERACY Q4. SHORT TERM PLAN first priority to implement before end of 2010 Non Negotiables17 Common planning docs16 Lesson structure13 Whole school planning9 Whole school scope/sequence8 Implement ‘warm up’7 Differentiation4 Audit time on numeracy3 Whole school assessment schedule2 Increase focus on maths vocab2 Team planning2 ‘Share strategies’ not ‘share time’1 Introduce ‘Launch’ phase of lesson1 Specify ‘Purpose’ of lesson1 Increase use of concrete material1 LL modelling ideas1 Improve student engagement1 OTHER ?? 6 X1 uncertain description6 n = 95

10. AiZ Zones 2&3 Survey- NUMERACY Q5. OPTIONAL: Other issues NMR should be aware of regarding AiZ Number attending sessions too large4 Use portable microphone for tchs1 Want PD on Open ended tasks3Lack maths budget1 Want more PD on differentiating tasks2Tchs at different stages for change1 Want more PD on flexible groups and using data 1Need a coach to support school numeracy plan 1 ICT issues cause data probs at school1 Too many AiZ priorities to coordinate8Our AiZ is going well1 Small schools have staffing issues4AiZ & coaches have led to huge impact1 Constant pressure on schools to do/adapt4Too much info for the LL to take on1 Prefer to be given planning templates and Sc/Sequ rather than create own 4Want base-line data on current numeracy school practices 1 Change should be allowed to take time4What training for pre-service teachers?1 Lack of funding for AiZ implementation2Change of school leadership is an issue1 Need access to support material & coaches2AiZ better if team attends from a school1 AiZ Numeracy not new - we already do this stuff 2AiZ lacks an overall link between the priorities 1 n = 53

11. Video: Progress at a Zone 1 school

12. What does a Numeracy PLT do?

13. Prioritize – top 4

14. 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

15. Some models Form groups of at 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

16. 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

17. 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?

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. Team member Teacher Team Leader Observer/recorder of questions being asked/challenges posed Team member Triangulated Data Evidence: What can the student make, say, do or write?

21. 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

22. 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

23. 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

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

25. Looking at triangulated student data What can the student make, say, do or write? (15 minutes) Role play a numeracy PLT in groups of 5 1.The teacher 2.Team Leader 3.Team member 4.Team member 5.Observer/recorder of questions being asked/challenges posed

27. 2.67 × 4.7 0.35 ÷ 0.042 2⅝ + 1⅓ 2 5 / 7 ÷ 1 3 / 9 Tell me about the answer