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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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1

2

3

4

5

6

7

8

9

10

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

2016 – Semester 2 – NCR has 6 clusters

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

`

• 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?

A perceived need for developing a tool

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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0 1b 1a 2

The ‘right/wrong’ view of maths was identified by our team

as a major barrier to valid differentiation and targeted interventions

The process involves designing and practising questions

Using a 0,1,2

ALLOCATE

MODERATE

ANNOTATE

NCR- Rob Proffitt-White

Rob Proffitt-White NCR: March 2015

Our moderation cycles involve all teachers and encourage a vertical approach across multiple year

levelsConsistency negates subjectivity

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Let us interact with one such activity.

Let us interact with another activity.

HIGH SCHOOL- YEAR 9

What fraction of the square below is shaded?

Schools are encouraged to use our resources to track pre and post test results each term .

Data is communicated across the school

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Data Wall

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

DIAGNOSTICS & VISIBLE LEARNING