Lead Teacher Workshop 4 20119 – 10.50 Leadership IssuesWelcome back Rose!National Standards Scenarios

11.20 – 12.15 Probability and StatisticsStrand planning and Resources

1.15 – 2.45• Developing an expert practitioner

Warm Upwww.ruggerland.co.nz

Use the Rugby World Cup data cards to pose and investigate a question.

Forwards

Backs

All Black Players or

Participating Countries

School of Education Te Kura Mātauranga

Features

• The School of Education currently has the equivalent of 880 full-time students enrolled throughout its 22 programmes. We teach everything from introductory certificates through to doctorates. Increasingly, there is a focus on degree/postgraduate/doctoral courses.

• Montessori, Pasifika and Steiner teacher education play a major role in our School.Quality through

diversity and difference

NZ Teacher’s Council Requirements

• Continue to change and reflect new demands. Hurdle, compass and beacon!

• New ‘suggestions’ now for PRT’s, to try and bring

consistency for our new teachers.

• Evaluative lecturers now need to be ‘part’ of the university-on interview panels, as ‘relievers’ etc.

Prospective Students

• From this year, there will be more stringent requirements. All applicants will need to pass literacy and numeracy assessments before they are offered an interview.

• Interviews start in September and continue until January.

New Graduates and Trainee Teachers

• Important to remember that they bring the experience of their AT’s and a varying range of lecturers.

• GloSS- brought home to me exactly how complex the understandings are within the Number Framework and how we take that diagnostic information for granted. Think back to our first ‘numeracy’ PD!

• As the numbers have grown, the SOE has been able to employ a full-time, permanent lecturer for maths.

Technology

• E-portfolios –Mahara ‘My portfolio’.

• IPAD trials and research linked to this.

• Research project of lecture being recorded /uploaded to be viewed at a later time.

Funding Pressures

• Universities are part of the ‘education system’ and as such, are struggling with funding issues.

• At present, our programme leader and SOE heads are resisting the pressure to move to ‘mass lectures’. So far, we have managed to retain ‘classroom’ sizes.

Challenges for Me

• Keep up to date with changes in the wider maths community.

• Content Knowledge and Pedagogial CK of students.

• Realise that really small steps can be needed.

• Maths phobia is alive and well!

• My task over the summer: reorganise all the maths papers! (readings/assignments/exam board requirements etc.)

Opportunities

• Forging links with other universities.

• Diversifying- PIP teaching.

• Further study.

• Involvement in research projects.

• Finding out more about Steiner/Montessori.

Scenarios to discuss moderation issues

with National Standards

National Standards Moderation Discussions

(a) A principal was concerned after the mid-year

‘progress’ teacher judgements. He felt some teachers mark ‘hard’ and some teachers mark ‘easy’. How can we ‘moderate’ so all teachers are marking the same.

Assessment Key Messages (pages 10-12)

• Meeting a standard depends on the nature of a students response to given problems, not just their ability to solve the problems. (p.10, paragraph 6)

• When assessing a student’s achievement and progress, the teacher needs to make an overall teacher judgement (OTJ) about the student in relation to the whole standard. (p.12 paragraph 1)

• The expectations for Number are the most critical requirement for meeting a standard” (p.12. paragraph 5)

• Number knowledge is for facilitating problem solving, just demonstrating number knowledge e.g. basic facts, is insufficient to meet a standard. (p.10, paragraph 3)

• independently and most of the time. (p.12 paragraph 4).

National Standards Moderation Discussions

(b) How do we determine if a student is ‘early’ or

‘at’ in stage 5 and stage 6?

Level 2 Stage 5: Early Additive

Differentiating Between Early and Late Stage 5Which problems, if solved correctly using part-whole thinking, would indicate late stage 5 thinking, e.g. End of Y4

83 – 9 59 + 26 74 + 30 8 + 29 97 - 43

Additional Stage 5 questions

Level 2 Stage 6: Advanced Additive

How would you differentiate between Early and Late Stage 6?

Which example(s) from the Standards booklet matches the National Standard for each year level?

National Standards Moderation Discussions

(c) Making OTJ’s can be time consuming and often

judgements are being made on old data?

What are some ways to make the collection of evidence to support OTJ’s easy and manageable?

Tickled pink / green for growth highlighting or stickers on…• Modelling book• Planning units• Photocopied students whiteboards• Teachers feedback comments in student

books• Other anecdotal notebook• Self/peer assessment in maths diaries• Photograph (hands on work, etc)• “I can Sheets”

Student C

National Standards Moderation Discussions

(d) Around report writing time (mid term 2), a

group of teachers had a heated debate in their syndicate meeting. How were teachers supposed to reconcile the student strategy stage with their knowledge stage when for some students the gap between their knowledge & strategy was as much as 2 or 3 stages?

What do you understand by this student’s IKAN sheet?

National Standards Moderation Discussions

(e) Mid year, a teacher (or school) has used the

RAG system (Red, Amber or Green) to predict whether they think a child was likely to achieve the National Standard for the end of the year. They have identified 5 children in their class on Red alert – what are you/or the school going to do about it?

Intervention Programmes

Quick Survey

How many schools have put into place some form of intervention programme for “at risk” or cause for concern” children?

Updates:

Lead Teacher Symposium: Thurs 29 or Fri 30 Sept

Keynote Speaker 9.00 -10.00

Morning: 2 Workshops 10.30 – 12.40 Afternoon: 2 Workshops 1:40 – 3:50

1. OTJ’s and moderation

2. Geometry

3. Early Multiplication Stages 2-5

4. Maths anxiety – Thursday

5. A new look at some old resources Fri

6. Decimals and percentages

7. Culturally responsive leadership

8. Place value

9. Counting stages 0-4

10.English language learners

11.Digital content for maths – Thursday

12.Progressions and transitions 4-5 Fri

1. Effective use of a modelling book

2. Fractions - years 1-3

3. Statistics - become a data detective!

4. Making sense with equivalent fractions - year 7 and 8

5. Go Figure! An exciting free resource (Figure it Out - Learning Media)

6. Differentiated test creation using e-asTTle

7. COSDMBRRICS - An intervention programme

8. Algebra

9. Multiplication and division interactive tasks for year 4-8 students

10.JAM - Junior assessment tool

Updates:• Principals and Leadership Meeting: 20th September

• Next LT Meeting: Friday 25th November

6 presenters needed for a 30 min slot

• Pick up support and survival course

• Figure It Out Books are online

• IKAN /JAM

• Wikispace

Probability

Using nzmaths to plan and find resources for Strand

Using the ARBs to quickly find suitable tasks.

Developing an Expert Practitioner

Routine Expert Vs Adaptive Expert

Routine Expert:Applies a core set of skills with increasing fluency and efficiency. Based on the notions of novice to expert.

Adaptive Expert: Flexibly retrieves, organises and applies professional knowledge. Recognises when old problems still persist, or new ones arise, and seeks new information. 

Developing an Expert Practitioner

What do you remember about the 10 Principals of Effective Pedagogy in Mathematics?

Match the 10 principles to their descriptions.

Developing an Expert Practitioner7. Mathematical communicationEffective teachers are able to facilitate classroom dialogue that is focused on mathematical argumentation. 8. Mathematical languageEffective teachers shape mathematical language by modelling appropriate terms and communicating their meaning in ways students understand. 9. Tools and representationsEffective teachers carefully select tools and representations to provide support for students’ thinking.

How can we ensure everyone is engaged and participating in discussion and limit one child talking too little or too much?

What key mathematical vocabulary should be made explicit through the teaching of this lesson?

What diagrams/written recording would you use to support student’s thinking to connect number properties with the materials?

Modelling with a focus on mathematical language, mathematical communication and the

use of tools and representations

Stage 5 EAWafers p.16

Or

Stage 7 AMDecipes p.38

Debrief Debrief,

How are your progressing with your own two personal goals?

Thought for the Day

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

William Arthur Ward