Building mathematics teaching

Building mathematics teaching and leadership capacity in an isolated Tasmanian school cluster

ACTIVITY TEAM: Mathematical Association of Tasmania

Name	Role
Kim Beswick	Co-ordinator
Tracey Muir	Project executive

START/FINISH DATE

March 2007-December 2007

ACTIVITY DESCRIPTION AND RATIONALE

Background:

The focus groups conducted in each state an territory in conjunction with the SiMERR national survey in 2005 included a report from SiMERR Tasmania (Beswick& Brown, 2006) that identified a need for professional learning and curriculum leadership in rural and remote Tasmanian schools and highlighted particular difficulties with accessing traditional professional learning opportunities that such schools experience. These related to the lack of suitable (or any) relief teachers, and the additional time away from school necessitated by travel to major centres. Beswick and Brown (2006) concluded that, “Models of professional learning that are effective in urban areas are not effective in rural and remote areas. There is clearly a need to explore different and innovative ways to meet the professional learning needs of teachers in rural and remote areas.” (p. 85). This is consistent with recommendations arising from the national survey that education authorities, in collaboration with schools, universities and professional associations, employ a range of strategies to ensure, “equitable access to ongoing quality professional learning” (Lyons, Cooksey, Panizzon, Parnell & Pegg, 2006, p. xii). This proposal aims to address this need.

Aims:

The specific aims of this project are:

To provide support for beginning and inexperienced teachers of mathematics in a cluster of remote Tasmanian schools (in remote areas of Tasmania the majority of teachers have less than three years of experience and many are in their first year).
To develop mathematics curriculum leadership in these geographic areas.
To raise the profile and impact of MAT and AAMT in these areas.

Participants:

The specific school cluster to be invited to participate will be determined in consultation with DoE personnel. Relevant criteria will include:

The degree of geographic isolation of the cluster,
The availability of mentoring and other support already available to teachers of mathematics in the schools,
The potential for the development of ongoing mathematics curriculum leadership and MAT activity in the area,
The willingness of schools and mathematics teachers therein to commit to participation in the project activities,
Schools willingness to become institutional members of MAT (or establish a representative individual membership in the case of small/primary schools).

In relation to criterion 3 it is recognised that high staff turnover militates against the development of sustainable leadership in remote schools. The development of appropriate leadership and support in nearby but relatively less remote areas as required, and of professional networks are therefore included as in the project. It is envisioned that teachers involved in this capacity will be long term residents of the area.

Procedure/Activities:

After the school cluster is selected a contact person will be identified in each school in conjunction with relevant ‘district’ DoE/CEO personnel and MAT contacts. Others in nearby areas with leadership skills and/or potential in this regard will be similarly identified. An initial visit to the school cluster will be used to consult with teachers about their needs/wishes re professional learning re maths and to negotiate the professional learning program. The AAMT Standards will be useful in identifying broad areas of focus.

Based on evidence already available (e.g., Hawley & Valli, 1999; Beswick & Brown, 2006) it is envisaged that activities such as the following are likely to occur. Where this schedule is modified equivalent alternatives (in terms of budget requirements) will be implemented.

Two professional learning providers to visit the cluster for a period of 5 days on one occasion during the school year. The two pl providers will be accompanied and assisted by two experienced mathematics teachers who have long term and ongoing connections with the geographic area in which the cluster is located, or to a relatively nearby area, and who are willing and appropriate to take on a long term mentoring role of cluster teachers on behalf of MAT.

Professional learning providers will be members of MAT and university and/or DoE and/or CEO staff with appropriate mathematics curriculum expertise.
The pl providers will work with mathematics teachers of grades K-10, spending time in individual classrooms (as negotiated with teachers concerned), working with individuals and/or small groups of teachers throughout the school days, and with teachers from the cluster of schools in after school sessions.
Teachers would commit to implementing negotiated changes in their mathematics teaching and to providing evidence thereof – e.g., maintaining a journal, collecting work samples … and to sharing these at the second visit and possibly writing up their experiences for a AAMT journal.

Funding for mathematics teachers from the school clusters to attend AAMT conference in Hobart (i.e. registrations to be paid).
Establishment of mentoring relationships between leaders in the mathematics curriculum area (also members of MAT) and potential leaders within or near to the clusters. These potential leaders could include the school mathematics/numeracy coordinators, cluster/‘district’ personnel and other experienced teachers in neighbouring areas with the willingness and capacity to share their expertise and would include/comprise the two teachers funded to visit the cluster with the pl providers. They would need to have considerable expertise and experience in the teaching of mathematics. Mentoring would be conducted principally via phone and email. Mentors would include but not be limited to the pl providers but the establishment of a relationship by at least some face to face contact would be important – e.g., via an MAT event or visit. As mentioned in 1, potential leaders/mentors would also be funded to attend the school clusters with the pl providers in order to contribute to that process and to establish connections/relationships with the less experienced teachers in the schools. The potential leaders would be expected to gradually take on the mentoring role for the schools involved.

Timeline:

March 07 Ethics approval

April-May 07 Recruitment of cluster; initial 2 day visit to schools to assess/discuss needs; discuss teachers’ attendance at AAMT conference; recruitment of mentors and potential leaders

July 6-9, 07 AAMT conference

July 30-August 3 Week long visit to cluster

Aug-Oct 07 Telephone/email mentoring of cluster teachers

Early Nov 07 Final 2 day visit to cluster school; evaluation

Nov-Dec 07 Reporting; paper preparation

Evaluation:

The AAMT standards will be used to inform the design of a survey of participating teachers at the start and end of 2007 re their perceptions of the value of the program and its impact on their needs in relation to their mathematics teaching.
Through their work in classrooms and discussions with teachers and potential leaders the pl providers and mentors will document changes in teachers’ knowledge in relation to mathematics teaching (Shulman, 1986, 1987). Detailed notes will be made after each session/day in schools and examples of teaching plans, teaching materials, student work may all contribute to evidence of teachers’ development.
Comparison of AAMT membership rates with data from previous years.

ACTIVITY DELIVERABLES

Project evaluation report

Increased attendance at AAMT biennial conference in Hobart in 2007

Potentially additional members of MAT and increased activity of MAT in a remote region of Tasmania.

Potential publications in AAMT journals

ACTIVITY CONSTRAINTS AND RISKS

Availability of pl providers
Commitment of schools to the project and preparedness to support teachers involvement e.g., by providing relief for teachers to attend the AAMT conference.