Leading Improvement in Mathematics Teaching
Next IntakeTerm 1, 2022
FeesDET Fully Subsidised
Enhance your team's ability to teach mathematics through evidence-based inquiry
Leading Improvement in Mathematics Teaching unpacks the role of middle leaders in mathematics and numeracy teaching, and the most effective practices leading to improvement in student outcomes.
You will explore different approaches to collecting and analysing evidence that can then be used to develop evidence-based teaching practices for the classroom.
You will also uncover the importance of developing trusting relationships with colleagues and learn how to observe strengths, challenges and aspirations.
Leading Improvement in Mathematics Teaching is part of Bastow's Numeracy Suite.
Designed for educators with a desire to develop their understanding of middle leadership and their capacity to lead teams of teachers to improve mathematics and numeracy, including:
- primary or secondary numeracy or mathematics leaders
- professional learning community leaders
- curriculum coordinators.
The estimated time commitment for this course is 3 hours per week during workshop weeks, and up to 2 hours per week during non-workshop weeks.
Over 15 weeks, you are expected to engage in and contribute to:
- 5 virtual workshops (minimum attendance of 80% of scheduled virtual workshops is a minimum course completion requirement)
- a weekly self-directed learning activity
- a weekly school-based investigation task
- optional weekly live discussion groups (on non-workshop weeks)
- a mathematics leadership project to be completed over the last 6 weeks of the course.
You'll gain knowledge and understanding of:
- the role of numeracy and mathematics leaders
- the practices of effective leaders of numeracy and mathematics
- strategies for enhancing positive dispositions of teachers of mathematics and numeracy
- strategies for supporting and enabling teacher agency through evidence-based inquiry.
You'll develop the skills to:
- build trusting relationships with students and staff
- prioritise evidence-based strategies for colleagues to use
- demonstrate evidence-based teaching strategies
- plan and implement professional dialogue within your school that is informed by current research and evidence-based practice to improve mathematics outcomes and dispositions of students
- use pedagogical knowledge to coach and develop others
- build high expectations of both students and staff.
Acceptance into Leading Improvement in Mathematics Teaching is dependent on a selection process.