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Leading Improvement in Mathematics Teaching

  • Audience
    Teacher
    Teacher leader
  • Next Intake
    4 August
  • Location
    Online
  • Duration
    15 weeks
  • Mode
    Online
  • Fees
    DET 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.

This fully online course is structured into inquiry cycles, enabling you to trial and critique various leadership practices and approaches.

The course is facilitated by Professor Colleen Vale, Penelope Kalogeropoulos and Carmel Delahunty from Monash University's Faculty of Education.

Leading Improvement in Mathematics Teaching supports the ‘Instructional and shared leadership’ dimension of the ‘Professional leadership’ priority area of the Victorian Education State Framework for Improving Student Outcomes (FISO).

Leading Improvement in Mathematics Teaching is part of Bastow's Numeracy Suite.

Audience

Designed for educators with a desire to develop their understanding of middle leadership and their capacity to lead teachers of mathematics and numeracy, including:

  • primary or secondary numeracy or mathematics leaders
  • curriculum coordinators.

Over 15 school weeks, you are expected to engage in and contribute to:

  • virtual workshops
  • self-directed learning.

The estimated time commitment is up to 2 hours each week.

Virtual workshops

You will participate in four 2-hour virtual workshops.

Each workshop will focus on unpacking an inquiry cycle:

  • Inquiry cycle 1: The role of middle leaders in mathematics and numeracy, different leadership styles and setting goals for improving mathematics learning
  • Inquiry cycle 2: Understanding the importance of developing trusting relationships with teachers and supporting colleagues
  • Inquiry cycle 3: Effective practices of numeracy and mathematics leaders, coaching through co-teaching, and collaborative practices
  • Inquiry cycle 4: Enacting a professional learning cycle.
     

Self-directed learning

Self-directed learning activities in your own time include:

  • targeted professional reading
  • contributions to discussion boards
  • online micro-lessons
  • reflection and follow-up activities with your peers
  • completion of a project to apply your learning.
     

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.
     

This course is fully subsidised by the Department of Education and Training for Victorian government school participants.

Briony Barnard
Course Coordinator
03 9084 8725
briony.barnard@education.vic.gov.au

View dates and register