COVID-19 update for Bastow participants
  • Audience
    Teacher leader
    Principal class
  • Next Intake
    Not scheduled
  • Location
  • Duration
    6 - 9 months
  • Mode
  • Fees
    $990.00 Co-contribution

Equip your school to improve mathematics teaching and learning.

Build the capacity of your school team to lead, develop and support evidence-informed, whole-school approaches to teaching and learning mathematics that support every learner to become mathematically confident, resourceful and proficient.

Leading Mathematics is designed for both primary and secondary school teams, with a focus on context-specific learning as well as ideas and practices from contemporary research.

The course aims to build your team's capability in leading school-wide pedagogical and cultural change. It will provide you with practical and sustainable methods to support and implement this work.

Leading Mathematics supports the 'Excellence in teaching and learning' and 'Professional leadership' priorities of the Victorian Education State Framework for Improving Student Outcomes (FISO).

Leading Mathematics is part of our Numeracy Suite


Designed for primary or secondary school teams of 3 people, comprising a:

  • principal class member
  • maths-focused teacher leader or numeracy leader who is responsible for mathematics or numeracy learning, or who leads a team that designs mathematics and/or numeracy learning
  • classroom teacher (with current or potential leadership responsibilities) who is keen to investigate, learn and develop their mathematics practice.

Small schools and clusters of small schools are also encouraged to apply. Contact the course coordinator to discuss your needs.

Over 6 to 9 months, you  are expected to engage in and contribute to: 

  • face-to-face workshops (7 days)
  • online electives
  • self-directed learning (2–4 hours per week). 


Face-to-face workshops are delivered across 7 days, including 1 day in a host school.  

Workshops will explore 6 key areas:

  • designing strategic teaching and learning to bring about mathematics improvement 
  • building capacity to lead the mathematics learning of others
  • engaging in rich context investigations and analysis
  • understanding self as a leader of mathematics learning
  • making sense of mathematics related research and key concepts
  • developing leadership in practice. 

Online electives

Your team will need to select 1 elective to complete.

The online elective provides for in-depth planning for implementation and monitoring of your school's improvement focus. Electives include: 

  • Leading in practice: Number and Algebra, Foundation – Year 4
  • Leading in practice: Measurement and Geometry, Foundation – Year 4
  • Leading in practice: Number and Algebra, Year 5 – Year 10
  • Leading in practice: Measurement and Geometry, Year 5 – Year 10
  • Leading in practice: Statistics and Probability, Foundation – Year 10

Self-directed learning 

Self-directed learning activities in your own time (approximately 2–4 hours per week) include:

  • in-school investigations involving the capture, collation and analysis of a range of evidence generated with students and teachers
  • applied learning through inquiry-based evaluation and diagnosis of school data, context and Annual Implementation Plan priorities. 

Learning continues beyond the course as your team enacts its school-wide mathematics improvement strategy.

You’ll gain knowledge and understanding of:

  • your own beliefs, assumptions and ways of thinking about mathematics
  • your role in leading mathematics-related learning
  • the mathematics-related learning needs and priorities in your school
  • key concepts and conceptual frameworks
  • essential adult learning strategies and techniques to support colleagues' learning
  • the practical applications of key pedagogical concepts and strategies in the classroom.

You’ll develop the skills to:

  • use a range of methods and tools to undertake a rich context analysis
  • translate and apply key concepts and frameworks to your context
  • lead and support the professional learning of colleagues
  • design systematic and purposeful mathematics learning and teaching to influence school-wide improvement.

By the end of the course, your school team will have co-developed and committed to a school-wide strategy for improving mathematics teaching and learning and, where appropriate, begun to enact their strategies.

The course fees are significantly subsidised by the Department of Education and Training.

Co-contribution: $990 (incl. GST) for each team member from Victorian government schools.

The cost covers facilitator support and feedback, learning resources, morning/afternoon tea, and lunch at workshops. It does not cover CRT funding.

Successful applicants are required to confirm their enrolment with a non-refundable co-contribution to Bastow within 7 working days.

See Fees and financial support for more information.

Course Provision

Expression of interest