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Leading Change in the Mathematics Domain

This project was completed under the Catholic Education Office and the AGQTP.

Ainslie Leigh

on 19 March 2012

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Transcript of Leading Change in the Mathematics Domain

Leading Change in the
Mathematics Domain Australian Government Quality Teacher Programme (AGQTP) funded grants to implement the CECV Leadership in Catholic schools: Development Framework and Standards of Practice An Overview of
the Project Rationale That leadership capacity is enhanced through participants becoming mobilised as mentors to implement a wide range of pedagogical strategies based on current practices to develop 'not just any learning, but learning that matters, spreads and lasts a lifetime' (Fink and Hargreaves) within the mathematical domain. Goals Leadership Goals To support
Mentor Building
The opportunity for wider Professional Development
Collegiality and further teamwork on a shared venture;
Open dialogue of challenges and successes
Ensuring that Mathematics is ever dynamic Student Learning Goals To support
Student engagement
Relevancy of the curriculum
Strategies that translate across all domains
Improved student outcomes 5 Guiding Conceptions of Leadership Why I do what I do? (Davies, 2006)
Learning- something that is itself sustaining-
and not just any learning, but learning that matters,
spreads and lasts a lifetime
(Hargreaves and Fink, 2006:27) Having a Clear Moral Purpose Relationship Building Small group setting enabled us to develop interpersonal skills, to facilitate the sharing of ideas and resources, to approach
problem solving in a collaborative way, to develop ICT skills and to listen and support each others learning. Understanding and Managing Change The initial PLM session began with a video of 21st century pedagogy and learner in order to share relevant research and practices. A discussion of our students' mathematical and numeracy skills was discussed and conversations were had about the need for improvement and ways to best address the needs of our students through pedagogy. Our own experiences and resources were shared as we aimed to plant the seed of change in order to achieve better student outcomes.We adopted the leadership role of 'coach' described by Goleman to facilitate the session. Creating and Sharing Knowledge The small group setting was apt for sharing knowledge,
ideas and working collaboratively. Each PLM would
incorporate strategies implemented by us in the classroom
which would be shared in terms of their implementation and
resources. Resources were readily accessible by all participants.
Feedback was always welcome and encouraged. Listening to
each others learning journey was a part of each session and
each participant had the opportunity to document their
learning via the wiki.Each participant had their own level of
expertise which was acknowleged and valued by the group. Ensuring Coherence and Alignment of Structures The PLM ran within the allocated time for PLM's. Some of the iniatives and strategies incorporated in each PLM such as maths 300, wikispaces were already known to participants. The PLM facilitated discussion and ways to incorporate best pedagogical practices in light of improving student learning, engagement and assessment. Leadership Area The critical area we adopted to incorporate in our project was that of Teaching and Learning in particular addressing Quality Teaching. Through the PLM's we were able to demonstrate leadership by actively and collaboratively assisting collegues to improve teaching practice (Leadership in Catholic Schools; Development Framework and Standards of Practice Catholic Education Office, Victoria 2005 p 19) Using the model of a small group setting to provide stimulating resources, creating an atmosphere of open dialogue where strategic conversations were possible and requiring weekly postings on the wikispace, enabled most of the leadership actions related to quality teaching to be included.
For example:

Use team-building strategies promote collaborative improvement in teaching and learning among collegues
Encourage and support staff to reflect on their teaching
Stimulate and support collegues to seek and critically evaluate new ideas and practices in teaching and learning and incorporate them into new and existing programs
Model teaching strategies, advise colleagues, and provide useful feedback

(Leadership in Catholic Schools; Development Framework and Standards of Practice Catholic Education Office, Victoria 2005 p 19) Our Learning http://www.craftjr.com/wp-content/uploads/2009/06/camping-fishing-funny-color-231x300.gif Benefits Challenges Positive
Experiences Sustainable
Leadership (Hargreaves & Fink) through Strategic Conversations
Strategic Participation
Strategic Motivation
Strategic Capabilites Strategic Conversations This involves like-minded stakeholders. Strategic Participation Strategic Motivation Trust
Valued Contribution
Their contribution can make a difference Brent Davies, 2006 Strategic Capabilites Once each of the previous three elements have been achieved, we found that our participants strategic capabilities had increased. Networking Time to formulate and develop the project through the set days Exposure to leadership ideas and literature Support of CEO to draw on Self reflection & Evaluation Relevant Embedded curriculum change into unit planners Sense of community & collegiality Rejuvenation Sharing atmosphere Empowerment Sharing of an overall vision, that was multilayered and allowed for individualisation. Role of coach Set meeting times Set clear agenda
and targets. Time frame. Stay focussed Fitting the project within the schools framework. Ensure the project has a place within overall school's vision. How will you present? Big
Picture (Davies)
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