2017 Performance Agreement:

Goals/Targets:

Indicators:

PD/Supported by:

Maths (school)

(4) All students below standard in 2016, achieving ‘at’ or ‘above’ the appropriate national standard for maths, relative to their time at school or year level (by the end of 2017).  

This is especially so for year 5, where there is a higher proportion below standard.

1.An Ethic of Care:

  • Caring classrooms communities that are focused on mathematical goals help develop students’ mathematical identities and proficiencies.

2.Arranging for Learning:

  • Provide students with opportunities to work both independently and collaboratively to make sense of ideas.

3.Building on Students Thinking:

  • Plan mathematics learning experiences that enable students to build on their existing proficiencies, interests and experiences.

4. Worthwhile Mathematical Tasks:

  • Effective teachers understand that the tasks and examples they select influence how students come to view, develop, use, and make sense of Mathematics.

5.Making Connections:

  • Support students in making connections between different ways of solving problems, between mathematical representations and topics, and between mathematics and everyday experiences.

6.Assessment for Learning:

  • Use of a range of assessment practises to make students’ thinking is visible and to support students’ learning.

7 Mathematical Communication:

  • Facilitate classroom dialogue that is focused on mathematical argumentation.

8 Mathematical Language:

  • Shape mathematical language by modelling appropriate terms and communicating their meaning in ways that students understand.

9 Tools and representations:

  • Carefully select tools and representations to provide support for students’ thinking.

10. Teacher Knowledge:

  • Develop and use sound knowledge as a basis for initiating learning and responding to the mathematical needs of all their students.

School-wide curriculum development of maths, including but not limited to:

Workshops/observations/ video/discussions:

Dinah Harvey (Facilitator).

Teacher Inquiry including Jugyou Kenkyuu processes.

Professional Reading –Five Practices for Orchestrating Productive Mathematical Discussions, Maths online, others provided

Staff meetings/workshops of data and moderation.

Teacher Inquiry

A robust teacher inquiry process including evidence based decision making leading to improvements in student achievement in maths.

Effective participation in a professional learning community culture that values collaborative inquiry, and joint creation of knowledge (JK)

Implementing a process of teacher inquiry that engages me in:

  • Collecting a range of useful data (attitude, engagement, achievement) and synthesizing the information effectively….leading to the Identification of a focus group;
  • Implementing a plan of inquiry, seeking evidence to inform change, making change and justifying it;
  • Participating effectively as a professional being coached and coaching others.
  • Sharing/participating in new knowledge creation during the inquiry (including JK);
  • Close monitoring/tracking of the focus group.

Personal/

Professional:

(Developmental or Performance Goal)

Expected Outcomes:

  1. Maths Focus Group: (Write a SMART goal for this focus group)

To take a group of at risk AT children and ensure they are comfortably AT at the end of the year. (Accelerated progress)

               

  1. Inquiry (Individual): A robust teacher inquiry process including evidence based decision making leading to improvements in student achievement in Math

Take 4 children (Ella, Emily, Bonnie, Lyric) in maths that have a number of gaps in their math knowledge. These children children are AT currently but at risk of falling below. The aim is to take them from low AT to comfortably AT by the end of the year.

  1. Inquiry (JK): A professional learning community culture that values collaborative inquiry, and joint creation of knowledge;

  1. Personal/Professional:

Performance Goal:

Complete 6yr Nets and communicate results and findings with stakeholders

Inquiry:

Specific: Prepare Alice for beyond Russell Street School with compliance and independence

Measureable:

Actions: Meeting with Families, outside agencies (Prue), staff, TEAM ALICE, SENCO (Mel), Professional Readings, Strategic Planning MEetings (IEPs), RAMs forms/ trips, making and setting up resources,

Relevance: Working with Alice once a week for an afternoon (minimum) or full day (where needed)

Time: 6 monthly review and IEP, by the end of the year.