Xavier+Numeracy+Alignment+Plan

XAVIER CATHOLIC SCHOOL Leading Aligned Numeracy Development

Cathie Bauer, Chrystal Leavers & Janet Keogh

Aim: To improve student numeracy achievement through engaging the learner and to develop teacher common understandings, of key teaching concepts, in numeracy.

People affected: - Teachers - Educational Assistants - Students

Resistance: - Time - Parent Attitude - $ Money $ (on a lesser scale) - Over crowded Curriculum - Timetable issues (DOTT)

Helping Factors: - Numeracy Team - Staff (Professional Knowledge) - Enthusiasm - Size of our school - Middle/Upper Primary class sizes - LAND Project

Ideas from Input: - Building a connection with schools similar to ours - Leadership distribution - Activity Ideas - Creating an Outline and process for Numeracy Lessons

Possible Strategies: - Use the Model of Numeracy Development (Mathematical Thinking) - Division of responsibilities - Work from the inside out - Work within the 25 points of Effective Mathematics Teachers

Steps in our plan: Step 1: Present feedback to the staff at the next Staff Meeting about the LAND Professional Development. - Explain and outline the information received. - Share the ideas and activities Cathie: introduction Chrystal: activities Janet: Prepare resources

Step 2: Ask the staff to complete a survey (Similar to the one we completed on the first day) and have a look at their feedback.

Step 3: Enhance Mathematical thinking throughout the school. Ask the staff to use some of the activities shared during the Staff Meeting in their classrooms.

Share and give feedback on how the activities altered your Maths Lesson/s and any adaptations you made.

Step 4: Encourage our staff to continue using open ended Maths activities in their lessons. Continue to share ideas and activities with each other by creating a LAND folder on the Staff Server for Website links and activity ideas.

Step 5: Assess own classes’ attitudes and feelings towards Mathematics. Complete a Survey in Week 8 of Term 1 and again in Week 10 of Term 2.
 * Make a formal record of the children's mathematical thinking and their approach to maths.

Step 6: Make time to watch different Maths lessons throughout the school. This will give teachers a chance to see how other classes use their Maths Time and an opportunity to share resources, ideas and advice.

Step 7: Create a Math’s Survey to create a general idea of how Maths is viewed at Xavier. What is being used? What are people doing differently? How are Math’s lessons organised? What types of informal assessments are being used? Collect data and report back to all staff**.**

Step 8: Try and develop some commonalities between all year levels based on Math’s language, organisation of Math’s time and informal assessment**.**