Enhancing Teacher Practice and Accelerating Student Learning in Mathematics (TAI 2022 presentation at Burst & Bubbles)

My 2022 inquiry started at the end of last year when I noticed more discrepancies in Maths achievement data in different classes compared to Reading and Writing results. What could I do to reduce variability in teaching maths and accelerate student learning? I came up with my inquiry question: “Will developing teacher collaboration improve teacher practice, increase student engagement and raise achievement in mathematics” 

During the profiling phase, I used student voice from different classes, formative and summative assessments, lesson observations and had professional conversations with teachers. I noticed that many teachers felt more comfortable teaching literacy than Mathematics.  I wanted to effectively support teachers to build their confidence in maths. I was hoping to employ teacher collaboration to design and deliver an effective maths programme across our year 3-4 classes.

Interestingly, team teaching during hybrid learning at the beginning of the year helped with my inquiry as provided multiple opportunities for my team to collaborate. We improved our professional relationships by developing team trust, establishing shared values and goals and setting up high expectations within our team.  Having open conversations about teaching maths helped me identify areas for improvement. We worked together to unpack the principles of effective pedagogy in Mathematics, develop solid subject knowledge and effectively use manipulatives, visuals and technology. 

Last year, my inquiry was about the implementation of High leverage practices in mathematics and I managed to accelerate my students’ learning despite the lockdowns. I was excited to share my expertise and passion for teaching maths with my team. I’ve been helping my colleagues with understanding various assessments, analysing maths data and using it for planning, selecting the best resources to teach different concepts, observing, giving feedback,  and modelling maths lessons. Collectively, we designed a new team planning format to make sure that students in our classes were getting the same high-quality consistent programme delivered every day. Eventually, my team developed a habit of ongoing collective reflections on our practice constantly refining our programme and problem-solving. 

As a result of my team's commitment and productive collaboration, our students have been empowered through a structured, accessible and rewindable maths programme. We all noticed a great shift in student engagement and teacher confidence. Our students love maths and this resulted in their good progress which is evident from our assessment data.