We have supported a number of Kāhui Ako with focused initiatives that aim to strengthen Mathematical outcomes for both teachers and students. Our approach has centred on developing teachers’ mathematical knowledge, improving their capacity to notice and respond to student thinking, and fostering a collegial environment that promotes continuous professional growth.
Our Facilitators worked with Across School Leads (ASLs) to coach them to deliver successful outcome-driven PLD to schools within the Kāhui Ako. Target groups of teachers were identified such as Numeracy Leads, beginning teachers, teachers who felt less confident, and those who had been away from New Zealand schools for some time. ASLs were supported to deepen teachers’ understanding of key mathematical concepts and how to apply this knowledge in classroom settings. PLD sessions focused on improving teachers’ subject knowledge and helping them effectively use this knowledge to enhance student learning outcomes.
Our coaching helped teachers to reflect on their pedagogical practices, focusing on how to make mathematics meaningful for students across different year levels. They were introduced to practical tools and strategies for gathering real-time data during lessons, allowing them to adjust their teaching and respond to student needs immediately. The focus on continuous, formative assessment helped teachers become more adaptive, ensuring that they knew what they could to improve student learning.
We used our coaching model EPIC to assist in setting up peer observation systems whereby teachers could observe one another and provide constructive feedback on practice, fostering a continuous cycle of learning and improvement.
Impact:
· Teachers were trained to break down complex mathematical concepts into manageable steps and use formative assessments to guide instruction.
· Teachers developed skills in observing students’ problem-solving processes and intervening effectively based on their understanding of student thinking.
· Through coaching and collaborative discussions, teachers developed resilience and adaptability, learning to experiment with new approaches and refine their practices.
· Regular collaborative meetings and peer observations strengthened collegial relationships, creating a support network where teachers could share resources and insights.
Our work in this area has shown that establishing structured peer support systems enhances professional learning and ensures ongoing improvements in teaching practices. Teachers who regularly reflect on their practice and collaborate with peers are better equipped to respond to diverse student needs.
