Professional Development Partnerships

Research suggests that professional development most likely to succeed: is requested by the teachers takes place as close to the teacher's own working environment as possible takes place over an extended period of time provides opportunities for reflection and feedback enables participants to feel a substantial degree of ownership involves conscious commitment by the teacher involves groups of teachers rather than individuals from a school increases the participant's mathematical knowledge in some way uses the services of a consultant and/or critical friend

The list successful professional development features is from The Mathematics Curriculum and Teaching Program (MCTP), Activity Bank - Volume 1, Charles Lovitt & Doug Clarke, Curriculum Development Centre 1988, page 13.

Supporting teachers to: examine best practice in the context of students learning to work like a mathematician. Problem solving Concept development Skill development

Partnerships formed with: Systems Districts Clusters Schools Universities ... to engage teachers, administrators, parents and students in professional debate about the features of successful maths lessons.

Over decades we have developed: face to face workshops hands-on materials & software web-based resources as vehicles for retelling stories from successful classrooms. Experienced leaders Practical programs Proven resources Integrated software Rich web sites

Our programs include stories chosen to: stimulate debate about the features of successful lessons encourage teachers to re-enact some of the stories for themselves. Trying a colleague's idea enables us to 'have a conversation' with that teacher about its merits. In the process we add our own experiences to the debate.

'Off the Shelf' Programs PD from MC: (Years K-12) A library of 'tried and true' workshops that have been well received by teachers over many years. eTask Workshop: (Years 2-10) A full day self-directed workshop is provided with the eTask Package. It is built around beginning the creation of your own Task Library and includes leaders notes and slides.

Calculating Changes: (Primary) Taste & See Two hours to introduce the features of Calculating Changes including Working Mathematically with Infants. Workshop Full day to establish the principles and practice of Calculating Changes including Working Mathematically with Infants.

Discussion Lessons Leader takes a class to act out a lesson. Other teachers observe. Meet before briefly to invite observers' to note elements that encourage involvement, maths content and how they might present the same lesson. Meet after for about an hour guided by this Debrief document. Arrange for observing teachers to enact this lesson with their own class - same day if possible - and report back. Teacher of the discussion class is challenged to take up the lesson from where the Leader finished.

Previous partnerships include: C. E. O. Canberra Goulburn Aboriginal Education Unit, Tasmania Department of Education and Children's Services, South Australia Melbourne & La Trobe Universities Association of Independent Schools, South Australia Mathematics Teachers' Association of Northern Territory Högskolan, Malmö, Sweden ... many others

Find out more at: PD from MC Mathematics Task Centre Calculating Changes Maths At Home Maths300 ETuTE offers a framework for in-house professional development for members.