Accredited Professional Learning and Development Facilitator
(Specialisation: Mathematics) ACC 285
B. Ed, Dip Tchg
Southland | Murihiku
Tel | Waea +64 21 190 4065
Email | Īmēra firstname.lastname@example.org
I have supported teachers, middle leaders and principals with professional development in primary mathematics for over 13 years, and I hold the South Island regional leadership role in PfS for ALiM and MST. I have been the co-ordinator of the Southland Mathematics Symposium since 2014, presented at national and international conferences, and have collaborated on curriculum initiatives.
I develop strong relationships in schools, clusters and regions, which encourage teachers to take risks to grow professionally, resulting in improved pedagogical and mathematics content knowledge.
I build strong understanding of current best practice in Mathematics through:
- Modelling, then mentoring and coaching teachers to develop their own pathways of change.
- Providing opportunities for teachers to review current relevant literature and applying this to their practice.
- Allowing time for teachers to explore digital technology to enhance teaching programmes.
- Assisting in revising curriculum plans to ensure they relate directly to NZC and individual school needs.
- Encouraging strong relationships with whānau.
My expertise includes
- Local curriculum design, with a focus on Mathematics and Statistics
- Assessment for learning
Programmes for Students (PfS):
- Supporting schools to develop a responsive Tier 2 intervention in maths, based on individual school context and needs
- Working with leaders and teachers to engage with proven teaching approaches, based on current effective research and practice
- Supporting schools in consultation with iwi and whānau.
- Supporting teachers and leaders to host information sessions for whānau with a Mathematics lens.
Key Competencies (Including social and emotional learning):
- Supporting teachers to increase awareness of Key Competencies within their classroom practice
- Focusing on dispositions of students and increasing their feelings of self-efficacy and ability in maths.
- Supporting teachers to increase their understanding of the learning progressions involved in the Number strand of mathematics.