Professional Development

Professional Learning - Mathematics

Leonie Anstey Consulting works side by side with schools, networks and regions to build capacity at all levels of teacher and principal experience. We help individuals,groups of teachers and leaders to design, implement, and reflect on rigorous, differentiated, lessons that promote student learning through improved instruction. Leonie Anstey Consulting offers a variety of services to assist schools, networks and regions in improving mathematics teaching and learning in Foundation to Year 10 and in meeting the requirements of the curriculum required. Each program is designed to deepen teacher content knowledge and expand their pedagogical know-how in ways that will ensure that students make great progress. Participants will learn to differentiate their teaching to meet the needs of a wide range of learners.

School Based Events:

Whole School (Foundation to Grade 6)

These programs are designed with the school to deliver professional learning to meet the learning needs of your staff and students. Year Level These programs are designed to build knowledge and skills at a particular learning stage. Teachers in these sessions use classroom data (collected prior to the day) to analyse what their students have learned so far and build skills for the next steps.

Masterclass:

These programs are designed to enhance teacher knowledge and skills a content area. For example: Fractions, Geometry, Algebra, Multiplicative Thinking

Parent Workshops:

These programs are designed to work with your school community to enhance the school- parent relationship through a combined understanding of how students learn mathematics. They typically occur following Year Level or Masterclass programs

Clusters/Networks

Teaching Learning Communities (TLCs) – through Lesson Study

Teaching Learning Communities (TLCs) take place in classrooms in real time. The structure brings educators together from across schools to build knowledge and skills related to the instructional core (teacher, student in the presence of content). It brings teachers together to engage in mathematics tasks designed to deepen their understanding of the concepts, structures, patterns, and relationships that underpin all of the mathematics they are expected to teach. Participants attend hosting schools to refine their pedagogical content knowledge through collaboration. All participating teachers are then encouraged to try the refined lesson(s) in their own classrooms. At subsequent sessions teachers bring artefacts to demonstrate the impact on learning for their students and build next steps improvement goals. These communities typically meet once per term. (4 times per year)

Coaching Learning Communities (CLCs)

Coaching Learning Communities (CLCs), are designed to bring mathematics coaches together from across schools to work on refining their coaching practice(s). Through the study of lessons and coaching, participants develop skills in content and pedagogical content coaching. All participants play an active role during the sessions and are encouraged to apply what they are learning about coaching in their context. These communities typically meet once per term. (4 times per year)

Principal Learning Communities (PLCs),

Principal Learning Communities are designed to bring Principals together to explore mathematics instruction and learning, and to deepen their own understanding of mathematics. PLCs pay attention to strategies for assessing teacher development and for providing feedback that is designed to improve the math instruction and learning in their classrooms. We work together on: • Building knowledge of what determines effective mathematics instruction. • Understanding the components of rich mathematics lessons; this includes big ideas, strategies, and mathematical models. • Developing a common lens for analysing and assessing mathematics instruction as evidenced by student thinking. (Make, Say, Do and Write) • Understanding the components of effective pedagogy • Learning how to use coaches and lead teachers in ways that create deep and lasting change in the culture of learning. These communities typically meet once per term. (4 times per year)