Our Teacher Only Day during the holidays was dedicated to professional development on 'Developing Math Inquiry Communities' (DMIC). Our hosts for the meeting were Gene, Don and Frank, facilitators of the culturally-tailored inquiry based maths approach developed by Roberta (Bobbie) Hunter from Massey University. It was a full staff meeting approach, ensuring a 'shared understanding' of the ethos of the programme across the school.
The greatest motivation or reason for this math focus is the recognition that maths is an area for development across our school. Over the years, we have received PLD in maths with a variety of facilitators with a variety of messages. The results of which have been underwhelming, almost disappointing.
As a leader across the school I have pondered the effectiveness of the delivery of the PLD and also the response by staff involved. In delivery I heard mixed messages, and confusion reigned over what to and what not to teach. In response I sensed possible deficit thinking and frustration from some staff who believed our students were unable to cope with the change in lesson structure and application. In this case I considered whether or not some staff could be reluctant to reflect on their own practice and resistant to changing their own pedagogy.
In addition to this it was imperative I personally reflect on how the leadership team supported the PLD facilitators and staff through the process and in conclusion to this I noted my own areas for thought. Firstly, expectations on staff with consideration to overload. We all know that teachers already have a lions share of paperwork to contend with in the name of accountability, but when PLD involves add-ons without anything taken away, it can be a cause anxiety and frustration for staff. Consideration of added workload needs to be taken in advance of PLD on offer. Secondly, leading from the front by being fully involved, acknowledging teachers opinions or concerns and working through them with respect to how they feel is important. Having a staff who are reflective and pedagogically aware is a work in progress and each staff member is at a different place in their own development. Building confidence in their abilities to make changes is key and ensuring they are on board with and have a shared understanding of what's involved is important.
The main thing I wish to get out of this PLD is an increase in my knowledge and understanding of oral language acquisition through maths inquiry and to develop skills around the facilitation of problem solving in maths. I was excited by the modelling session we had with the facilitators. Having been in the job for so many years, my role of as a teacher is ingrained in me, so seeing and listening to what we did on Friday both scared me and inspired me. The shift in pedagogy for me is huge, stepping back, fully relinquishing control to students in their learning goes against the grain to a certain extent and there is still a lot of grey for me work through. However, I'm hoping that through participating from the front with staff, I will gain skills in maths that will allow me to support and guide staff as well as accelerate student achievement across our school.
So what...next? I would like to work with staff through observation, both of me and of them, to identify my areas of strength and areas of development. I hope to utilize time in classrooms to work with students, practice talk moves and the 'assessment for learning' pedagogy that is prevalent through DMIC. I will be self reflecting and seeking feedback from colleagues across the school, which is both exciting and daunting at the same time. I realise that I will be opening myself up to criticism but am prepared to seek feedback as a professional leader and a learner within a learning community...which is what it really is all about!
