The New Zealand Association of Mathematics Teachers
Networks of Expertise
 
The central portal for information on mathematics teachers helping mathematics teachers both nationally and regionally.

Rationale ​

Networks of Expertise seeks to grow and develop existing and new curriculum, teaching and learning networks. The support will meet the specific needs of teachers. Networks of Expertise seek to support subject-level associations and other peer-to-peer kaiako/teacher networks in delivering curriculum, teaching and assessment support.

The Ministry of Education (MoE) recognise the value in ensuring teachers in particular learning areas have access to ‘just in time’, practical support. 

The redesign of Ministry of Education (MoE)-funded professional learning and development (PLD) in 2017 has meant the reduction in subject-specific support for teachers in all learning areas.  At the same time, issues relating Mathematics and Statistics continue to arise in the media and within education.  

The need for PLD is much wider than this. It is important that support is tailored to address local needs, so that support ‘hits the mark’. This could consist of a series of workshops to support curriculum and assessment, support new teachers to NZ and the support of beginning teachers specialising in mathematics and statistics, supporting the integration of mathematics and statistics across other subjects areas. There is a need to build a database of expert teachers with strengths in a particular area.


National, regional and local needs ascertained by the subject associations include:

·         NCEA support (wider than is offered by NZQA Best Practice Workshops).  For example: interpretation of standards, creating innovative              assessment activities, preparing students for external assessment success. 

·         Coherent, connected and responsive programmes of learning, including across the years/curriculum levels, cross-curricular learning                  opportunities.

·         Having an opportunity to network and work with teachers from other schools

·         Understanding and integration of the underlying concepts of Mathematics and Statistics

·         Supporting and developing Middle Leaders

·         Supporting new teachers to the subject

·         Linking Y1-13 teachers.


PLD design

 

NZAMT and the 14 regional Mathematics Associations and schools are able to work together to plan, coordinate, deliver and evaluate PLD opportunities and on-going support for members and non-members of the respective subject associations.  We recognise that one-off workshops are not in and of themselves an effective method of PLD for developing capability.  However, these do provide teachers an opportunity to get together, share ideas and work with a facilitator(s) on a range of aspects relevant to their practice.  Thus, the proposed PLD includes both workshops and online resource material; as well as funding for our respective associations to offer on-going support, advice and guidance; and developing teacher capacity, with an overall aim of strengthening teacher practice in curriculum, pedagogy and assessment in Mathematics and Statistics.


 Proposed Actions

·         Workshops will be held 

·         Generalist primary teacher audience/teachers with an interest 

            -Weaving learning into aspects of literacy and numeracy
            -Reflecting on the NMSSA findings and making connections to own programmes of

             learning

            -Digital fluency

            -Coherent, connected and responsive programme planning

            -Consulting with the community.   

            -Working in partnership with appropriate outside providers to enhance programmes of learning 
            -Looking at the Mathematics and Statistics learning progressions and implications for primary, intermediate and secondary                                 programmes
            -NCEA 

·         Support aims to primarily provide teachers with on-going advice and guidance to build capability and adaptive expertise in each                      subject may include such activities as:

·         Relationship building and maintenance with interested parties (MoE, NZQA, ERO, other subject associations etc)

·         Enhance online presence (e.g. forum/webinar/social media networks through platforms to be investigated for best fit)

·         Email, phone or face-to-face advice and guidance around pedagogy, curriculum and assessment

·         Specific (but limited) in-school support for schools demonstrating high level of needs to improve outcomes for learners

·         Develop resources identified as needed 

·         Provide a regular newsletter with updates pertinent to the subject 

·         Strengthening teaching as inquiry, student and teacher agency, community consultation, digital fluency, and culturally responsive                       programme planning, teaching and learning underpinned by such MoE, Education Council documents as Tātaiako, NZC, Standards,                   Code of Ethics for practising teachers.  


Appointments of National and Regional Kaiarahi pending

Meaning: guide, counsellor, leader, mentor, pilot.
These appointed people will assist in leading the NoE process from mid-2018 to March 2020.

Regions:
North Island includes:

· Upper North
Northland Maths Assoc. *

* Auckland
Gisborne

· Mid North
Whanganui
Manawatu Maths Assoc.

· Lower North
Wairarapa Maths Assoc.
Wellington Maths Assoc. *
Hawkes Bay

South Island includes:

· Upper South
Nelson Marlborough Maths Assoc. *

·  Central South (funding pending)
Aoraki Maths Assoc.
Westland

· Lower South
Otago Maths Assoc. * 
Southland Maths Assoc.