2A Leading in these challenging times, Robin Staples, PASD - Purpose Analysis Strategic Direction.

In this workshop we will explore some of the complexities that middle leaders are facing including

• Keeping learning at the forefront

• Team efficacy

• The importance of trust

• Inquiry for improvement 

• Formative assessment 

Robin is a highly experienced educator and brings a wealth of experience. After leading Southern Cross Campus for 12 years as their principal, Robin is currently working as a facilitator and researcher of secondary school mathematics.

2B Matauranga Māori in mathematics and statistics, Jess Williams, Gisborne Girls High School 

What does mana ōrite mō te mātauranga Māori look like in your maths & stats classroom? This workshop will give a platform for discussing challenges and opportunities for incorporating mātauranga Māori in maths and stats for Year 11-13. 

Ko Titirangi te maunga, ko Uawa-nui-a-Ruamatua te awa, ko te Aitanga-a-Hauiti te iwi, no te Tairāwhiti ahau. I am Jess Williams, a maths and stats teacher in Gisborne. I grew up in a small town north of Gisborne called Tolaga Bay. I have three teenage daughters who attend the same school I teach, bliss! My qualifications are in Mathematics and Māori Studies, Grad dip teaching, and am currently working on an MEd. My thesis is about mātauranga Māori in maths and stats teaching and learning. I have been a maths kaiako for 10 years. 

2C Curriculum Progress Tools (CPT) and the Numeracy US Co-requisite, Julia Crawford, Cognition Education 

The Curriculum Progress Tools can be used to help inform if students are ready for the Numeracy US co-requisite. In this workshop we will explore two aspects of the Learning Progression Framework (LPF) (Multiplicative thinking and Interpreting statistical and chance situations) to show how the progressions and the PaCTool can support teacher knowledge and OTJs. 

Curriculum Progress Tools website

The big ideas for mathematics in one document 

Julia is an experienced Mathematics and Statistics teacher with a passion for supporting teachers to make learning engaging and relevant for all. She is an accredited PLD facilitator with Cognition Education. Julia has expertise in improving pedagogy in mathematics and statistics, designing school wide programs with a focus on the transition between primary and secondary school, statistics teaching and learning, and NCEA assessment. 

2D Change, grow and Learn, Rochelle Telfer, Whangarei Girls High School 

Like all departments we are on a continual journey of reflection and change. In this workshop I will talk about our current thinking about some of the decisions HODs make and allow participants to share their current thinking. Topics will include preparing students for the numeracy pilot, changing our junior programmes, Level 1 maths in a school without NCEA Level 1, encouraging collaboration and reducing workload, senior courses that meet students needs, using technology to improve learning and improving student voice. 

Rochelle has been Head of Mathematics at Whangarei Girls High School since 2020. She believes we should all share more so we can work smarter not harder. She teaches students. 

2E Dealing with strong emotions around maths, Nicola Petty, Creative Heuristics Limited 

Mathematics evokes strong emotions in many of our learners, parents and colleagues. The feelings can include trauma, fear, anxiety, boredom and antipathy. All these feelings hinder learning.

In this workshop we will explore this phenomenon and look at ways to help learners and teachers feel more positive about mathematics and statistics, which will better aid learning. Dr Nic will draw on her years of experience teaching at multiple levels and exploration of the topic and facilitate discussion and activities among participants.  

Dr Nic is well known for her engaging presentations, creative resources and interesting videos. After years of teaching at University of Canterbury and a decade of social enterprise, Creative Maths, Nic has recently returned to the coal-face, teaching mathematics and statistics (and physics!!) at John Paul II High School in Greymouth. In addition Nic has been privileged to teach individuals at primary, secondary and tertiary level and help them overcome barriers to their mathematical development. 

3A Smoothing the transition from Y8 to Y9, Dr Mala Nataraj and Dr Pip Arnold 

As we know, the transition from intermediate to secondary is important to our ākonga and teachers’ support is crucial to this transition.

Mala and Pip will share Te Rōpū Pourewa's (CoL) journey as the teachers collaboratively developed transition statements and exemplars for number and algebra for their Kāhui Ako. Participants will get to share their thinking, discuss and explore the process in the context of geometry. All are welcome!

Mala is passionate about Mathematics, its teaching and History. She enjoys working alongside teachers and developing resources that enhance students' mathematical skills and understanding. She holds a PhD in Maths Education and is a WST in the Te Ropu Pourewa Kahui Ako (CoL). 

Pip Arnold is a statistics educator who also sometimes masquerades as a mathematics educator. Her continuing interests include statistical questions, working to support y1-11 teachers in developing their statistical content knowledge and looking at ways to authentically integrate statistics across the curriculum. Pip’s current writing project is developing a teacher's resource book to support the teaching of statistics from y1-11 for New Zealand teachers, based on the PPDAC statistical enquiry cycle that is the basis of statistical problem-solving in New Zealand.

3B Literacy Strategies to Support Numeracy, Karen Chow, Numeracy Lead, Ministry of Education 

Using the reading analysis of the 2021 Numeracy Common Assessment Activity, we will look at how we can support learners to have sufficient literacy to access the numeracy standard. This includes discussing:

- The level of readability and what this means

- The vocabulary that is used, and how we can help learners decode low frequency words in the context of a question.

Note: This workshop will also be available at the NZAMT Conference in October.

Karen is currently the Learning Area Lead - Numeracy at the Ministry of Education. She has a decade's experience of teaching at schools in Wellington. 

3C Teacher engagement in change, Annie Barnett, Education Perfect

Why won't staff engage with the changes you want to implement? Be it de-streaming, projects, themes, if teachers don't engage, it fails.

You've spent time together going over the research and the need for change and everyone seemed to be on the same page, but the implementation is like pulling teeth.

In this workshop I aim to present a summary of the learning journey I have been on with digital leadership and implementing change that uses research to identify the issues and give some ideas for moving forward.

Annie Barnett was a NZ Math and Stat teacher for 20 years before moving on to Education Perfect this year. She was most recently at Ōtūmoetai College as the Senior Stats Coordinator, TIC Junior Curriculum, and part of the school wide Digital Leadership Group. 

3D We have the best job in the world!, Michelle Dalrymple, Cashmere High School

Michelle is proud of her awesome faculty and is excited to be able to share some strategies and approaches she has used to get to where they are today. A wide variety of topics will be covered including building faculty culture of high expectations and reflective practice, developing faculty systems and working with strengths of staff. This workshop will give you an opportunity to think about your next steps and how you might tackle them in your leadership role. 

Dr Michelle Dalrymple is the Head of the Mathematics and Statistics Faculty at Cashmere High School in Christchurch.  She is a passionate teacher who loves working creatively with her students to achieve their best possible outcomes.  Michelle leads an amazing team of 17 hard-working and dedicated teachers. 

3E Bridging Direct Instruction and Problem Solving in order to reduce the achievement gap, Rees Skiff Mount Roskill Grammar School

During his time as a Kalman Fellow, Rees explored different approaches to reducing the achievement gap. In this session Rees will share with us some of his learnings and discoveries over his fellowship. This will include some of the mechanisms behind learning (cognitive load theory) and a bank of resources (Worked Examples w/ Self-Explanation Prompts). 

Rees leads the year 13 statistics programme at Mount Roskill Grammar School and is a recent Kalman Fellow