Leading Mathematics

This program is designed for a vertical school team to strengthen their knowledge, skills and dispositions to lead exceptional mathematics teaching and learning across their school community. 

Teams will gain insights using contemporary research and approaches aligned with:

• the Victorian Curriculum Mathematics 2.0
• the Victorian Teaching and Learning Model 2.0
• Melbourne Archdiocese Catholic Schools’ Vision for Instruction
• Magnify Sandhurst. 

To support your school to make ongoing progress for mathematics learners, your team will:

• analyse and reflect on current and future Annual Implementation Plan (AIP) mathematics goals or equivalent
• support the development of teachers through their Performance Development Plans (PDP)
• adjust and refine goals, utilising a range of evidence, school observations and research
• identify and trial improvement practices for your context
• inform the development of future goals and long-term mathematics improvement strategies needed for sustainable cultural and practical change.

This program draws on the Academy Leadership Excellence Framework (ALEF) to build the teams’ and individual participants’ capability to lead this work.  

• Deepen data literacy. Use contemporary research, classroom observations and student data to refine annual mathematics goals and drive measurable progress in learner outcomes.  
• Undertake collaborative inquiry cycles. Test high-impact, research-based teaching strategies within your context to determine what works for your students and school.  
• Build collective mathematical efficacy. Foster relational trust by aligning your team’s actions with shared goals to create an environment where staff feel safe to improve.  
• Design an implementation roadmap. Create a comprehensive mathematics leadership action plan (MLAP) that integrates curriculum requirements with strategies for sustainable cultural change.  
• Foster evidence-informed growth. Support colleagues through professional development cycles to ensure every classroom benefits from contemporary research and VTLM 2.0 principles.

Roles

Designed for school teams optimally consisting of 3 people, comprising: 

• One principal-class leader committed to progressing their own learning as well as supporting the learning of the team. This participant will ensure an evidence-informed, whole-school approach to change is developed and provide the support and means to enact it
• One numeracy or mathematics leader or learning specialist who has leadership responsibilities for maths or numeracy learning or leads a maths-focused team. This person should be enthusiastic about embracing and bringing about positive change in mathematics practice
• One classroom-based teacher who is willing to investigate, learn and further develop their mathematics practice and generate evidence of student learning to inspire their colleagues. This participant will provide leaders with valuable insights into student and teacher learning, as well as perspectives on what teachers' need from leaders. 

This team structure supports a whole-school approach to leading mathematics improvement in your school context. 

Small schools are welcome to collaborate and form a team of 3 from across schools.

School sectors

This program is available to the following school sectors: 

• Victorian Government
• Catholic
• independent.

Delivery

Over 8 months, you will actively engage in and contribute to: 

• 2 x online workshops (1.5 hour orientation and one 1.5 hour check-in session)
• 4 x onsite workshops (4 full-day workshops)
• school-based investigations and activities
• in-school learning tasks captured in a program workbook (between workshops)
• the development and presentation of a mathematics leadership action plan (MLAP).

The overall learning commitment is approximately 45 hours.

Learning outcomes

You will gain knowledge and understanding of:

• how to engage in school-based learning to inform future priorities for annual planning
• how to enact leadership priorities to support a deliberate culture of improvement and progress in mathematics
• how contemporary research relates to the learning and teaching of mathematics for your context
• yourself as a leader of mathematics learning in the context of your current role
• how to build relational trust by aligning actions with shared goals (a key ALEF capability). 

Completion requirements

To successfully complete this program, you need to: 

• attend and participate in all workshops
• complete all pre- and post-workshop activities
• submit your mathematics leadership action plan (MLAP). 

A co-contribution for this program is payable per participant. 

Financial support

Victorian school participants may be eligible for additional subsidies.

Fees and financial support