Term 1 plan for my own class( 10PDv)

 Working alongside all subject teachers, I take on the role of both researcher and practitioner, truly "walking the talk." I first trial strategies within my class to explore their depth and effectiveness before sharing them more widely. This approach not only strengthens authenticity but also builds trust with the teachers I collaborate with. By experiencing the process firsthand, I am better able to understand the challenges and successes, making my support more practical, genuine, and impactful across subjects.

Here is the year Planner for yr10:

Here is the plan for Term 1: Numer/ Measurement.

• Comprehension -Vocab introduced in every lesson.

• PAT results, Pre tests and practice tests.

• 10 to 15 minutes Do Now Daily( using Graphic organier) on Number and Measurement and ViTaL sheet to track their progress.

• Peer teaching- I made them into groups and worked on the whiteboard to build confidence.

• Workspace for Number, Measurement and Numeracy, and Google Calendar.

• Video Lessons- Short videos.Cobbett Maths and Transum Maths for quick practice.

• Google Quizlet flashcards to familiarize yourself with keywords.

• PEE Structure to write the word problem.

• Wednesday after-school classes- working on Numeracy practice tests.

• Geoebra for 3D shapes and Nets.

• Topic test by end of the test..

• Numeracy homework on Education perfect.

• Weekly conversation with Whanau/ Well being check inns.

• Working with Literacy specialist Mark and Dr Janni.

• Collaboration with Social Studies and Science with Do Nows.

• Numeracy's past paper questions are on the NZQA website and in the Numeracy practice book.

Study class highlights

Term 1 plan with my Focus group

 I have been collaborating closely with my focus group on building a support network. I catch up with them weekly basis to track their progress. I chose my focus group from Social studies, Science, and technology. I gather uptake and depth of the implementation. They have been working with Numeracy Do Nows and monitoring class engagement. Link

As a researcher and practitioner, I have been actively "walking the talk" alongside subject teachers, collaborating closely across different areas. By trialing strategies myself and working with teachers like Mr. Niko, Mrs. Prasad, and Mr. Mansell, I can build authenticity and trust. This hands-on approach strengthens relationships, supports real classroom needs, and ensures that the practices we implement are both practical and effective.

TC Staff mtg PLD

 

Term1 Plan for CAA(US32406)

 Unpacked Numeracy Framework: I have been collaborating with other schools and engaging in professional and development opportunities. I participated in external PLD, including Ministry of Education workshops, Calculus PLD, and Auckland Central Cluster PLD with Julia Crawford from Cognition Education. To support consistency and accessibility, a commonly shared folder was shared with teachers.

Resources and support: I have been supporting all teachers(cross-curricular support) by providing weekly numeracy starters( Do nows) activities along with ViTal sheet( tracking sheet) to track progress. These allow teachers to begin lessons with an engaging numeracy problem. 

Here are the resources made for term 1: LINK

                                                 

Professional reading

 Today, we had our CoL meeting and were assigned homework to read the above article. I really enjoyed reading this article. Here is my takeaway;  Article Link

Research on culturally responsive mathematics education for Indigenous and marginalized learners has grown in Australia and New Zealand. Studies emphasize Indigenous knowledge, decolonization, and culturally aligned teaching while addressing challenges. Parental involvement, immigrant experiences, and teacher development are key focus areas. Findings support inclusive education that values diverse cultural perspectives.

Recent Australasian research on equity in mathematics education for low SES(Socioeconomic Status) students primarily uses large-scale quantitative data, often from Australia. Studies show that school SES is a stronger predictor of achievement than individual SES, with parental education also playing a key role. Rural and remote students benefit from incorporating local culture and context into teaching, but city-centric models disadvantage them. Policy recommendations focus on reducing school segregation, enriching learning opportunities, and leveraging community relationships for better outcomes.

Future research should focus on intersectionality, longitudinal studies, and underrepresented participant groups in mathematics education equity. More theoretical frameworks and positionality statements are needed for transparency. Gender studies should incorporate non-binary perspectives and critical frameworks, while culturally responsive mathematics education requires mixed-methods research. Further exploration

MY Inquiry 2025

Our CoL teachers met with the Principal yesterday(SLT) to discuss our CoL Inquiry. As I mentioned in the previous post, My focus this year is on Empowering Numeracy. The SLT responded positively to my inquiry, which I designed with the support of Dr Janni who has extensive experience in Numeracy/ Literacy.

How and why? Link

TC Staff mtg PLD