I. General Information
School Name: Gold Trail School District
School District: SD#74 Gold Trail
Inquiry Team Members: Brent Close bclose@sd74.bc.ca; Beth Bastedo bbastedo@sd74.bc.ca
Keri R.
Teri H.
Caitlin Q.
Dwayne D.
Rachelle R.
Inquiry Team Contact Email: astott@sd74.bc.ca
II. Inquiry Project Information
Type of Inquiry: Numeracy & Literacy Project
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7), Secondary (8-12)
Curricular Areas Addressed: Mathematics / Numeracy
Focus Addressed: Numeracy
In one sentence, what was your focus for the year? If we build a team of Numeracy Leads that includes representation from all schools and supports their work as lead educators for numeracy at their sites, will we realize larger gains in maths instruction, understanding and efficacy?
III. Spirals of Inquiry Details
Scanning: In our scan, at the district level, we saw investment of time, resources and money that was not reaching intended results (shifts in practice, improvements in learning etc). We looked at students’ Satellite data (primarily report cards and FSA scores), the evidence of teacher practice, and the questions educators had about their maths instruction. With many options for professional learning offered by the district, we wondered if we narrowed our focus to things that matter most (literacy and numeracy) if we would see the things we were yet to see – intentional pedagogical shifts, improvement in attitudes toward math etc. Students in our district have experienced the “connectedness survey” for years; from that data, we know that, broadly speaking, our students do feel that they belong. The stretch is to move into instructional shifts that will improve learning.
Focus: Through numeracy leads, we hope that we will build teacher capacity in their own maths instruction AND in their confidence to lead adult learning in their buildings. If we bring in an expert who responds to the needs of this Lead group, will we move the needle.
Hunch: We need outside experts who listen to the needs of our Lead group. We need scaffolding. We need genuine networking and time for sharing.
We are too siloed, our professional learning is not attended by a core group regularly enough (in the past) and we feel scattered.
We are not providing professional learning through the lens of developing teacher leaders.
New Professional Learning: Staying laser focussed on Carole Fullerton’s expertise, her resources and the Coast Mountain Numeracy Assessment helped to have a professional learning focus.
Numeracy Leads then used their own teacher leadership skills (background knowledge of lesson study, professional presentation skills for staff meetings, gamifying adult learning) to advance their staff understanding of the concepts and competencies Carole was sharing and the Coast Mountain Numeracy Assessment was intended to measure.
Taking Action: Brent Close and his team at DSCS is the sample group that highlights what is possible when teacher efficacy is central to decision making, school leadership supports but, otherwise, stays out of the way, and district leadership swoops in to fill in gaps including purchasing snacks, providing feedback and suggestions, note-taking and making suggestions for managing debrief meetings.
The action was to plan internal coverage of classes to creatively release ALL teachers on maths k-12 to observe a co-planned lesson in action, observe the lesson design in action and then gather afterward to discuss the observations and what impact the lesson now has on the practice and planning. It also afforded the chance for Maths teachers to support each others’ own development as maths teachers – developing stronger relationships focused on pedagogy and allowed the Numeracy Lead an authentic opportunity to see where areas of strength building might be necessary.
Checking: There was massive growth from our first Lesson Study to our last at DSCS. What was less than successful during the first Lesson Study became a well-oiled machine by the end. With increased vulnerability over the past year, teachers began to become more confident in asking questions of each other and in uncovering their own competency concerns within their classroom. With extra eyes in the class, the other maths teachers were able to see what design strengths were obvious for different aged children and all developed a greater appreciation of the work each does at their own grade level or in their own cohort.
We are not yet satisfied and will continue with Lesson Study in the 25/26 school year with a focus on continuing to improve our math competence, using Carole Fullerton’s resources, intentional use of manipulatives and committing to improvement over time, putting the student at the centre of what we do.
Reflections/Advice: As for the numeracy leads as a structure in the district, it remains challenging as TTOC release can be hard and we are asking teachers to commit to this role with no remuneration and limited recognition. It does, however, provide teachers with an opportunity to take on a leadership role within the district and in their schools and this can be a helpful step for those who may want to enter into a formal leadership role in the future.