Every year I partner with a small number of primary schools in Melbourne to support their improvement journey in the explicit teaching of Maths.

The structure of each partnership is tailored to your school’s contextual needs, but will include a combination of the following:

Your school’s instructional leaders meet with Brad to establish an improvement strategy for Maths instruction. This may involve establishing where your school is currently at, prioritising goals and co-designing how the partnership will help achieve your goals.
Brad leads a full-day masterclass with your staff designed in consultation with your school’s instructional leaders.
On a twice-termly basis, Brad visits your school to provide ongoing implementation support. This may involve:
- Coaching conversations with your school’s instructional leaders
- Classroom observation and feedback
Your school’s instructional leaders meet with Brad to analyse school data in order to evaluate the success of the partnership, present the data clearly to staff and set the future direction for further improvement in Maths instruction.

This partnership is designed for schools who want to improve core elements of Maths curriculum, pedagogy and assessment:

Map out key skills and knowledge so they are taught systematically. Plan for daily, weekly and monthly review. Ensure students develop fluency in important skills and facts.
Refine which assessments your school uses so that your assessment schedule is efficient; supports teachers to respond to students’ needs and report on achievement; and helps leaders evaluate the impact of whole-school strategies.
Develop teachers’ knowledge of cognitive load theory, principles of explicit instruction and lesson structure and high-impact strategies for engaging students in learning.
Create the conditions for staff and students to be successful through the classroom environment, teaching tools and concrete materials.
Instructional leaders build their capacity to support staff to improve through levers such as professional learning, instructional coaching, planning support and teachers observing their colleagues.

For schools that are further along in implementing explicit instruction, partnerships may focus on:

Go deeper into effective Maths instruction by building knowledge of the Concrete-Pictorial-Abstract model, guided practice techniques, problem-solving strategies and visual instructional plans.
Develop protocols for acting on data from universal screening assessments, short-cycle formative assessment, topic assessments and summative assessments.
Set a focus for improvement in maths fluency. This might include number facts, written procedures or mental strategies for computation.

Interested in a partnership? Make an inquiry now.