On beginning work with our project schools, only 4% showed effective strategies to implement, monitor and evaluate mathematics professional learning and development in their schools.
After one year working with Cognition this had lifted to 67% of our continuing schools.
Cognition Education was contracted by the Ministry of Education to support schools lift the quality of mathematics teaching and student outcomes with teachers and school leaders around the North Island of New Zealand.
Our facilitators use a mixture of techniques to support teachers and school leaders. This includes coaching, modeling and professional development workshops, which for schools has had a significant impact for learners. Examples include:
67% of continuing schools at the end of 2013 were rated as highly effective or effective in their ability to implement, monitor and evaluate the impact of the mathematics PLD within their school compared with 4% at the start of the mathematics PLD in 2012.
the number domain data (at the end of 2013) shows significantly increased numbers of students working at or above curriculum expectation. For example in continuing schools:
That a sample of schools (n = 44) number domain data (at the end of 2013) shows accelerated achievement is evident in 86% of these schools for all students. 37 schools had sufficient Māori students to report effect sizes and accelerated achievement is evident in 84% of these schools for Māori students. 21 schools had sufficient Pasifika students to report effect sizes and accelerated achievement is evident in 91% of these schools for Pasifika students.