In my school teachers and management are very supportive. I have to remind teachers in my department that planning units of learning must be done collaboratively. I try to remind teachers in my school that this is a learning curve for all of us and that it is not expected that we will have a completed set of units of learning. Last year we did develop units of learning. I am currently trying to encourage our department to review these to identify strengths and areas for further improvements. 

When out on delivery the set up in the morning can be stressful. Most rooms are not set up for group work. There have been IT problems, for example my laptop only has a HDMI outlet and the projector in the room only had a VGA input. I now bring a VGA to HDMI adaptor. The presentation works well. Teachers seem to enjoy the section on effective questioning. Discussion on CBAs/ assessment task can be eventful, I usually ask about colleagues’ experience in the CBA2 and assessment task. Colleagues experiences have seemed positive, so the teachers feel reassured. Regarding the planning section in the afternoon, teachers can get bogged down here. What I have tried to stress here is that while this method of planning is only a suggestion, the conversations which have been had are worthwhile and the engagement in the learning intentions would not have been as focused if they were looked at in isolation. Also I remind the teachers that while the connections across strands may be clear in our own thoughts, they may not be as clear in some of or colleagues or students minds, and through thematic planning we can make these connections explicate to ourselves, our colleagues and our students. I have enjoyed the conversations with fellow teachers around examples of good practice in the maths classroom. 

Regarding training the shadowing experience was invaluable. This lowered the initial pressure regarding delivery as there was another person in the room there to offer support and advice.  

I am certainly more aware of the questions I am asking my students. The value I place on the book as the backbone of a lesson has reduced. I have continued to use dual assessment methods in my classroom. I would often use summative assessment in a formative manor. The biggest change would be around my awareness to develop my students’ ability to be aware of their own development as a learner. Encouraging students to pose questions, investigate and then justify where possible. I also ask my students to now identify the intent behind the questions I ask them, here I am trying to see if my students can identify what they have learned from the questions I have asked.