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Domain 2:
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Professional attributesIt is an underlying principle for these Standards that they do not seek to advantage a particular style or approach to teaching -- diversity is necessary and encouraged. Further, in this domain, the focus is on Professional Attributes, an area in which the application of this principle is particularly important. The Standards in this Domain are consequently an articulation of the ‘what’ -- ‘how’ teachers demonstrate these attributes and go about these aspects of their professional work will reflect their teaching context and, perhaps more importantly, their individuality as people and professionals. This is a particularly clear example of the intention of these Standards to be about ‘standards, not standardisation’; there is no ‘legislation for personality or approach’. The types of characteristics that are covered in this domain are perhaps the most difficult to describe. Setting of Standards in relation to actions and attributes that essentially ‘sit behind’ teachers’ classroom practices is similarly difficult.
Excellent teachers of mathematics are committed and enthusiastic professionals who continue to extend their knowledge of both mathematics and student learning. They work creatively and constructively within a range of 'communities' inside and beyond the school and set high, achievable goals for themselves and their students. These teachers exhibit personal approaches characterised by caring and respect for others.
2.1 Personal attributesExcellent teachers of mathematics have a passion…for mathematics…for teaching mathematics…for seeing students learn and do mathematics.
The work of excellent teachers of mathematics reflects a range of personal attributes that assists them to engage studentsLearning mathematics cannot occur unless learners are attending to the physical and mental activities they are undertaking. ‘Engagement’ is more than having the students ‘busy’ or ‘doing the work’. It encompasses them wanting to be ‘involved in the learning’, to ‘know’, ‘find out’, ‘understand’, ‘contribute’, ‘explain’ and so on. Importantly they believe that they can achieve. Students will be engaged in the learning when they see prospects of success, their participation is being recognized and where they are convinced that it is possible for them to contribute. Their teachers need to value their contributions, as part of valuing all students. in their learning. Their enthusiasmThe term ‘passion’ could equally well be used. Many would see this very personal matter as being at the core of the work of excellent teachers of mathematics, as the thing that drives them. It should not be taken as being evidenced only by extrovert behaviour. As in many spheres of life, passion can and will be evident in the widest range of actions and behaviours that reflect a love for the subject and a commitment to their role as teacher. An enthusiastic teacher will go to great lengths to find ways of making mathematics interesting and relevant. for mathematics and its learning characterises their work. These teachers have a conviction that all students can learn mathematicsThis is a fundamental principle of fairness and equity that is particularly important in the light of the importance the community gives to school achievement in mathematics. It does not mean that all students can learn the same mathematics at the same time. Rather, all students can make progress, given an appropriate curriculum. Their progress is moderated by a wide range of factors. Excellent teachers of mathematics will be aware of these factors, and adopt strategies that respond to factors such as readiness to learn, student interest and students with Specific Learning Difficulties. . They are committed to maximising students' opportunities to learn mathematicsThis relates to teachers having an approach that focuses on stretching and extending each student as far as is possible, and supporting them to do so. Increasing the opportunities to learn often involves teachers looking for different approaches that connect better with the student(s) — having a range of strategies is usually much more effective than creating ever greater levels of support or scaffolding within a single strategy if students are having difficulties. One thing this is certainly not about is providing means for merely scoring ‘good marks’. and and set high achievable standardsThe adjectives ‘high’ and ‘achievable’ may seem at odds with each other, and the concept to be inconsistent with the sentiment that all students can learn mathematics. However, it is a principle of good practice that what is expected of students is clearly and explicitly known and excellent teachers of mathematics consistently strive to set targets for their students that maximise their progress. Engaged students can reach high standards, but they and their teachers need to have confidence that they can succeed. Building this confidence is an integral part of good practice. The balance (between high and achievable) is a judgment that an excellent teacher can make with any group or class of students. Their judgments may change over time for individuals (they may be stronger with spatial thinking than numerical, for example, and benefit from less scaffolding support in a Space unit). Finding the balance will be dependent on the teacher’s knowledge of their students -- in particular their students’ learning of mathematics. for the learning of each student. They aim for students to become autonomous and self-directed learnersIt is a feature of the most effective teaching of mathematics that students learn and ‘do’ mathematics in a wide range of styles and settings — as individuals, and in small and large groups. This reflects the range of contexts in which do and will make use of their mathematics in their lives, and responds to their need to learn to work in these different modes. At the level of the individual student, these teachers’ intentions are that they become able to work independently of close instruction (autonomous), and in ways that demonstrate that they take control of their learning, making decisions about the ‘what’ and ‘how’ of their work in mathematics (self-directed). These attributes can and should be developed, valued and demonstrated by students in both individual and group settings. who enjoy mathematics. These teachers exhibit care and respect for their students.
2.2 Personal professional developmentExcellent teachers of mathematics are committed life-long learners about...mathematics...teaching and learning of mathematics. This is an individual, personal commitment that characterises their approach to their professional work and interactions.
Excellent teachers of mathematics are committed to the continual improvement of their teaching practiceThis is the essence of life-long learning. In a sustained and ongoing way, excellent teachers seek to find out more about mathematics and the teaching and learning of mathematics and use this to enhance their professional work. Opportunities for teachers to learn can be formally arranged. However, excellent teachers of mathematics are alert to and take opportunities to learn in surprising and unexpected ways. Very often this learning occurs ‘on the job’. and take opportunities for personal professional developmentEmployers and others can and do mandate professional development programs for their staff. Individual commitment to professional development that goes beyond taking the most out of mandatory programs is a characteristic of the work of excellent teachers. They set their own developmental goals and make choices from the range of strategies for professional development that are available. In many respects they are ‘autonomous and self-directed learners’, modeling the approach to learning they aspire to instill in their students. . They undertake sustained, purposeful professional growthThe setting of targets and working towards these ensures that personal professional development programs are purposeful. Typically, the sort of learning that a teacher might want to undertake will be complex, and therefore require to be undertaken over time (sustained). in their own knowledgeFrom the beginning of their careers, all teachers have a set of knowledge, understanding and skills about mathematics, about students’ learning of mathematics, and in relation to teaching mathematics. Excellent teachers are committed to actively increasing this set, to ensure that their capabilities increase, based on enhanced knowledge and deeper understanding. , understanding and skills in mathematics, and in the teaching and learning of mathematics. The professional development they undertake enables them to develop informed views about relevant current trendsCommitted teachers of mathematics know about current trends in the teaching and learning of mathematics, but are not slavish followers of these. As part of their commitment to their professional growth, excellent teachers of mathematics keep abreast of research and advice that can or does impact on their work. They take an open-minded yet critical and analytical approach to trends. They will typically gather evidence from a range of sources such as regular professional reading and attending conferences and often undertake further investigation in their own teaching context. Whether and how they respond will be guided, in the end, by the extent to which they are convinced of the benefits for their students' learning (including teaching and learning resources, technologies, and changes to the curriculum with which they work) and to further their teaching expertise. They are involved in professional development processesExcellence in teaching mathematics means being alert to, and taking advantage of the extensive range of professional development opportunities that are available to teachers — they are certainly not constrained to thinking that formal ‘events’ such as courses, workshops, conferences are the only avenues for ‘PD’. These face-to-face events can be important and valuable, but, equally, professional reading, use of Internet technologies, working with skilled colleagues and other means can provide access to the ideas and insights of others. Professional development can also be built around sharing with colleagues and reflection on, and collegial interactions about, classroom exploration of ideas and/or teaching approaches and resources. Further, these less formal activities are available to teachers in all teaching contexts, and may better suit individuals’ learning or other needs. that include collegial interactionTeachers consistently cite the influence of others on challenging and supporting their professional development. Their interactions with colleagues can range from the very formal (eg listening to a keynote address) through to the informal (eg a chat over coffee at lunch time). Excellent teachers of mathematics see these interchanges of information and views as a core component of their professional developmen , professional reading and active exploration of new teaching ideas, practices and resources in the classroom. They reflectReflection -- carefully considering the worth/value of ideas, skills and practices -- is an essential part of the kind of learning that teachers need to undertake. It is only through taking the time to reflect on new information that it can be assessed for its value and relevance. Excellent teachers of mathematics consistently take opportunities to gain feedback from their students and reflect on their practice -- what is happening in their classroom and school -- as well. This allows them to identify what is working well, how things might be improved and what they need to find out more about. They share and test their observations and conclusions with others as part of a continuous cycle of action and reflection. on practice and the new knowledge they gain, and learn from their experiences.
2.3 Community responsibilitiesExcellent teachers' passion for mathematics and its learning ensures that they go well beyond their classroom work with their students to accept responsibilities to support and promote high quality mathematics learning in their interactions and work with a range of different 'communities' - students, teachers of mathematics, other educatiors, parents and the wider community. They are leaders of the profession in their communities and champions of mathematics through their actions.
Excellent teachers of mathematics are active contributors to the range of communities relevant to their professional work. They are postive advocatesAs a result of their commitment to the subject and its learning, excellent teachers of mathematics make and illustrate the ‘case’ for mathematics education with people don’t share this commitment. These people can range from decision-makers in schools — for example in relation to the position of mathematics in the school’s curriculum or resources — to students, parents and the wider community in relation to the importance of mathematics for students’ future career options in the innovative and technology-based workplaces of the future. They also serve as positive role models for learning and doing mathematics in the eyes of their students. for mathematics and its learning in the school and the wider community. They ensure effective interaction with familiesAn important aspect of these interactions is the reporting on students’ growth. Excellent teachers of mathematics go beyond this, however, to take opportunities to ensure families have more broad-ranging information -- about the intentions of the mathematics program, the benefits of teaching approaches with which parents, in particular, may be unfamiliar and the important ways in which mathematics can contribute to students’ future options. Practical initiatives might include designing learning experiences that directly involve parents and families and involving parents in cooperative homework programs as means of fostering home-school links that have an emphasis on mathematics. including provision of information about students' learning and progress. They offer strategies for assisting students' mathematical development outside the classroomSome students may require extra time and attention that can only be provided outside normal class time. Excellent teachers of mathematics respond to these needs by offering a range of effective strategies that enable students to access the kind of assistance they need. These include the teacher’s own direct provision of further assistance, or referral to others. They ensure, as far as is possible, that students who do receive extra attention are not stigmatised. . They create and take opportunities to involve students in mathematical activities beyond the classroomExcellent teachers of mathematics encourage students to become involved in enriching mathematical experiences outside of ‘normal’ classroom work. Their intention is to share some of their enthusiasm for doing mathematics with the students. Teachers will arrange for students to be involved in activities that are enriching and enjoyable, and which often provide students with the experience of ‘being a mathematician’ (eg ‘maths clubs’, tournaments, competitions etc). Students with a particular interest in mathematics may be guided into extended programs to further develop their talents, but excellent teachers of mathematics strive to have a range of activities over time that provide possibilities and challenges for all students. in contexts of interest and relevance to the students. They contribute to the improvement of mathematics teaching by actively engaging and collaborating with colleaguesAn inevitable outcome of an excellent teacher of mathematics’ commitment to their profession and their own professional growth is their willingness to work with other teachers of mathematics. They are, and are seen to be, leaders of the profession who have a great deal to offer their colleagues, and accept their responsibility to share their knowledge, insights and resources with them. This can take a range of formats from mentoring relationships, conference/workshop sessions, and informal discussions to journal articles and other ways of making their work available to others. This role of ‘professional leader’ in communities of scholars is not all about selfless giving, however. These teachers, through their interactions with colleagues, seek challenge and the opportunity to refine their thinking, all of which will serve to enhance their own professional growth. both individually and in teams -- learning; sharing insights, practices and resources; supporting and mentoring others; and providing feedback. They actively participate in school decision-makingThe work of an individual teacher is nested first within the school’s approach to the teaching and learning of mathematics (philosophy, programs, resources and so on). This, in turn, is nestled within the broader context of the school’s values and practices. At both these levels, the excellent teacher of mathematics is a professional leader, whether they have a formal role or not. They are actively involved and seek to inform and influence the decision-making in ways that promote high quality teaching and learning of mathematics. .
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