The Situation  

Brunswick School, located in the rural area of Brunswick, near Whanganui in the North Island teaches students from Years One to Eight. In 2020, Brunswick School identified a need for transformative change in its approach to mathematics education. Facing challenges such as inconsistent teaching practices, varied classroom cultures, and a perception among students that they were either “good” or “bad” at math, the school recognised the necessity for a professional learning and development (PLD) initiative. The goal was to establish a more cohesive, effective, and positive learning environment for both students and kaiako. 

The Challenge  

Prior to the PLD with Cognition Education, Brunswick School struggled with a lack of consistency in teaching methodologies and classroom environments. The school identified passive learning behaviours among students, coupled with negative attitudes towards mathematics. A significant challenge was the need to shift not only pedagogical practices but also students’ mindsets and attitudes towards mathematics. Additionally, the school faced the task of onboarding new staff effectively, including those transitioning from secondary teaching and beginning teachers. 

The Approach  

The first step in the PLD with Cognition Education was the development and implementation of the “Maths the Brunswick Way” curriculum, designed to ensure schoolwide consistency. This living document supported teachers in aligning their practices with the students, community, and the enviroschools philosophy. The curriculum evolved over time, providing clear and explicit support for both experienced and new teachers. 

To create a cohesive understanding of successful math classrooms, the school and Cognition developed a school-wide toolkit and set of classroom norms. This toolkit, developed collaboratively with staff and students, ensured that teachers and students alike were equipped with strategies to navigate math problems. These tools were integrated into the school’s planning templates, ensuring their consistent use in teaching. 

Brunswick and Cognition initiated targeted efforts to enhance both teacher and teacher aide pedagogy, with a specific focus on understanding effective math classrooms. This emphasis led to the integration of Talk Moves as a natural and essential component of teaching practice. Collaborative planning sessions, coupled with the introduction of a comprehensive schoolwide math planning document, instigated a significant transformation in teaching approaches. 

Building on these pedagogical enhancements, Brunswick and Cognition embarked on a comprehensive data-driven approach by collecting and analysing student and teacher math disposition data. This insightful process identified opportunities for improving classroom culture and fostering students’ ownership of their mindsets. The strategy included a shift in messaging, emphasising praise for behaviour rather than attributing it solely to the child, and actively encouraging positive attitudes towards math. 

Throughout their PLD journey, Brunswick remained dedicated to maintaining robust whanau engagement as a top priority. This commitment was manifested through initiatives such as Learning Conversations, Parent Forums, and the streamlining of End of Year reports. These avenues served to provide clear and transparent information about student learning behaviours, progress, and achievements, fostering a collaborative and informed educational community. 

The Outcomes  

The impact of the PLD on student progress was significant. Initially, there were passive learners, but consistent messaging and a focus on a positive mindset led to a change in student attitudes. Math classrooms became safe spaces, fostering collaboration and reducing passive learning. The school saw a substantial increase in math achievement data, particularly noteworthy given a 50% increase in student enrolment. 

Māori student progress and achievement were key indicators of success, demonstrating the positive impact of the inclusive and responsive, place-based education approach. Mid-year data in 2023 showed an impressive 85% of Māori students achieving at or above expectation. 

Post-PLD disposition data demonstrated an overall 8% increase across all dispositions. Notable improvements were seen in communication, sharing, math toolkit utilisation, write/draw thinking, and math excitement. While grit and vocab showed lower improvement, senior classes exhibited significant gains in confidence and math excitement. 

Evidence from student disposition data and rubrics showcased positive improvements in both teacher pedagogy and student mathematical mindsets. The school’s average for student dispositions increased from 64% to 76% over three terms, indicating a substantial positive shift in attitudes towards math. 

The Brunswick School’s PLD journey has resulted in transformative outcomes, establishing a cohesive and positive math learning environment for both students and educators. The success of this initiative lies in the commitment to ongoing improvement, collaboration, and the intentional cultivation of positive attitudes towards mathematics.