In the Identify phase we work with school leaders to determine what is working well and identify professional learning goals. This data is obtained through a variety of tools, beginning with a meeting where school leaders contextualise their school and share their current approach to teaching and learning mathematics. Leaders are then asked to complete a comprehensive discovery survey designed to align with the key elements of the Numeracy Improvement Guide for School Leaders. This survey serves as a valuable tool for evaluating the school's current mathematics program and identifying potential areas for improvement. The data gathered informs the collaborative development and refinement of professional learning goals for the school. Additional insights can be gained through school visits and observations during this phase.

During the co-planning phase we work with school leaders to design a professional learning program that is customised to the goals of each school.

Context of the staff and students are considered to assist in planning an appropriate PL delivery. For example, the school may have an influx of new teachers, graduate teachers, new pedagogical practices.

We draw on relevant research that aligns to the schools goals as to provide guidance and structure to inform various approach to mathematical pedagogies and mathematical content knowledge. Academic literature is shared and reviewed by staff together in order to engage in a professional conversation to assist the design of the professional learning.

Leadership are engaged in the process throughout to plan for the big picture of the PL parameters for what they feel will be the most beneficial for their staff.

At MAV, our consultants operate as a cohesive team. Our consultants are experienced teachers and leaders currently in schools across all sectors and Victoria. My role is to align a consultant whom I feel will be the best partner for the school and their defined needs, this is dependent of their expertise and the skills required by the school at a particular point in time. We can also leverage the insights of esteemed mathematics education experts across Australia to enrich your program further.

During the Enact phase of the Professional Growth Model, the co-planned professional learning plan is put into action. We offer flexible delivery modes tailored to the needs of each school, including coaching, mentoring, and personalised support.

This may involve:

• Modelled mathematics teaching
• Coaching in the classroom
• Whole-staff professional learning curriculum days, and
• Support for professional learning teams in planning and implementation

As school's progress with MAV we evolve to take a step back and work directly with the Numeracy Leader to assist in building their capacity.

The final phase focuses on reflection, where we collaboratively review student and school data to assess progress and impact. This process informs the refinement of next steps, ensuring the school's professional learning journey continues to evolve and drive meaningful improvement.