Mathematics

Table 2 shows the range of participants’ level of responsibility in their schools
for 151 of the 153 participants.
Intake
Intake
1
Intake
2
Intake
3
Intake
4
Total
Graduate Accomplished Expert
Leading
Teacher
Assistant
Principal
Principal
4 10 14 11 0 1
2 13 5 13 3 3
0 16 4 12 3 5
2 12 11 3 2 2
8 51 34 39 8 11
40
39
40
32
15
1
Table 2: Participants' Positions of Responsibility (n = 151)
Table 3 includes the types of schools and participants’ professional status of
151 of the 153 participants at the time of attending the Leading Numeracy
course.
Position
Primary Secondary Middle
Years
P -
12
Special
Settings
Graduate 4 3 1 0 0 8
Accomplished 29 14 3 5 0 51
Expert 17 6 0 5 6 34
Leading Teacher 22 14 1 2 0 39
Assistant Principal 4 4 0 0 0 8
Principal 10 1 0 0 0 11
Total 86 42 5 12 6 151
Total
Table 3: Participants' positions of responsibility and school type (n = 151)
Some participants were the only person from their school, while others had
groups of participants including the Principal. Learning communities were
much stronger when there was a team of participants from a school or in the
case of a small school, where teachers joined with another school or group of
schools from their network. During the professional learning sessions
opportunities were provided to occasionally separate into groups who were
already leaders and those who were aspiring leaders e.g. when discussing
characteristics of a Professional Learning Community. Combining more
experienced leaders with the less experienced, was also beneficial although
not always acknowledged. The most successful learning communities were
those where the Principal accompanied, and supported, an aspiring leader.
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