Sustaining Improvement in Numeracy: Developing Pedagogical Content Knowledge and Leadership Capabilities in Tandem

Sustainable improvement in student learning achievement in numeracy requires a deliberate focus on two complementary strands of educational endeavour: the practice of effective teaching of mathematics and the exercise of high level school leadership capabilities. In this article, the authors describe the context and findings from their research in schools in low socioeconomic communities in suburban, regional and remote areas of Australia. The research project, Leading Aligned Numeracy Development (LAND), investigates the nature and relationship between the development of teachers ’ pedagogical content knowledge in mathematics and the exercise of educational leadership by principals and teacher leaders (as members of school based teams), and the consequences of this interplay for student learning achievement in numeracy. Preliminary findings indicate that sustained improvement in numeracy demands a concerted and strategic focus on identifying, developing and supporting effective teacher leaders in order to embed authoritative and agreed pedagogical principles for the teaching of mathematics at the school level. Further, the study has found that successful school leadership teams (including principals, other school executive and teacher leaders) are able to maintain this focus through developing their own pedagogical content knowledge, while continuing to build community, organise for teaching and learning, and inspire vision in their school settings. Background In July 2008, the Australian Government announced its intention to fund the conduct of a series of pilot research projects in low SES school communities. The purpose of the pilot projects was to find out what is needed to improve the learning achievement of students in most need. The following is an excerpt fro