An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Mathematics
REPORT
St Louis Secondary School
Monaghan
Roll number: 64820B
Date of inspection: 26 January 2007
Date of issue of report: 6 December 2007
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Mathematics
Subject inspection report
This report has been written following a subject inspection in St Louis Secondary School, Monaghan, conducted as part of a whole school evaluation. It presents the findings of an evaluation of the quality of teaching and learning in Mathematics and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over two days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and to the subject teachers.
Subject provision and whole school support
Support is provided for a high-quality mathematics education for students of St Louis Secondary School firstly through the time allocation for the subject; ordinary-level classes have an allocation of five periods in each year of the Junior and Leaving Certificate cycles in line with syllabus recommendations, but higher-level classes are allocated six periods in third year and a generous seven periods in fifth and sixth years. Secondly, teacher resources committed to the subject allow additional teachers to be scheduled for Mathematics in four of the six year groups, with three additional teachers facilitating the formation of small or level-specific classes in sixth year.
Concurrent timetabling of mathematics classes across year groups begins in Transition Year (TY) and continues throughout senior cycle, while third year classes are concurrently timetabled within two separate bands. This places heavy demands on the production of a school timetable but pays dividends in ensuring access for all students to the most appropriate level of study of the subject. School management is commended for making such arrangements.
The mathematics teaching team in the school is unusually large at nineteen members including those involved in providing learning support. On a very practical level, for the facilitation of meetings, the development of collaborative work practices and for planning and review activities, a smaller, more cohesive team would be more appropriate. This can be achieved through the development of a core team of mathematics teachers, with mathematics backgrounds, each of whom is allocated significant contact time with the subject.
Currently students entering the school at first year are placed in one of two bands, with those in the top band being taught as higher level classes up to the end of second year. At that stage, concurrent timetabling within bands and the formation of additional class groups are used to ensure access for all students, regardless of band, to the most appropriate level of study of the subject. This can see students from each band studying Mathematics at higher or ordinary level, with foundation level being offered as necessary. Commendably, the school is changing to a mixed-ability first year programme from September 2007. This will allow students a ‘settling-in’ period during which a common programme can be taught and all expectations can remain high. The school, and in particular the mathematics team, is encouraged to embrace the opportunities offered within this new structure.
The needs of students identified as finding Mathematics particularly challenging are addressed through the provision of supplementary tuition on a withdrawal basis or through a team-teaching approach involving the learning-support and mainstream class teachers. Such students may have been identified during their time in primary school, by their current mathematics teacher, or through parental contact.
School management facilitates attendance at continuous professional development courses. Notifications are received by the department co-ordinator who informs team members and agrees attendees. On return to the school and in line with good practice there is an informal sharing of information with other relevant teachers.
Resources to support the teaching and learning of Mathematics are obtained by making requests to school management. Those currently shared within the subject team include calculators for use with the overhead projector, fraction circles, Sudoku puzzles and geometric shapes.
Co-curricular mathematics activities promoted within the school include participation in the Irish Mathematics Olympiad and at the Centre for Talented Youth at Dublin City University. It is suggested that, as a further promotion of mathematics within the school, students could benefit from and enjoy the experience of contributing to a mathematics-based project in the annual Young Scientist and Technology Exhibition.
Planning and preparation
The department plan for Mathematics at St Louis Secondary School is work in progress and is being developed along School Development Planning Initiative (SDPI) guidelines. Therefore it includes aims and objectives for the teaching of the subject, a description of the organisation and timetabling of classes, and programmes of content for each year group and level. To further enhance the good work already undertaken, it is recommended that year programmes be expanded, identifying and documenting active learning methodologies appropriate to particular topics as well as requirements for supporting materials. In parallel with the National Council for Curriculum and Assessment’s current focus on the expression of syllabuses in terms of learning outcomes, it will be appropriate for the mathematics department to reconstruct the year programmes in terms of such learning outcomes and not simply in terms of content.
The mathematics department is ably coordinated by a senior teacher as part of a post of responsibility, as has been the tradition in the school. Formal meetings, for which brief records are kept, take place at the beginning and end of the school year and, when possible, around staff meeting times. Informal meetings also take place among small subgroups of the large team.
School management has initiated subject-specific links with some of the feeder primary schools. It is recommended that members of the mathematics team make full use of the opportunities provided by such links to share information with their primary counterparts on course content, methodologies, approaches and issues. As well as contributing to better understanding among teachers it will be another step towards easing the transition from primary to post-primary level for students.
Teachers’ own planning and preparation materials, which were made available during the inspection, included detailed schemes of work, background information on supporting students with special educational needs, banks of worksheets—TY teachers are particularly commended in this regard—revision plans, student handouts and teacher notes.
Teaching and learning
In all seven lessons observed during the inspection, students were attentive and working and there was a respectful atmosphere between teachers and students. Classroom management was relaxed and appropriate, creating suitable conditions for learning to take place. In addition, the content and pace of lessons were in line with requirements.
The good practice of explicitly sharing the lesson objective with students was observed in a number of lessons. It is recommended that all teachers develop clear lesson objectives and communicate these to students as a normal lesson-opening exercise. Lessons could then naturally conclude with a review of progress made.
There were a small number of examples of the incorporation of active learning strategies for students, on each occasion generating enthusiasm and enhancing the learning experience. Given the variety of preferred learning styles present in each group of learners, it is recommended that all teachers work towards the incorporation of such activity-based approaches in their classroom practice.
Examples of good practice in mathematics teaching included encouraging students to explain their answers, affirming students’ efforts, providing high levels of attention for individual students and using clear method in problem-solving.
Teacher-student interaction typically took the form of brief answers to questions posed to individual students or to the class group on finding the next steps in a solution. While there was varied and acceptable practice with regard to the addressing of questions to individual students and/or whole class groups, there were some cases where directing questions at named students would have been the more appropriate option as a means of checking students’ levels of understanding of particular concepts.
Progress in work covered in class and in home study can be seen in student copybooks; an examination of a sample of mathematics copybooks and notebooks at St Louis Secondary School revealed work that was appropriate, relevant and generally well presented. There was evidence of teacher monitoring of student copybooks, in line with good practice.
Assessment
Student progress and achievement are assessed through the correction of homework, oral questioning in class, chapter or topic tests and term examinations. Parents/guardians are kept informed of their child’s progress in a range of appropriate ways, including twice yearly written reports. Additional assessment for learning strategies could be explored, and opportunities for their incorporation into mathematics lessons identified. There is some good use made of common tests between cooperating teachers on the team and there is scope for extending this good practice.
Data on student achievements in Certificate Examinations has, for a number of years, been made available by school management to subject departments. It is hoped that the mathematics team will engage fully with this information, possibly along lines indicated during the inspection visit. Its relevance for planning and review purposes should not be underestimated.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- The school supports a high-quality mathematics education for its students through the time allocation for the subject, the commitment of teacher resources and the concurrent timetabling of mathematics lessons.
- From September 2007, first-year students will be taught in a mixed-ability structure, allowing them a ‘settling-in’ period during which a common programme can be taught.
- Progress has been made on the department plan, in line with SDPI guidelines.
- Teachers are well-prepared for their teaching, as evidenced by the amount and quality of planning and preparation materials presented during the inspection.
- In lessons observed students were attentive to their work and there was a respectful atmosphere between teachers and students. Conditions suitable for learning to take place were in evidence.
- Examples of good practice in mathematics teaching included sharing the lesson objective with students, encouraging students to explain their answers and affirming students’ efforts.
- Student progress and achievement are assessed through the correction of homework, oral questioning in class, chapter or topic tests and term examinations. There is some good use made of common tests between cooperating teachers on the team and there is scope for extending this good practice.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The size of the mathematics team should be reduced so as to develop a core team of teachers with mathematics backgrounds, each of whom is allocated significant contact time with a range of mathematics classes.
- It is recommended that year programmes be expanded, identifying and documenting active learning methodologies appropriate to particular topics as well as requirements for supporting materials. It will also be appropriate for their expression in terms of learning outcomes instead of simply programme content.
- Members of the mathematics team should make full use of opportunities provided by linking with feeder primary schools as a means of improving understanding and easing students’ transition to second level.
- It is recommended that all teachers develop clear lesson objectives and communicate these to students as a normal lesson-opening exercise.
- All teachers of mathematics should work towards the incorporation of student activities in their classroom practice.
- The mathematics team should make full use of data on student performance in the Certificate Examinations for planning and review purposes.
Post-evaluation meetings were held with the teachers of Mathematics and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.