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School Reform in Rural Australia: Developing Adaptive Solutions to Systemic Challenges for Teachers of Mathematics
Book chapter

School Reform in Rural Australia: Developing Adaptive Solutions to Systemic Challenges for Teachers of Mathematics

Geoff Woolcott, Lewes Peddell, Tony Yeigh, Royce Willis, Christos Markopoulos, David Ellis, David Lynch and Vinh Bui
Rural School Turnaround and Reform: Its Hard Work!, pp.195-219
Contemporary Perspectives on School Turnaround and Reform, Emerald Publishing Limited
2021
DOI: https://doi.org/10.1108/978-1-64802-675-120251013

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Abstract

This chapter outlines the development of an adaptive solutions approach to the systemic challenges of school turnaround and reform in the local systems contexts typical of rural1 Australia, exemplified by challenges in mathematics education. These adaptive solutions are developed within planned projects to support interventions “in-system” within particular contexts, with those interventions also embracing connections to outsidesystem elements (e.g., professional associations and government bodies). As discussed in this chapter, these solutions are designed to develop interconnected, collaborative networks that support teachers in developing their professional identity through a purpose-designed teacher of mathematics2 identity (ToMI) framework (Lynch et al., 2020) and an associated online support system (OSS; Bui et al., 2020). The ToMI framework and the OSS serve to frame interventions as part of an ongoing longitudinal project, Regional Teachers of Mathematics Networks (RTMN), being undertaken in Australia conjointly by Southern Cross University (SCU) and the Mathematical Association of New South Wales (MANSW, a professional association of mathematics educators that is dedicated to improving the quality of mathematics education and learning throughout the state of NSW).

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