In 2013 following a long partnership with the University of KwaZulu-Natal, CASME relocated to its own, independent centre in Pinetown. The premises have been established to serve as the operational base and CASME head office. The centre includes a Teachers’ Lounge, e-Learning Study Centre, Science Teachers’ Resource Centre and a number of teacher training venues with the aim of providing a dedicated professional learning and networking hub for mathematics and science teachers and learners.
With teachers at the centre of our change theory the following outlines the focus of support provided
In-class support and development ensuring that teachers:
Know the subject
Understand learner needs
Plan for assessment
Love teaching and have positive attitude towards teaching
Schools are supported to:
Promote effective classroom practice
Change from inside out
Promote ICT supported pedagogy
Peer Group Support (Professional Learning Communities in school and in clusters)
Resources Advocate and share Open Education Resources to improve accessibility and promote life-long learning and connect schools with Resource Centre to promote access to science equipment for practical teaching and learning.
Assessment Critical in our model of teacher support is the sharing assessment best practices including but not limited to strategies and skills for diagnostic, formative assessment and support with implementation of appropriate standards and cognitive demand.
The format of support varies and is tailored to the unique circumstances of each school or cluster of schools and can include all or a combination of:
Just-in-Time Workshops for each phase in Mathematics and Science at the start of Terms 1, 2 and 3
In-school mentoring sessions for each phase in Mathematics and Science during Terms 1, 2 and 3
Ongoing support for participation in professional associations and professional learning community activities during Just-in-Time Workshops and In-School Mentoring
Resources for teaching and learning developed for and by teachers during Workshops and Mentorship sessions
The Just-in-Time Workshops will focus on a combination of content, pedagogy and ICT integration. One component of the training focuses on the application of diagnostic assessments for concept knowledge gap analysis along with the provision and/or development of learning skills and remediation strategies.
The In-school Mentorship includes modelling of best practices, critical reflection of observed lessons and facilitated planning and professional support sessions. The approach builds internal school capacity for effectively managing and implementing its own curriculum delivery.