My Mission
To provide schools/teachers with a thoughtful and quality PLD experience which enhances their mathematical curriculum knowledge and pedagogy.
To ensure teachers believe that maths is fascinating, and that teaching maths is fun, by demonstrating the use of existing, high-quality resources, engaging activities and interactive games.
To progress all teachers’ confidence and expertise by modelling effective classroom discourse, alongside using concrete, relational/pictorial, and abstract resources and rich tasks.
To enable every teacher to progress at their own pace, whilst feeling supported, within a nurturung, relaxed environment, knowing that their immediate needs are always met.
My Philosophy
“Teaching is a continual journey...and effective teachers do not master teaching, but rather find themselves in a continuous state of growth and change” (de Freitas, 2010, p. 211)
“The quality of the student-teacher relationship is the keystone for all other aspects of classroom management” (Marzano & Marzano, 2003, p.6)
“A teacher’s job is to never give up on their students...and our goals as teachers should be to improve students’ outcomes – social, cultural and curriculum”( Dalrymple, 2014)
My educational philosophy is based around the following key points:
* A teaching practice should extend beyond the classroom so that each and every student is valued, nurtured and respected. The teacher should ‘know’ the students and learn from them.
* The teacher should communicate openly with students about their learning and incorporate problem solving and innovative pedagogies into their practice.
* Teaching should be value focused to include all aspects of integrity, trust, sincerity and equity.
* Teaching should be all about respectful relationships with high expectations. The opinions and knowledge of the students and the school-wide community should always be valued.
* Learning should always be place-based and sociocultural with the teacher actively involving the learners in their own learning by drawing on their experiences, backgrounds and interests.
In mathematics specifically, teaching should involve encouraging students to be mathematically and statistically confident. Students should be curious learners, critical thinkers and always achieve at their personal best.
“All students will develop their mathematical proficiency and will have the opportunity to view themselves as powerful learners of mathematics”(Anthony & Walshaw, 2007).
At Aspiring Maths PLD I offer:
- An experienced, New Zealand trained, educator with diverse experience including: a tutoring business owner, teaching, lecturing in mathematics and teacher education, a leader of mathematics in two schools, and mentoring teacher trainees and provisionally registered teachers. Also, a researcher, conference presenter, and author of refereed publications. A proven ability to work with teachers at all stages of their teaching journey. An approachable, friendly, professional, and reflective practitioner.
- A Ministry of Education accredited facilitator with Learning Adventures NZ Ltd (ACC1321). A specialist in mathematics, statistics, and numeracy.
- A skilled and knowledgable facilitator with expertise across all mathematics curriculum levels, from school readiness to primary Year 0-8, and Secondary Year 9- 13, including NCEA & Scholarship. Skills in modelling, coaching, and mentoring, as well as, data analyis and creating programmes of work.
- The ability to plan, develop and facilitate quality mathematics professional learning for schools, including in-class or online support and workshops. Able to working collaboratively alongside educators and school leadership, providing a flexible, responsive, needs-based approach.
- Specialist Numeracy knowledge, including the CRA approach, developing mathematical reasoning, and using manipulatives to promote student success, and equitable outcomes for all learners.
- The provision of inclusive, culturally responsive, and differentiated content and interventions to assist teachers with accelerating the learning of students, especially those with specific learning needs, particularly dyscalculia, and those needing enrichment and extension.
What is great Professional Development & Learning?
- Personalized Learning:
PLD should be tailored to meet the specific needs and goals of educators, allowing them to choose relevant topics and methods that resonate with their teaching styles.
- Collaborative Opportunities:
Effective PLD fosters collaboration among educators, encouraging sharing of ideas, resources, and best practices, often through peer observations, workshops, and professional learning communities.
- Ongoing Support and Reflection:
It should provide continuous support and opportunities for reflection, enabling educators to assess their growth, adapt strategies, and implement new approaches in their classrooms effectively.
- Research-Based Practices:
Incorporating evidence-based strategies ensures that the development activities are grounded in effective educational research, leading to meaningful improvements in teaching and learning.
- Integration of Technology:
Utilising technology tools can enhance learning experiences and equip educators with innovative methods to engage students
Overall, great PLD empowers educators to grow professionally and positively impacts student learning outcomes.
Useful resources, websites.
- I use resources from many different providers, I do not endorse one product, but if I feel that a particular resource or product would benefit a teacher/school, I will direct you to them.
- Here are some of my favourites that I use regularly in my business:
Pam Harris - maths is figureoutable
Useful Research articles.
- My Research
Hagan, F. (2017) Mathematics as a secondary subject: the girls' view. Master of Arts - MA, University of Otago https://hdl.handle.net/10523/7561
Hagan, F. (2012) "It’s more active, you move around”: Contrasting girls’ experiences of fabric technology with mathematics at school” accepted for presentation at ICME-12 conference, Seoul, July 2012
Hagan, F. (2005). Reflections on teaching mathematics in an exam-driven school: An autoethnography. In Building connecfions–Research, theory and pracfice: Proceedings of the 28th annual conference of the Mathemafics Educafion Research Group of Australasia (pp. 401-407).
Shannon, F. (2004). Classics counts over calculus: A case study. Mathematics education for the third millennium: Towards 2010, 509-516.
It just doesn’t feel right”: Investigating ‘Mathematical space’ in mathematical classrooms. NZARE (New Zealand Association of Research in Education). National Conference, Dunedin, December 2005.
- Other Research
Hi, I'M FIONA
Fiona Shepherd MA (Dist), PG DipArts (Dist), BSc, Dip Tchng
I am a NZ qualified and experienced teacher of Mathematics and Statistics. I am also an accredited PLD facilitator.
I’ve been teaching for over 30 years in various positions throughout New Zealand.
My Masters' thesis was titled "Mathematics as a Secondary Subject: The Girls' View" where I researched girls' experiences of secondary school mathematics.
This research has informed my teaching practice. I aim to make the teaching and learning of mathematics fun, creative, collaborative, and relevant.
I aspire to break down any barriers to being successful in mathematics.
Don't believe me, believe them
I have thoroughly enjoyed working with Fiona. She quickly sees opportunities to improve practice, helps break the complexities down and gives practical advice and support. Working with Fiona has increased my confidence and improved outcomes for the learners I am lucky to work with. Fiona has gone above and beyond and I am so grateful for her guidance and support.
Megan, Year 7/8 teacher
Fiona has been an outstanding math facilitator at our school. Her innovative teaching methods and dedication to student success have profoundly impacted our understanding and appreciation of mathematics. Fiona creates a supportive and engaging learning environment, encouraging students to explore concepts deeply while building their confidence.
Her ability to tailor lessons to diverse learning styles and foster collaborative problem-solving has made math more accessible and enjoyable for all of us. I wholeheartedly recommend Fiona for any position or opportunity, as her passion for teaching and commitment to student growth are truly exceptional.
Dave, HOD Mathematics
Our math facilitator, Fiona, transformed the way we approached problem-solving, making complex concepts accessible and engaging for every student. Through interactive workshops and personalised support, she fostered a collaborative learning environment that inspired confidence and curiosity. Her dedication not only improved our math skills but also ignited a passion for learning that will stay with us for years to come.
Gillian, Mathematics Lead
Fiona has been an invaluable support in my professional development, guiding me from a pre-registered teacher to becoming a Head of Department. Her extensive knowledge of curriculum design, paired with her ability to explore a wide range of often overlooked resources, has greatly enhanced my teaching practice. Fiona’s patience and compassion shine through, both in her work with students and in her support for educators. Whether assisting with remedial mathematics or higher-level calculus and statistics, she consistently finds the best approaches and resources to meet the needs of both teacher and student.
Nick, HOD Maths
I would like to personally recommend and endorse Fiona both as a maths teacher and as a tutor. My daughter experienced her as a classroom teacher and also as a Maths Tutor. She helped relieve the anxiety and created a fun stress-free environment, where she could learn and feel confident about math.
I am a RTLB and I regularly chat with Fiona about the games she shares and for support with tricky cases where I need support with an intervention.
Kerren, RTLB Teacher
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