Participating in the Teaching Excellence Program has been a transformative professional experience, offering me valuable networking opportunities and access to innovative strategies to refine the way I design learning for students. The discipline sessions gave me the time and space to consider not only what I teach in mathematics, but why and how I teach it.

The program fostered a culture of inquiry, inspiring both collaborative and independent learning. I chose to explore ways to deepen student engagement in mathematics by strengthening learner identity and confidence, and by designing curriculum that is contextualised and meaningful.

A central part of this work has been positioning students as change agents, showing how mathematical reasoning can be used to address real-world social justice issues. In doing so, students begin to see themselves reflected in the curriculum, realising that their voices, experiences, and perspectives matter in mathematics. This strengthens their learner identity and helps to challenge misconceptions such as “I’m not a maths person.”

The collaborative nature of the program has been invaluable. Engaging with colleagues across schools and systems has broadened my perspective on how mathematics is taught in different contexts. Hearing diverse approaches has reinforced the importance of adaptability and differentiation in maths education. 

The Teaching Excellence Program has strengthened my identity as a teacher of mathematics who is committed to both discipline knowledge and student agency and allowed me to connect with like-minded educators. I leave the program with renewed energy to create learning experiences that not only build proficiency but also inspire curiosity, persistence, and confidence in mathematics.

Jenna Dore
Director of Senior Learning