Rob Proffitt-White

Math and Numeracy Director

Rob is a respected and experienced change catalyst in translating research into everyday classroom routines and resources. His international teaching background (UK, Kuwait, Victoria, Queensland and now Aotearoa NZ) and multiple roles (teacher, mentor, University tutor, government consultant and coach) continue to develop his capacity for designing and delivering high impact mathematics professional learning experiences to fellow teachers through supportive and collaborative networks.

Rob is first and foremost a primary school teacher who continues to develop innovative and creative ways in supporting teachers to plan, teach and assess all mathematical proficiencies. His ability and methods to translate research into every day classroom practices have resulted in Australian awards and accolades and research articles on the impact of his work with teachers. His experiences working alongside teachers and school leaders as a Queensland Government Mathematics advisor and his work with schools across Aotearoa, has inspired teachers to become more discerning users of commercial resources and research findings, lessening the burden of being overwhelmed that countless teachers reported. His refreshed approach to in-school support has both empowered and resonated with teachers, leading them to marked improvements in teacher confidence and student disposition and performance.

Rob has also been invited to hold a variety of positions within education to enable more teachers to work alongside him. These positions have included

2009 – 2011 National Numeracy Mentor Australia
2011 – 2019 Principal Education Advisor – Australian Curriculum Mathematics
2012 – 2018 Sessional Lecturer – BEd Central Queensland University
2020 Deputy Principal: Beckenham te kura O Puroto School
2021 Maths Director: The Learner First

In 2021 he joined The Learner First team to work on further developing their mathematical understandings to better promote well-being as a state of mind through self-understanding, connection, knowledge, and competency. Rob continues to work alongside ministries, districts and schools across Aotearoa New Zealand, Australia, Dubai and the United States making mathematics more accessible and enjoyable for all learners; teachers and students.

Published Articles

Putting Teachers First: Leading Change Through Design – Initiating and Sustaining Effective Teaching of Mathematics
(2017)
Sustaining and Scaling Up Professional Development in Maths
Published in Mathematics Teacher Education and Development (2018)

This was one of the best PLD sessions we have had in a very long time, especially around Maths’ learning. Your modelling sessions were invaluable (especially as I got to reflect on my own students as you worked with them) Your enthusiasm for the subject, specifically also your understanding of the role of the teacher, along with curriculum confusion and overload, made you so incredibly easy to relate to and learn from.

Heidi Olykan Teacher | Upper Moutere School

I have no doubt that teachers who incorporate Rob’s approaches to emphasise problem solving and reasoning into their existing repertoire will enhance the engagement and learning of their students. Not only does [Rob’s] approach have potential for making the maths more meaningful and transferrable, but also contributing to a better student understanding of those other strands. Your model of leadership and fostering teaching improvement is worth sharing to further facilitate mathematics being seen as accessible and enjoyable.

Peter SullivanEmeritus Professor of Mathematics | Monash University

Rob, thank you specially for an inspiring day! You provided a huge, huge reassurance, a way forward and so much thinking material for us all. You delivered beautifully on our chosen focus of basic facts and kept them in perspective for us all.

Ali Principal | Ngatimoti School

The Fraction ideas were so valuable. The enthusiasm and positivity in the class was great to see, as it gave power to my kids and gave them a chance to draw on and explain their thinking. I also loved seeing how to adapt activities- modelling how we can take them up and down levels- whilst maintaining the challenge for all kids.

TeacherGleniti School | Canterbury- New Zealand

These chances to observe have been great affirmation for me, especially the shifts in the “power dynamics” of who previously was deemed “good at maths”. This is something I have never had before and to know I am doing it correctly has made my more motivated to go that little bit further.

TeacherTimaru South School | Canterbury- New Zealand

TLF Maths Support

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