Time, Resources, Information Overload and Classroom Management: Issues surrounding Professional Development Janette Bobis University of Sydney <j.bobis@edfac.usyd.edu.au> This paper reports findings from the case study component of an investigation designed to evaluate the impact of the Count Me In Too early numeracy program in Years 3 and 4 classrooms. Initial anecdotal evidence indicated that the implementation of the program was more difficult than for the corresponding implementation in Kindergarten to Year 2 classrooms. Through the voices of case study teachers, issues surrounding the implementation of the program and potential barriers to professional development emerge and are explored. Interestingly, suggestions as to how some issues are dealt with and how barriers may be overcome are provided by the teachers themselves. The study reported here is part of a larger study conducted on behalf of the NSW Department of Education and Training (DET) to evaluate the implementation phase of its numeracy program, Count Me In Too, for teachers of Stage 2 (7 to 10 year old) students. (Bobis, 2003). Investigations designed to assess the impact of Count Me In Too (CMIT) on teachers and children have been reported at previous MERGA conferences. Since many of these reports contain detailed descriptions of various aspects of the program (e.g., Bobis & Gould, 1998; Wright, 1998) they will not be repeated here. Instead, a brief introduction to the program is provided along with a rationale for the current study based on the program’s main aims and findings of previous investigations. Background to the Study From its origins, the CMIT model of professional development melded findings from two different but related areas of research—one concerned with how children learn mathematics, and the other, concerned with how teachers learn best. Consequently, its aims have been to help teachers understand children’s mathematical development and to improve children’s achievement in mathematics. CMIT has been operating in NSW government schools since 1996. Initially, it focused on number knowledge and strategies of children in the first three years of school, however, the program now encompasses the space and measurement strands and has been formally implemented in Stage 2 (Years 3 and 4) classrooms. Systematic research-based evaluations have indicated that the program has been successful in its aims (Bobis, 2001; Mitchelmore & White, 2003). As the program has moved into Year 3 and 4 classrooms, the nature of support provided by DET changed. In particular, there was a change of focus in the type of classroom-based support offered. While implementation in K-2 classes normally involved a mathematics consultant making regular visits to classrooms to conduct demonstration lessons or team teach with the classroom teacher, Year 3 and 4 teachers often relied on the implementation experiences of their Stage 1 staff and had limited direct contact with consultants. Additionally, consultants felt that resistance to the program by Stage 2 teachers was more noticeable than previously experienced with its K-2 implementation. Hence, initial anecdotal feedback about these and other aspects of the Stage 2 implementation, raised concerns about the momentum of the program. The aim of the 103