Year
2024Credit points
10Campus offering
Prerequisites
Nil
Unit rationale, description and aim
Challenges associated with disruptive phenomena such as COVID-19, climate change and food insecurity have highlighted the need for a STEM-capable workforce and a scientifically literate society. This requires school leadership that seeks to promote a positive science in STEM culture in schools. Science leadership should be formed by discipline knowledge and an understanding of evidence-based pedagogies.
In this unit, participants will develop the knowledge and skills required to provide effective leadership of science taught within the context of STEM education, This includes the design and implementation of science-active STEM activities tailored to their school contexts. The unit focuses on research-informed approaches to teaching and learning that support the central role of science in STEM education. These approaches are guided by the principles of equity, inclusion, and social justice, which are also key to considerations of socio-scientific issues.
The aim of this unit is to develop participants’ leadership capability in relation to science teaching and learning within the context of STEM education. This includes the development of evidence-based pedagogical approaches.to teaching science concepts, procedures and proficiencies.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate an understanding of evidence-based teaching, and learning practices that promote science discipline knowledge within the context of STEM education. | GC1, GC2, GC9, GC11 |
| LO2 | Evaluate science teaching and learning practices that are appropriate for specific school or classroom STEM contexts. | GC1, GC2, GC7, GC9 |
| LO3 | Identify the capabilities required for effective leadership of science teaching and learning within STEM contexts, including how to support the professional learning needs of the school community. | GC2, GC7, GC8, GC10 |
| LO4 | Evaluate the effectiveness of school science active STEM initiatives in schools. | GC2, GC7, GC9, GC11 |
Australian Professional Standards for Teachers - Highly Accomplished
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Highly Accomplished standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(HA)1.2 | Expand understanding of how students learn using research and workplace knowledge. | LO2 |
| APST(HA)2.1 | Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. | LO2 |
| APST(HA)2.2 | Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. | LO1 |
| APST(HA)2.3 | Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. | LO1 |
| APST(HA)3.2 | Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. | LO3, LO4 |
| APST(HA)3.3 | Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. | LO1 |
| APST(HA)3.4 | Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning. | LO1 |
| APST(HA)6.1 | Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice. | LO2, LO3, LO4 |
| APST(HA)6.2 | Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable. | LO2, LO3, LO4 |
| APST(HA)6.3 | Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. | LO3, LO4 |
| APST(HA)6.4 | Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. | LO1, LO3, LO4 |
| APST(HA)7.4 | Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. | LO4 |
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(Lead)1.2 | Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. | LO2 |
| APST(Lead)2.1 | Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. | LO2 |
| APST(Lead)2.2 | Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. | LO1 |
| APST(Lead)2.3 | Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements. | LO1 |
| APST(Lead)3.2 | Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. | LO3, LO4 |
| APST(Lead)3.3 | Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking | LO1 |
| APST(Lead)3.4 | Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. | LO1 |
| APST(Lead)6.1 | Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. | LO2, LO3, LO4 |
| APST(Lead)6.2 | Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. | LO2, LO3, LO4 |
| APST(Lead)6.3 | Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. | LO1, LO3, LO4 |
| APST(Lead)6.4 | Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning. | LO1, LO3, LO4 |
| APST(Lead)7.4 | Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities. | LO2, LO4 |
Content
Topics will include:
MODULE 1 – Building leadership in STEM education
- Enacting STEM education in schools – from a focus on individual disciplines to integration.
- Development of a STEM-positive school culture using socio-scientific issues (SSI) as a stimulus for teaching and learning.
- Introduction to the STEM capability model.
- Role of relational trust and its importance in leading science teaching and learning within the context of STEM.
MODULE 2 – Essential capabilities for science leadership within the context of STEM education
- The demands of a science in STEM literate society
- Principles and practices of science leadership in schools, including approaches to addressing equity, inclusion and social justice.
- STEM identity in the science/STEM context
- Whole school approaches to science teaching and learning, including the centrality of access and inclusion
MODULE 3 – Developing a shared understanding of the S in STEM
- Principles of teaching/learning science in STEM contexts including the use of digital resources.
- Pedagogical practices that promote science problem-solving, critical thinking and project-based learning when teaching science in an integrated STEM Education.in STEM contexts.
- Evidence-based practices for promoting science learning in STEM contexts.
MODULE 4 – Leading planning and teaching the S in STEM
- Using data to determine whole school directions.
- Planning and evaluating sequences of learning activities when teaching science in STEM classrooms.
- Understanding and using principles and practices of school-based professional learning including the role of feedback and coaching practices.
- Identification and evaluation of a range of resources for science teaching and learning within the context of STEM education.
- Promoting collaborations – school community industry partners
Learning and teaching strategy and rationale
This unit is offered online and will be supported by a learning management site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is utilised to support students in their exploration and demonstration of achievement of the unit’s identified learning outcomes. A range of asynchronous learning strategies will be used, including recorded lectures, self-directed learning activities, experiential learning and authentic problem-solving.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total.
To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, online discussion, and assignments.
Assessment strategy and rationale
Students engage in recorded lectures and activities where reflective practices will be encouraged. During these sessions, students will obtain knowledge and understanding and develop new ways to lead the integration of STEM into the science classroom. The assessment tasks are used to meet the unit learning outcomes and develop graduate capabilities and professional standards and criteria consistent with the university assessment requirements.
The multiple quizzes in the unit provide an opportunity to demonstrate their conceptual understanding of leading in STEM. The written task involves creating a comprehensive evidence-based professional learning plan that focuses on enhancing science teaching and learning within STEM contexts. It emphasises the leadership rationale necessary to effectively design and facilitate a professional learning plan. In order to pass this unit, students are required to pass each assessment task.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Complete short answers that demonstrates your understanding of the unit content including: • the role of science in STEM education • approaches to promoting science capability within STEM contexts, including investigative approaches • pedagogical practices that promote science problem solving, and critical thinking within STEM contexts • principles and practices of science leadership in science-active STEM schools and classrooms | 50% | LO1, LO2, LO3 | GC1, GC2, GC7, GC8, GC9, GC10, GC11 | APST(HA)1.2, APST(HA)2.1, APST(HA)2.2, APST(HA)2.3, APST(HA)3.2, APST(HA)3.4, APST(HA)6.1, APST(HA)6.2, APST(HA)6.3, APST(HA)6.4, APST(HA)7.4, APST(Lead)1.2, APST(Lead)2.1, APST(Lead)2.2, APST(Lead)2.3, APST(Lead)3.2, APST(Lead)3.3, APST(Lead)3.4, APST(Lead)6.1, APST(Lead)6.2, APST(Lead)6.3, APST(Lead)6.4, APST(Lead)7.4 |
Assessment Task 2: Professional Learning Plan Design an evidence-based Professional Learning (PL) Plan that articulates and justifies the leadership reasoning required to effectively plan, facilitate, and evaluate teacher professional learning about science teaching and learning in STEM contexts for one school term (10 weeks). The PL plan must clearly describe how to develop a STEM-positive school culture through leadership focused on quality teaching and learning. The plan should be underpinned by the dimensions and elements of the STEM capability model explored in this unit. The plan should include: • A short summary of your school’s strategic improvement goals and direction for science teaching and learning education within a STEM context. • A rationale for a school-wide approach for teaching and learning science within STEM contexts and how teacher professional learning will support the development and maintenance of a positive science-active STEM school culture. • Details of the professional learning program, including content and sequence, resources/tools, and specific leadership actions required to enact the PL plan over a period of 10 weeks. • The identification of criteria and strategies for evaluating the effectiveness of the PL plan. | 50% | LO1, LO3, LO4 | GC1, GC2, GC7, GC8, GC9, GC10, GC11 | APST(HA)2.2, APST(HA)2.3, APST(HA)3.2, APST(HA)3.3, APST(HA)3.4, APST(HA)6.1, APST(HA)6.2, APST(HA)6.3, APST(HA)6.4, APST(HA)7.4, APST(Lead)2.2, APST(Lead)2.3, APST(Lead)3.2, APST(Lead)3.3, APST(Lead)3.4, APST(Lead)6.1, APST(Lead)6.2, APST(Lead)6.3, APST(Lead)6.4, APST(Lead)7.4 |
Representative texts and references
Barkatsas, T., Carr, N., & Cooper, G. (Eds.). (2019). STEM education: An emerging field of inquiry. Brill.
El Nagdi, M., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International Journal of STEM Education, 5(1.tps://doi.org/10.1186/s40594-018-0136
Falloon, G., Stevenson, M., Beswick, K., Fraser, S., & Geiger, V. (2021). Building STEM in schools: An Australian cross-case analysis. Educational Technology & Society, 24(4), 110–122.
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM Education in the Primary School: A Teacher’s Toolkit. Cambridge University Press.
Feser, M. S., & Haak, I. (2023). Key features of teacher identity: A systematic meta-review study with special focus on teachers of science or science-related subjects. Studies in Science Education, 59(2), 1–34. https://doi.org/10.1080/03057267.2022.2108644
Geesa, Stith, K. M., & Rose, M. A. (2022). Preparing school and district leaders for success in developing and facilitating integrative STEM in higher education. Journal of Research on Leadership Education, 17(2), 139–159. https://doi.org/10.1177/1942775120962148
Geiger, V., Beswick, K., Fraser, S., & Holland-Twining, B. (2023). A model for principals' STEM leadership capability. British Educational Research Journal, 00, 1– 25. https://doi.org/10.1002/berj.3873
Hobbs, L., Cripps Clark, J., & Plant, B. (2018). Successful students – STEM program: Teacher learning through a multifaceted vision for STEM education. In R. Jorgensen & K. Larkin (Eds.), STEM education in the junior secondary (pp. 133–168). Springer.
Jorgensen, R., & Larkin, K. (2018). STEM Education in the junior secondary: The state of play. Springer.
Moore, T. J., Johnston, A. C., & Glancy, A. W. (2020). STEM Integration: A synthesis of conceptual frameworks and definitions. In C. Johnson, M. Mohr-Schroeder, T. Moore & L. English (Eds.), Handbook of Research on STEM education (pp. 3-16). Routledge.