Sparking new STEM practices in Teacher Development Schools
STEM Innovation Partnerships
With Department of education, Western Australia
Nations around the world are turning their attention to science, technology, engineering and mathematics (STEM) education as a means of addressing the diverse economic and social challenges they face in the 21st Century. In Australia, the need for graduates with the qualifications, skills and passion for STEM roles is rapidly increasing.
A group of schools in Western Australia have been working collaboratively to increase both achievement and engagement in STEM subjects – and to spread new practices across the state and beyond.
7% of Year 8 students
considered to be ‘advanced’ in maths and science, compared to 54% in Singapore
25% of Year 8 students
say they like science, and only 16% say they like maths
Lowest in 20 years
levels of participation in STEM subjects in Australian schools
44% of employers
report difficulties in recruiting workers with the necessary STEM qualifications
Jobs requiring science, technology, engineering and maths (STEM) skills have grown at about 1.5 times the rate of other jobs in recent years, but around 44% of employers report difficulties in recruiting workers with the necessary STEM qualifications. Alongside this, advances in automation are seeing large numbers of low and medium-skilled roles disappear, and significant growth in areas that demand both high mathematics skills and high social skills. But, despite the growing demand for STEM skills from employers, Australian students are on the whole falling behind. In the 2012 PISA results, Australia ranked 19th in the world on maths performance and 16th in science.
“The 20-year slide in maths and science learning is a national challenge that requires a national response. We cannot afford another 20 years of stagnation. The answer is not to do more of the same.” Geoff Masters, Australian Council for Educational Research Chief Executive
How might we re-engage both learners and teachers in STEM? How can we ignite their interest, demonstrate relevance and connection, build new skills and increase participation and achievement throughout schooling and tertiary education?
The Department of Education in Western Australia believe that, if we are to increase participation and performance in STEM, we must find new ways to deeply engage students through the design of compelling new professional practices. Within Teacher Development School STEM Partnerships, schools are learning and working together on this issue, and also engaging a range of external partners.
collaborated in the first year on the design of innovative STEM learning practices
90% of schools
have seen their practice change as a result of engaging in the TDS STEM Innovation Partnerships
joined the TDS STEM Innovation Partnerships in 2017
taking part in a user-centred design process throughout 2018, aimed at designing programs and practices that address the unmet needs of learners
© Department of Education, Western Australia
Working together, schools within the TDS STEM partnerships have undertaken user-centred research into the challenges faced by learners, and developed enquiry questions to guide STEM-focused practice explorations. The schools are using disciplined innovation methods to generate and test radical new practices, and have taken part in a rapid design process to create tools that can support the scaling of these practices in new contexts.
“We have developed STEM and Technology partnerships with schools, businesses, Scitech and universities and digital action research with primary schools. We were also sponsored by Deloitte during Arcadia and had the Science and Innovation Activation Space where we had over a 1000 students from schools visit. We held a highly successful ‘hands on’ Tech Day with Scitech in partnership with Curtin University who we invited to collaborate with us. Over 100 people attended and we had to turn people away when it was full.” Cecil Andrews Senior High School
Partnerships not only between schools, but also with the community, parents and industry are essential if we are to capture learner interest and imagination through STEM, and increase both academic performance and engagement. To ensure their innovations can benefit many more learners beyond their own walls, schools within the partnerships are currently focusing on the development of relationships with external organisations, and also with other schools with similar interests and ambitions.
The success of Innovation Partnerships has led the Department of Education to broaden its focus beyond STEM, in order to achieve impact at scale across the system. Expansion of the program in 2018 has opened up opportunities to grow the innovation capability of schools with a focus on building expertise and deepening impact in digital technology, engagement and retention in secondary schooling, and supporting outcomes for Indigenous learners. Throughout 2018, twenty-seven schools will be immersed in a user-centred design process aimed at helping them to design programs and practices that address the unmet needs of learners relevant to their area of focus.
“The partnership has allowed us to gain a future focussed vision of our teaching and learning practices for 2017. It has encouraged critical and creative thinking skills not only for staff but for students and it has brought about a whole systems change whereby we now plan and teach collaboratively with a focus on 21st century learning.” Coolbina Primary School