Negotiating Partnerships in a STEM Teacher Professional Development Program: Applying the STEPS Interpretive Framework

Abstract

This chapter describes the use and modification of the tools of the STEPS Interpretive Framework as part of a teacher professional development program for STEM teachers. The tools were used to assist with establishing partnerships with schools that were important for determining the content, timing and nature of the professional learning program cycles. The use of the Interpretive Framework as a mediating tool that both changes the nature of the activity and is also changed by the activity is discussed.

Appendix 13.1 STEM Program Partnership Negotiation Tool

Deakin University	School H
A. Aims and Rationale
Identify mutual and differing aims and provide rationale
Why be involved in the program? What needs are likely to be met your involvement? · Improve student uptake of mathematics, technology and science by students by improving attitudes, knowledge and skills · Increase science and mathematics teacher capacity and generate knowledge about improving practice · Raise profile of Deakin within Geelong community and as a preferred destination for Geelong students	Why be involved in the program? · To ensure SCHOOL is delivering first class educational opportunities to all students within the STEM areas ·  To build teacher capacity and confidence in the teaching of STEM-related disciplines · To increase student engagement in STEM careers and pathways · To improve student learning outcomes in the areas of maths and science · To improve the uptake of science and mathematics electives and VCE subjects   · To improve student attitudes towards STEM subjects at SCHOOL H, provide more engaging delivery of skills and content What needs are likely to be met by your involvement in the partnership? · The involvement in a strong professional network of math/science teachers · Improved pedagogical practice with STEM-related subjects · An increase in perceived teacher capacity and confidence in the teaching of STEM-related disciplines · A greater awareness and understating of STEM-related career pathways and relevance to real life so that students have a greater understanding of these before they lock in their electives How do you cater for STEM-related subjects in your school? · Science and mathematics taught as compulsory subjects up to and including Year 10 · Science electives made available to students from Year 9 onwards, theoretically enabling students to select subjects in line with their interests · 1:1 laptop program with core and elective ICT subjects taught 7–12 · Excursion opportunities offered to students on occasion · Extensive VCE subjects offered within the STEM areas · Professional development opportunities offered to staff What would you like changed about the way you cater for STEM-related subjects in your school? · Upskilling/regular coaching provided to teachers who are teaching out of method · Real-life, current career pathways integrated into each maths and science topic to emphasise relevance and increase student engagement · Increase in CORE Science time allocation at Yr9 · Possible focus on science disciplines at Yr10 (physics, biology, chemistry and environmental)

B. Institutional and Program Demands
Identify requirements constraints and affordances governing the approach to partnership development
i. Requirements
What requirements do you have that determine involvement? · Report to Skilling the Bay that the Program is progressing adequately · Work in partnership with schools. Deakin representatives, and Geelong industries	What requirements do you have that determine involvement? · Building of an effective team with strong protocols for sharing best practice with others · Cost factors in releasing staff · Staff movement within the middle year’s program · Value-added benefits for staff involved · Clear expectations and guidelines for all involved including timeframes · Collaboration to increase engagement for students through links to the university and industry
ii. Institutional enablers
What structures, processes and HR-related issues will enable this program to run smoothly? · Project Officer as a boundary spanner · Academics will have teaching buy out, experience in science pedagogy and teacher development · STEME team with expertise	What structures, processes and HR-related issues will enable this program to run smoothly? · Time release that is reflective of the importance that is being placed on this to enable implementation · Clear expectations about the commitment expected by the teachers, both in terms of time and workload · Clear expectations and guidelines for all involved including timeframes What can we do to support your school with the teaching of STEM-related subjects? · Provide tried and tested resources · Provide examples of current and in-demand STEM careers · Facilitate access to guest speakers from a range of STEM-related fields · Latest educational research in the areas of best practice teaching methodologies, particularly within STEM subjects · Relating to how students would utilise STEM in the real-world, university units and applications
iii. Institutional constraints
What structures, processes and HR-related issues might threaten or challenge the program running smoothly? · STEM Program constraints—what is on offer: build teacher capacity, · Project Officer spread across 11 schools leads to time constraints · Length of project (2–3 years) · Needs to work within university calendar and activities · Academic commitments beyond the project · Timetabling/staffing issues	What structures, processes and HR-related issues might threaten or challenge the program running smoothly? · The program being an ad-on for time-poor teachers. It will need to be integrated into existing frameworks through ready-to-use resources and easily applied strategies · Currently, SCHOOL H staff are auditing the curriculum against the standards and completely redesigning our approach. Docs this lead to a double up of work? · As we move to adopt CATs as a major form of assessment, this COULD work even better by creating a contextualised approach to tasks. An example could be using professions as a starting base for CATs to be introduced · Could improve the curriculum maps and lesson outlines being designed during professional learning times, which could be discussed at domain meetings—specifically MY How will this program align with your curriculum requirements, teaching program? · STEM career pathways can be easily incorporated “Science as a Human Endeavour” strand of the curriculum · The school and in particular the Middle Years deals well with adapting to change and embraces opportunities. Creating more of an outlook on these subject areas can only support teachers and students in the long term. Time constraints with Curriculum Development and implementation with in the school should be supportive with these tasks, but again, time will tell · The school is supportive of ongoing PL and aligns well with the ongoing improvement to curriculum map focus How does the school structure influence the way the partnership will run? · The MY program at SCHOOL H and the existing Wednesday night meeting structure will enable knowledge to be shared and implementation to be facilitated. However, it is important that this is also extended to the SEALP group Do parents need to be informed? · Not at this early stage. When something more concrete is in place and a student involvement timeline and strategy is in place, then possibly · Parents would only be supportive of these opportunities as they demonstrate that Belmont High School is a proactive school that has strong link with the community and especially future career paths and academia beyond high school

C. Relationships
Negotiate and define value and parameters defining the nature of the partnership
What will you need to contribute to the relationship? What are the limits of the relationship? 1. Provide ongoing professional development to improve teacher capacity to use contemporary STEM practices in science; and 2. Assist school with building student aspirations for STEM-related subject BY Assisting the school to: · Develop engagement STEM-related learning experiences, · Develop curriculum · Increase engagement with industry and Deakin science students as ambassadors for Science and Deakin, and · Access to Deakin SEBE expertise and infrastructure. · Access and utilise industry-based practices and personnel	What are you willing to put into the relationship? What are the limits of the relationship? · Participate in relevant professional development opportunities · Trail strategies provided in professional development · Share resources with relevant teachers What specific key processes, activities and people will be required? · STEM team and Admin meetings · Development of team norms and protocols · Professionals and academics to share best practice. · Collaborating with all involved—sharing of maps, resources, CATs What is expected of teachers and principal? · An understanding of the time constraints and workload of staff · Ongoing support and attendance to develop knowledge and share experiences across the board · Also implementation of subject-based tasks and activities within the school setting · Collaboration with staff not involved in program but teachers within the domain What is expected of the project teacher leaders? · Reporting back from professional development sessions. Sharing resources and strategies obtained · Coordinating the implementation of initiatives · Ongoing support, provide guidance and act as mentors What is the time commitment for teachers and schools? · Participants will have the option of opting in or out of each learning cycle. It is the preferred position that each member commit for the 3 years for maximum benefit What level of involvement will each member have? · Equal and shared · It is expected that the team work in year level pairs and link closely with the other year level pair to ensure consistency in pedagogical delivery Is there benefit in the Deakin team coming to speak to staff/STEM subject teachers? · Couldn’t hurt What sort of communication will work? · Email and regular structured meeting time Who will be involved in planning, teaching, reflection and feedback? · With the right scaffolding and structures, the STEM team can provide opportunity for the years 7 and 8 maths and/or science teachers to contribute to this How will staff be recruited into the program? · Done What should happen throughout the program to ensure everything is on track? · Regular conversations and opportunities to share learnings Should we plan for this to be a long-term or short-term partnership? · Long term How will the teachers interact with university student ambassadors and for what purpose? · Undergrads could come and support teaching and learning in the classroom · University professionals modelling best practice

D. Nature and Quality of the School STEM Improvement
Conceptualise an approach to incorporating STEM practices into schools through interaction with the disciplines
What specific key processes, activities and people will be required? · Suite of Deakin programs · Professional development program—ongoing and blocks · Science contribution · Maths contribution · Resources—REMSTEP units · Staffing—Project Officer, academics, doctoral students, student ambassadors · Industry partners who would be willing to come on board · CADET (Centre for Advanced Design Engineering Technology) · SEBE (School of Science, Engineering, and the Built Environment) · Project Officer: who will work with industries and schools to select STEM practices which need to be applied to classroom and embedded within the curriculum · Evaluation of impact, provide data for research · Pedagogical Strategy · Partnership Strategy	What specific key processes and people will be required? · Domain leaders and other staff within disciplines to support new practice How does the intended program relate to school curriculum? What learning experiences and learning outcomes are expected for the school (science programs, students, teachers, principal)? · Increased engagement and post-compulsory uptake in math and science subjects · Improved student outcomes in numeracy and math What is needed to support the learning outcomes? · Tried and tested strategies and learning resources · Supportive collaborative teams What feedback is needed? How will this be obtained? · Survey students, teacher observations How will the schools obtain evidence of what has occurred? For example, written report, unit plan, student outcomes, presentation · collection of survey data · collation of resources · student and staff anecdotes · CATs|, feedback about tasks