EDF5323 · Leading practice in senior mathematics and physics education

Overview

In this unit, you will explore what it means to lead professional practice and innovation in senior secondary mathematics and physics education. You will investigate research-informed approaches to curriculum development, teacher professional learning, and pedagogical improvement, considering how educators can act as change agents within their schools and systems. Drawing on contemporary literature, policy directions, and case studies of effective STEM leadership, you will examine the conditions that support and hinder improvement in mathematics and physics teaching. A key focus of the unit is supporting you to analyse your own professional context and identify opportunities to strengthen practice, collaboration, and equity. You will consider how leadership in STEM education intersects with issues of gender, participation, and social justice, and how teachers can design initiatives that promote inclusive and engaging learning pathways for girls. By the end of the unit, you will be able to use research processes to investigate a local problem of practice, propose evidence-informed solutions, and articulate a personal philosophy for leading improvement in mathematics and physics education.

Offerings

The Handbook publishes no offerings for this unit.

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. analyse research and policy literature relevant to leadership and innovation in senior mathematics and physics education
2. evaluate professional practice challenges and opportunities in your own educational context using evidence-informed frameworks
3. apply research methods to investigate a problem of practice related to senior mathematics or physics teaching and learning
4. design and justify strategies for leading equitable, inclusive and gender-responsive improvements in mathematics and physics education
5. articulate a reflective and research-informed professional identity as a leader in senior STEM education.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.