Skip to content
Professional Learning in 2024
Thank you for taking the time to
complete
this brief survey to provide your feedback on professional learning from STAV in 2024.
1.
About you. Please check
all
of the following that
apply
to you.
I am...
A classroom teacher
A laboratory technician
A science learning area leader
A school leader
An academic
Studying to become a qualified teacher
An early career teacher
An experienced teacher
Working in a primary school
Working in a secondary school
A VCE teacher
Teaching out of field in science
A current STAV individual member
At a school that is a STAV School member
In or near Melbourne
In regional Victoria
2.
How strongly would
you value
professional learning on the following
topics
in 2024?
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Cognitive science in science
- e.g. working with memory, cognitive load, retrieval, worked examples
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Student independence and agency in science
- e.g. metacognition, scaffolding, effective study skills
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Leading science in your school
- e.g. leading teams, managing laboratories/safety, leading science curriculum
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Misconceptions in science
- e.g. identifying misconceptions, strategies for addressing misconceptions
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Literacy in science
- e.g. building vocabulary, scaffolding writing, reading for understanding
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Responsive/adaptive teaching in science
- e.g. developing learning outcomes, anticipating barriers, formative/diagnostic assessment, adapting in the moment
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Scientific investigations
- e.g. developing student' knowledge and skills, planning effective practical work, building student independence
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
VCE subject masterclass
- e.g. for new, out of field, or refreshing knowledge of specific VCE science subjects
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
STEM pedagogy
- e.g. what is STEM pedagogy, aligning to curriculum and assessment, collaborating with other areas
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Incorporating First Nations knowledge
- e.g. how to do so appropriately, examples of content links, key resources
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Victorian Curriculum 2.0 implementation
- e.g. unpacking changes, planning new curriculum in your school, examples of implementation (after curriculum is released mid year)
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Victorian Curriculum 2.0 knowledge
- e.g. focus on biological, earth & space, physical, chemical sciences (or equivalent)
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Victorian Curriculum 2.0 human endeavour
- e.g. focus on how to effectively embed science as human endeavour (or equivalent)
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
Victorian Curriculum 2.0 investigations
- e.g. focus on science inquiry skills (or equivalent)
0 - Of no value to me
1 - Unsure of value
2 - Somewhat valuable to me
3 - Valuable to me
4 - Very valuable to me
3.
How
important
are the following
features
in professional learning to you?
0 - Not at all important
1 - Low importance
2 - Somewhat important
3 - Important
4 - Very important (essential)
Informed by research evidence
0 - Not at all important
1 - Low importance
2 - Somewhat important
3 - Important
4 - Very important (essential)
Linked directly to specific areas of the curriculum
0 - Not at all important
1 - Low importance
2 - Somewhat important
3 - Important
4 - Very important (essential)
Including examples of classroom practice
0 - Not at all important
1 - Low importance
2 - Somewhat important
3 - Important
4 - Very important (essential)
Opportunities for discussion with peers
0 - Not at all important
1 - Low importance
2 - Somewhat important
3 - Important
4 - Very important (essential)
Opportunities for feedback and reflection
0 - Not at all important
1 - Low importance
2 - Somewhat important
3 - Important
4 - Very important (essential)
Support from follow-up coaching
0 - Not at all important
1 - Low importance
2 - Somewhat important
3 - Important
4 - Very important (essential)
4.
Which
formats
of professional learning would be best for you?
0 - A definite no
1 - Unsure about this format
2 - An acceptable format
3 - A good format
4 - A very good format (preferred)
Face to face
- e.g. conferences, specific PL events
0 - A definite no
1 - Unsure about this format
2 - An acceptable format
3 - A good format
4 - A very good format (preferred)
Online
- run live via video conferencing such as Zoom or similar
0 - A definite no
1 - Unsure about this format
2 - An acceptable format
3 - A good format
4 - A very good format (preferred)
Blended
- mixture of face-to-face and online
0 - A definite no
1 - Unsure about this format
2 - An acceptable format
3 - A good format
4 - A very good format (preferred)
On-demand
- pre recorded videos and resources available online to access at a time that suits you
0 - A definite no
1 - Unsure about this format
2 - An acceptable format
3 - A good format
4 - A very good format (preferred)
5.
Which
locations
of face-to-face professional learning would be best for you?
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Melbourne CBD
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Melbourne Western Suburbs
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Melbourne Northern Suburbs
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Melbourne South-Eastern Suburbs
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Geelong
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Ballarat
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Bendigo
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Shepparton
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Wangaratta
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Moe
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Bairnsdale
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Mildura
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
Other regional centre
0 - A definite no
1 - Probably not this location
2 - An acceptable location
3 - A good location
4 - A very good location (preferred)
6.
Which
timing
of professional learning would be best for you?
0 - A definite no
1 - Unsure about this time
2 - An acceptable time
3 - A good time
4 - A very good time (preferred)
During teaching hours (part day)
- e.g. morning or afternoon
0 - A definite no
1 - Unsure about this time
2 - An acceptable time
3 - A good time
4 - A very good time (preferred)
During teaching hours (full day)
- e.g. 9am-4pm
0 - A definite no
1 - Unsure about this time
2 - An acceptable time
3 - A good time
4 - A very good time (preferred)
Outside teaching hours (afternoon)
- e.g. 4pm-5pm
0 - A definite no
1 - Unsure about this time
2 - An acceptable time
3 - A good time
4 - A very good time (preferred)
Outside school hours (evening)
- e.g. 7pm-8pm
0 - A definite no
1 - Unsure about this time
2 - An acceptable time
3 - A good time
4 - A very good time (preferred)
Outside school hours (weekend)
- e.g. Saturday morning
0 - A definite no
1 - Unsure about this time
2 - An acceptable time
3 - A good time
4 - A very good time (preferred)
Outside school hours (during breaks)
- e.g. a weekday during the holidays (not summer)
0 - A definite no
1 - Unsure about this time
2 - An acceptable time
3 - A good time
4 - A very good time (preferred)
7.
How likely are you be able to attend science related professional learning in 2024
(your best guess considering many factors such as school release, cost, workload)?
0 - A definite no
1 - A very slight chance
2 - It is possible
3 - Probably yes
4 - Definitely yes
0 - A definite no
1 - A very slight chance
2 - It is possible
3 - Probably yes
4 - Definitely yes
8.
Is there any other input you'd like to provide to STAV regarding professional learning in 2024?
Current Progress,
0 of 8 answered