The PASL project was sponsored by the Department of Education, Skills and Employment as part of the Australian Government's commitment towards increasing the STEM capability of schools and enrolments in STEM-related subjects; two major factors in fostering the capabilities young Australians need to live and work in a globalised and rapidly changing world.
Principals are key to creating environments in which teachers can succeed in improving students STEM learning outcomes. While there is an increasing array of resources that focus on developing STEM skills for both students and teachers, few are relevant to the work of principals.
The PASL project has generated evidence-based resources for principals aimed at supporting whole-of-school STEM engagement and improved learning outcomes.
PASL resources consist of three flexible professional learning programs designed to build on principals' existing leadership capabilities and enable them to provide effective leadership in STEM education.
Building the Evidence Base for Improved STEM Learning
PASL
Objective 1
Determine best-practice and document evidence-based approaches that enhance student STEM engagement and learning outcomes through the professional development of principals as STEM leaders.
PASL
Objective 2
Develop high-quality and accessible resources for principals to: build an understanding of the concepts, skills, and practices related to STEM disciplines; effectively lead initiatives promoting STEM teaching and learning; and foster a STEM positive school culture.
PASL
Objective 3
Evaluate the impact of PASL resources and share lessons learned through the project to inform policy and practice.
Project principles
PASL resources were co-designed by national principal representatives and academics with relevant expertise, then trialled with principals in a wide range of educational contexts. The Principals as STEM Leaders professional learning programs are based on the following key principles:
PASL programs are flexible
All
three programs have been designed to enable principals to work with
practices and policies already in place within their schools and
jurisdiction, for example, particular models of professional learning
communities, or different approaches to school improvement.
PASL programs align with the Australian Institute for Teaching and School Leadership Standards (AITSL)
Each program and its respective modules are aligned with the demands of the Australian Curriculum. PASL resources do not privilege any particular model of STEM and recognise that any integration of the component disciplines must accommodate the requirements of the Australian Curriculum.
PASL programs are inclusive
All programs accommodate the different ways in which STEM is enacted throughout Australia. Accordingly, PASL resources provide the basis for professional learning that complements leadership models that are currently in use within Australian schools.
PASL is a consortium led by the University of Tasmania.
The project was implemented in partnership with the Australian Catholic University and the support of five additional Australian universities and Australia's two peak Principals Associations.
PASL is sponsored by the Department of Education, Skills and Employment (DESE).
The project took place over three years [2018 – 2020]. All professional learning resources are freely available to Australian school principals and the general public. More information about PASL is available via the links below.
A desktop audit of Australian STEM education initiatives
This audit was designed to inform the development of PASL resources and provide a comprehensive resource for principals and teachers.
Read MoreEvidence & Research
The capabilities that underpin the three programs are illustrated through five case studies. These case studies provide insight into the role that leadership played in improving STEM teaching and learning outcomes in each school, including the challenges, opportunities, and key decisions that were taken in progressing strategies for success.
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