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STEM-X Academy, 2018; An Exhilarating, Enlightening X-perience! (continued)
course, but were not selected due to space limitations, but also
to be used as an essential ingredient of the graduation of new
schoolteachers – certainly those teaching STEM subjects!
and a Principal at one of NSW’s disadvantaged schools, he has
expressed interest and support for this, and various other novel
ideas. Despite efforts to speak to either Mr Adrian Picolli or Mr
Rob Stokes I have been unable to meet with them to discuss
such proposals.
In the opposite direction, beyond the High Court the avenue
continues on the far side of Lake Burley Griiffin to the War
Memorial and the Lookout
The Lower House - for some reason appears more grey than
green. Subsequently we held a mock debate in a special hall -
behaved better than the usual mob
This is not simply for the provision of knowledge, skills and
practice. All of us STEM-Xers were required to join a special
closed Facebook Group (including me, for the first time ever).
Since our amazing week finished on 12th January the group has
been networking continually. Members are exchanging photos,
ideas, plans, asking for equipment, offering support, right across
Australia.
However, arranging the establishment of a viable ‘Teachers’
Fellowship’ across Australia must inevitably be the province of
ASTA. The STEM-X experience has demonstrated that school
teachers are an Australia-wide asset. We need to support one
another for our own good, as well as for the needs of our students.
Teachers of STEM subjects therefore need ASTA to link us so all
may become beneficiaries of what the 70 fortunate STEM-Xers of
2018 gained.
Similar networking between groups of incoming teachers would
allow them to have others to rely upon when they feel alone, lost,
'failures', in their first few years. Currently this is causing the loss
of a serious proportion of early-career professionals. I am now
convinced that all teachers, primary or secondary, deserves to
be exposed to such skills-directed education, along with this
exciting level of peer support, available to each one no matter
how isolated their school might be.
Most significantly, I have been the Science Teachers' Association
of NSW’s editor for five years, hence part of the production of
20 issues of our members' 100% electronic journal, "Science
Education News", and of the team producing "Science Matters",
the print journal sent quarterly to each NSW school. I have
retained every article in each edition of SEN. Some have been
superb, including articles aimed towards K–6, some aimed at
7–12 teachers, whilst most are more general for all readers. Most
authors are members, academics, or from more diverse sources;
I’ve even written a few myself. Several articles initially published in
'The Conversation' have been republished due to their relevance
or perceived general interest, thanks to the generosity of 'The
Conversation' policy, and that of its many authors.
Following up on what I have observed my intention is to promote
the development of connections between new teachers who wish
to maintain contact with one another. In the first instance that
is likely to be with those who graduate with them, but hopefully
other teachers in NSW who read this article will recognise the
importance of forming such a support network, especially for
new teachers.
I have discussed this plan with the Shadow Education Minister
of NSW, Mr Jihad Dib. Having long experience as a Teacher
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