STAV Lab Tech Conference 2011
“Vision for the Future”
The Evolving Role of Laboratory Technicians
in the Science Classroom
Friday 10 June 2011
Soula Bennett
STAV President
Director, Quantum Victoria
The evolving Science
Laboratory
The Status of School Science
Laboratory Technicians in
Australian Secondary Schools
Professor Mark Hackling
A study conducted by Edith Cowan University (ECU) in collaboration with ASTA
and SETA
May 2009
http://www.deewr.gov.au/Schooling/Programs/Documents/Status%20of%20School%20Science%20Technicians%20repor
t.pdf
CONTEXT…
Australia needs a:
- scientifically literate society
- scientists and technologists
This can be achieved through:
- authentic and inquiry oriented science programs at both
Primary and Secondary schools that engage students and
inspire them to continue with science at the senior levels and
beyond.
Science teachers depend heavily on:
- good facilities
- high quality technical support
Very little research on status of technical support for secondary school
science
Concerns about:
- the status of technical support for science teaching programs in
Australian schools by ASTA, SETA resulted in the Australian
Government Department of Education, Employment and Workplace
Relations (DEEWR) funding:
- a study to investigate the training and support for technicians,
-
their roles and the level of servicing provided by technicians for the
teaching and learning of secondary science.
“National Forum on the Role and Support
Structures for School Laboratory
Technicians in Australian Secondary
Schools” July 2010
Research identified many issues including:
- inadequate service factors,
- training levels,
- career opportunities,
- OHS risks.
These concerns lead to the conclusion that:
Existing system not well equipped to meet new challenges of the
implementation of the Australian Curriculum Science.
(Hackling, 2009)
Working Party established at the July 2010 Forum
Two day workshop Nov 2010, STAV rep attending Karen McCoy
Recommendations…
The report made 8 recommendations which address:
-
training programs aligned with the needs of educational sector
-
minimum standards for training and induction into role
consistent job specifications
-
availability and support for ongoing professional development
-
minimum standards for staffing levels defined by a technicians’ service
factor
-
the establishment of an online advisory service.
Working Party sought:
- National template for the professional standards
- Career structures
- Consistent job specifications for School Science Technicians that will
support good teaching of Science in our schools
- Facilitate the successful implementation of the Australian Curriculum
Science. (ASTA 2010)
Working Party Aims…
Minimum standards for the training required for employment of science
technicians in secondary schools and for their induction into the role
A career structure that recognizes the development of skills and
experience
Nationally consistent job specifications for various levels of science
technicians to which appropriate salary scales would be linked
Standards once accepted, used to inform all sectors; Government,
Catholic & Independent as well as subject associations & Unions
Purpose of Standards…
 To describe the role of technicians in the education sector
 Requirements of technicians at three levels of classification including
trainee:
- Science Assistant (Trainee)
- Science Technician
- Senior Science Technician
- Science Laboratory Manager
 Attempted to identify a structure that would suit the professional needs
of technicians and eliminate variation between employers
Implications…
 The structure provides:
 Career pathway for all technicians
 Ensures that all who work and study in our schools are adequately
supported and protected
 Standards ensure that all technicians will be appropriately trained to
perform the duties that they have been employed to do
 Articulating the role and minimum standards at each career level,
encourages all technicians to engage in professional learning
throughout their career.
 Career pathway defined in document allows practitioners to access high
levels of job satisfaction and improve the status of technicians within
the broader education community.
Timeline…
Friday 27th May 2011:
Draft document sent to working party members for comments
Friday 10th June 2011:
Feedback received from all working party members
Friday 24th June2011:
Document sent to ASTA and other forum participants
Wednesday 13th July2011:
Presented to CONASTA (Darwin) by Teresa Gigengack as part of her
session.
ACKNOWLEDGMENTS
Members of the Working Party:
Chair
Ms Teresa Gigengack
Winthrop Baptist College, WA
Members
Mr Gary Carey
Catholic Education Office, NSW
Mr Geoff Gleadall
Monerey Secondary College, Vic
Ms Despina Karlovassitis
Loxton High School, SA
Ms Ruth Kempton
Department of Education, WA
Ms Karen McCoy
Camberwell Grammar School, Vic
Mr John Shanahan
Department of Education, NT
Mr Peter Turnbull Department of Education and Children’s Services, SA
STAV acknowledges & thanks Karen McCoy for participating in the process & for her
report.
Images
http://www.bing.com/images/search?q=science+images&qpvt=science+images&FORM=IGRE
http://www.fotosearch.com/photos-images/high-school-science-lab_2.html