The program has nine priorities. Program and project formative evaluation has emphasised the importance of actions responding to Priorities 1 and 3; such actions also help in responding to all other priorities.
- Collaboration between faculties, schools or departments of science, mathematics and education which will produce teachers who have a contemporary and dynamic view of science that can inspire students
- Increasing the supply of graduates by, among other strategies:
- Attracting pre-service teachers from a wider pool, for example, candidates with doctoral qualifications
- Increasing retention rates of existing pre-service teachers
- Curriculum arrangements that give pre-service teachers of science and mathematics a new vision of how mathematical and scientific content, thinking and pedagogy can work together
- Increasing the supply of graduates with an ability to manage this balance
- Developing teachers' capabilities to engage middle years students, whether primary or secondary, in relevant and rigorous science and mathematics learning, including inculcating an understanding of how scientific and mathematical knowledge are created
- Developing particular capabilities for working effectively with students from diverse backgrounds
- Developing commitment to, and particular capabilities for, working in regional, remote and Indigenous communities
- With the support of employers, including state education departments, retraining suitably qualified professionals/teachers to expand the pool of teachers with a contemporary view of mathematics, science and pedagogy
- Encouraging mathematics, science and education faculties, schools or departments to build long-term relationships with teachers to ensure their knowledge and skills are kept up to date.
Related Programs and topics are: