YUMI as Teachers: Creating a model of growing our own


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YUMI as Teachers: Creating a model of growing our own
Workshop presentation by Tagai State College staff at MATSITI Deadly Career Forum, October 2013
This session will explore personal and professional qualities, opportunities and effective strategies to attract and support Aboriginal and Torres Strait Islander people into a teaching career. Possibilities for reform include mentoring initiatives, supporting school student aspirations, professional learning, scholarships and leadership networks.

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  • Sew Ngapa Mura Buay – Welcome everyone first of all I would like to acknowledge the Traditional owners of this land the Kaurna people of the Adelaide plains which we gather today, also I like to acknowledge the elders both past and present and I like to thank MATSITI reference group for giving us the opportunity to share our Deadly Tagai Teachers Program.
  • Kapu Goeyga Ngaw nel - Richard Matthew. Ngay Boigulaig, Ngay Baidamau Augahlaig, Ngaw Buay – Moegi Buay. Ngaw koeykilna ya Kala Kawaw Ya.
    My name is Richard Matthew. I’m from Boigu Island, my totem is shark and my tribe is Moegi Buay. My first language is Kala Kawaw Ya, Second Language is Yumpla Tok & third language is Standard Australian English.
    I was raised on Boigu Island in the Top Western region of Torres Strait. I am currently teaching, year 8 & 9 maths, language & culture studies, Year 10 ASTIS and I am the year 8 coordinator at Wayeni Koey Ngurpay Mudh on Thursday Island.
    My teaching careen:-
    2 years at Boigu Island
    4 years at Cairns
    1 year at Badu Island
    5 years at Thursday
    12 years teaching
    I’m very passionate about the program that I started late last year after attending the MATSITI conference and continued to work on it this year TEACHING IS DEADLY as a project to help me develop my leadership skills. Mrs Loban and I will now share with you how we structured and developed the program with the help of other indigenous and non indigenous staff from our campus Mrs Deborah Belyea, Mrs Suberia Bowie, Matilda Loban, Mr Kurt Matson & Ms Francis Cameron.
    Tagai Secondary College is the only secondary campus within the Torres Strait region and is based on Thursday Island (TI).
    98% of students are Yumplatok speakers (Torres Strait Creole) and
    it is the only school that borders another country here in Australia.
    It is the nearest high school that caters for the senior schooling of all 15 primary school campuses within the Torres Strait.
    The school has mainly indigenous students with only 7 indigenous teachers currently teaching within it.
    Kapu bathainga debe idim, my name is Matilda Loban. I was raised on Thursday Island but have family ties with the tribe of Argun from Badu Island and my totems are crocodile, stingray and dugong. My mothers tongue is Kalaw Lagaw Ya (KLY). Before commencing my Education degree in 2002, I was a teacher aide at the local primary school and saw the difference that could be made having an Indigenous teacher at the front of the room. My achievement of becoming a teacher gives me confidence to be a role model for Torres Strait Indigenous students and communities, proving that language is not a barrier to achieving success in education or a professional career.
    I am currently the year 9 coordinator at Tagai Secondary College and I have been teaching for the past 5 years, . Over those years I have taught HPE, English, Short Course Literacy, English Comm, SOSE and Language & Culture. Teaching is deadly to me because it gave me the opportunity to come home as a professional and give back to my school community. Making a difference in a child's life the way a teacher did for me at the very same school, those many moons ago 
  • All educators, whether Indigenous or non-Indigenous staff, have identified that we all want the best outcomes for our students at Tagai State College.
    1. What is the key to this?
    We need more deadly/good teachers,
    We also need more Indigenous teachers to close the gap. Remembering our role as indigenous teachers also includes supporting non-indigenous teachers to understand our indigenous learners.
    Closing the gap for our non-indigenous teachers to understand how our indigenous students learn and cultural understanding is important not only between students and teachers but also between teaching staff (indigenous and non-indigenous).
  • 1. In order to make the concept a reality, serious strategic consideration needs to look at how we begin.
    The goal is to get more Indigenous students and adults into the teaching profession. This is not a shortcut.
    3. We need indigenous students and adults taking the path to qualified teaching careers. We need independent learners who understand the power and magic of our profession.
  • Structures:-
    Identify possible teacher candidates in primary school.
    Every teacher has a good idea of which students enjoy learning and have a good chance of success.
    Support and encourage students in the middle school (years 7-9).
    Develop a certificate 1 & 2 TAFE course in teaching (years 10 – 12).
    By ‘Identifying a pathway’ for students & adults to follow, there is a clear, transitional, development grooming future educators. Once the path is set in place, the process of putting the correct people on it can begin.
  • Research says that as children develop over different junctures they go through different phases of career development. The goal of early orientation is aimed at getting more Indigenous students and adults into the ‘deadly’ teaching profession. This is a concept that will benefit teaching as a career as research suggest, when children are exposed to professional careers from an early age, a process of thinking occurs which ultimately impact upon their future career choices. An example from this career aspirations continuum that has been particularly interesting to us is that children from disadvantaged backgrounds have a more restricted knowledge of occupations.
    Therefore we need to consider how and when we target Indigenous students and adults taking the path to qualified teaching careers. With emphasis on promoting teaching as a career for independent learners who understand the power and magic of our profession.
  • Using these ‘Deadly Teachers Tools’ we are working towards developing practical hands on programs that will support the ‘deadly career’ I will now give you a brief overview of how the ‘tools’, which are termed such as PET, JET and SET plans then BEYOND SCHOOL, support the program of ‘Deadly Teachers’.
  • PET stands for Primary Education and Training program, with the aim being to increase career aspirations and awareness at the primary level. The focus on exposing children to professional careers – especially teaching, as they venture through the ‘career aspirations continuum’ where they begin subconsciously observing career options around them and ultimately eliminating what they can or can’t be. This stage should be a fun engaging introduction to teaching before the transition into middle schooling. Opportunities such as career dress up days or ‘teacher for the day’ will make thinking about a future career interesting, hands on and most importantly FUN!
  • Junior Education Training (JET) plans are personalised learning plans that prompt students to begin thinking about their future. The plans support students to make both short and long term goals – both academic and personal – while also setting targets to ensure they stay on track to achieving their goals. Targets include thinking about setting goals in the areas of: Reading, Writing, Spelling and Numeracy Levels, Academic achievement levels for subjects, Attendance, Career aspirations and Personal goals.
    The JET plans will be reviewed regularly and targets will be mapped against students’ ongoing outcomes to ensure they remain focused on achieving their goals. These plans will further inform the transition from year 9 to 10 where students are then required to complete Senior Education & Training (SET) plans, which will assist us in determining future deadly teachers also.
  • Marty:
    Senior Education Training Plans are targeted at year 10 to 12s and involves students using the OneSchool system to record their individual: Career Pathways, Academic results, Goals and Education Career Choices data.
  • Rich:
    This graph demonstrates the year 12 career choices for 2013, as you can see the majority of senior students show an interest in the Defence career option, followed by construction. Education only represents 2% from these students, so we have to consider what is Defence offering that entices our students.
    Data has shown that from the 21.3% of Australians that have professionals careers, only 18% are in the Torres Strait and from those professionals only 9.7% identify as Torres Strait Islanders.
  • To be part of, to contribute to and to grow their community, students must know teaching is a wonderful place to begin their journey. You are the example of how deadly teaching is, the next role models that will have a deadly career and in your actions and passion will attract our people into the teaching profession.
  • Be passionate about teaching and motivated to undertake the studies.
    Students can be mentored by Indigenous teachers at the Tagai Secondary campus.
    I believe the long term outcomes of our community in the Torres Strait is closely linked to education.
    From the early years we need the students to feel the power and magic of our teaching profession.
    To be part of, to contribute to and to grow their community, students must know teaching is a wonderful place to begin their journey.
    YouTube video at http://www.youtube.com/watch?v=75Vx3TpW3zc
  • YUMI as Teachers: Creating a model of growing our own

    1. 1. Richard, Patty Mills & Matty More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) Crowne Plaza Hotel, Adelaide 2013
    2. 2. Tagai State College “Deadly Teachers Program” What is the key to this? Closing the gap Deadly teachers
    3. 3. • Identified a program pathway • Developed structures to support the program • Promoting Teaching as ‘deadly’ 
    4. 4. Deadly Teachers Progression P-12
    5. 5. Career Development Continuum
    6. 6. Deadly Teachers Tools Yr 10 to yr 12 (SET plans) Prep to yr 6 (PET) Yr 7 to yr 9 (JET plans) School Leavers and adult community members (Beyond School)
    7. 7. PET program Primary Education Training program
    8. 8. Junior Education & Training Plans JET Plans
    9. 9. SET Plans Senior Education & Training Plans
    10. 10. Success for our Students
    11. 11. Teaching is Deadly www.youtube.com/watch?v=75Vx3TpW3zc