MATSITI presentation at INTED 2015
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MATSITI presentation by Dr Kaye Price - 'Graduating Aboriginal and Torres Strait Islander Teachers: The MATSITI project' - at the 9th International Technology, Education and Development Conference in Madrid (Spain), March 2015.
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MATSITI presentation at INTED 2015
- 1. 9th International Technology, Education & Development Conference 2-4 March 20159th International Technology, Education & Development Conference 2-4 March 2015 Graduating Aboriginal and Torres Strait Islander teachers: the MATSITI Project Dr Kaye Price
- 3. BackgroundBackground 1979 – 72 teachers 1982 – 220 teachers Aim – 1 000 teachers in classrooms by 1990 (achieved)
- 6. Project aimsProject aims To increase the number of Aboriginal and Torres Strait Islander teachers in Australian classrooms To increase the professional and leadership capacity of Aboriginal and Torres Strait Islander teachers
- 7. Key Project Outcomes for Indigenous Teaching Workforce ReformsKey Project Outcomes for Indigenous Teaching Workforce Reforms • Qualitative and quantitative research to inform teacher workforce planning • Lasting partnerships with school authorities, universities and professional associations • Teaching in schools widely promoted as a desirable and worthwhile career pathway
- 8. Partnerships
- 9. MATSITI Partnership | ACDE Retention and Graduation ProjectMATSITI Partnership | ACDE Retention and Graduation Project • Audit of Indigenous student outcomes in teacher education • Review of approaches to retention and graduation • Report on course completion and early career experiences • Networks of educators in teacher education and Indigenous units • Institutional plans to improve Indigenous retention, success and graduation rates http://matsiti.edu.au/education-deans-meet-to-improve-indigenous-teacher-education/
- 12. Project outcomesProject outcomes 1. Research and evidence base www.matsiti.edu.au/tag/research 2. Funding partnerships with school jurisdictions, education faculties, Indigenous units in schools and universities, advocacy groups (56 projects to date, 70% of budget) www.matsiti.edu.au/tag/projects 3. Attraction and career aspirations strategy www.matsiti.edu.au/tag/attraction
- 13. For our children – graduate more Aboriginal and Torres Strait Islander teachersFor our children – graduate more Aboriginal and Torres Strait Islander teachers
- 14. Contact detailsContact details • www.matsiti.edu.au | info@matsiti.edu.au | +61 8 8302 0036 | University of South Australia 08 8302 0562 info@matsiti.edu.au www.matsiti.edu.au
Editor's Notes
- The More Aboriginal and Torres Strait Islander Teachers in Australian schools is an Australian Government initiative. One of the key words in the MATSITI Project is “motivation”. Professor Peter Buckskin, leader of the Project; Professor Emeritus Paul Hughes, all previous elementary school teachers have retained motivation and passion for motivating our younger Aboriginal and Torres Strait Islander colleagues to enter the teaching profession.
- Aboriginal and Torres Strait Islander people are the Indigenous people of Australia. Little more than 200 years ago there were approximately 250 languages and around 700 dialects across the country. For many students, English is a 2nd, 3rd, or fourth language. Testing in Australia is carried out in English. A significant number of Indigenous children have little success in areas such as literacy and numeracy as competence in English is necessary.
- Research undertaken in 1979 showed that there were as few as 72 Indigenous teachers in classrooms. The NAEC realised its aim of 1 000 teachers in classrooms by 1990.
- Recent research and data collection shows that almost 5% of school students are Indigenous; only 1.2% of the teacher workforce consists of Indigenous teachers. There is no parity, although evidence points to better outcomes for Indigenous children when there are Indigenous staff members in schools.
- A fact that emerged from research undertaken as part of the MATSITI Project is that of all Indigenous students who commence Initial Teacher Education, only approximately 32% complete.
- The MATSITI Project aims to not only increase the number of Indigenous teachers in classrooms and increase leadership capacity, but to address the reasons some Indigenous students persist until completion and why so many don’t. Our Project, led and governed by Aboriginal and Torres Strait Islander educators, can assist to close the gap – to decrease the gap in education, health, and employment.
- All these three key project outcomes have been addressed through sub-projects and lasting partnerships have been developed with universities in particular.
- The partnership formed with the Australian Council of Deans of Education is critical and crucial.
- The ACDE Retention and Graduation Project data has provided successful models of Indigenous teacher education and highlights the long-standing and inter-related factors that continue to impact on the success or failure of teacher education for Aboriginal and Torres Strait Islander ITE students. Of concern is what has been identified as “walking points”. One of the walking points is irrelevant curriculum and MATSITI has worked with ACDE to develop online materials for lecturers – the 3Rs – Respect, Relationships, Reconcilation.
- Conducting research, collecting data, raising the profile, interrogating workforce data and understanding attrition have been addressed through sub-projects. All sub-projects address these factors and the MATSITI Project Team also at networking of teachers and school leaders while encouraging school students to think about teaching as a career pathway. MATSITI meets with representatives of education jurisdictions in relation to employment of Indigenous teachers.
- Where possible, MATSITI brings together classroom teachers, ITE students, school leaders and emerging leaders together to meet, share and learn from each other.