Presentation by Wollotuka Institute, University of Newcastle at MATSITI #OurMobTeach conference, 1 October 2015

1. / ourmobteach
Continuing the journey for education workforce diversity
Intercontinental Hotel, Adelaide | 30 September – 1 October 2015
Aspire to Inspire
University of Newcastle, The Wollotuka Institute
Madelene Davy – Community Engagement Coordinator
Madelene.Davy@newcastle.edu.au

2. Aspire to Inspire Program
 Integrated into the Year 7 to 12 Indigenous S2U (School to
University) program:
- iBelieve
- iBelieve in me
- Insight Days
- Shadowing program
- Discipline Focus (Education – Aspire to Inspire)

3. Program Principles
RESPECT AND HONOURING – ‘respecting traditions and valuing culturally responsive practices’
Knowledge of the journey of Aboriginal education
Highlighting past and current trailblazers, Elders and Cultural Mentors
Introducing role models that contribute to quality outcomes in Aboriginal education
CULTURAL CELEBRATION
Provision of a culturally safe environment to respectfully ‘share and celebrate knowledge of their
language, history, culture, values and goals’
Activities related to cultural affirmation
COMMUNITY RESPONSIVENESS
Facilitate Aboriginal community connections and networks
ACADEMIC AND RESEARCH
Deliver interactive workshops on culturally appropriate teaching and learning practice, utilising
cultural values and principles
Promotion and awareness of ‘culturally safe and healthy learning environments’
INTER-INSTITUTIONAL RELATIONSHIPS ‘building relationships for change’
Introduction and awareness of relevant educational organisations and agencies that
contribute to building relationships for positive change

4. Aspire to Inspire - Outcomes
 Students were shown how to internalise right principals for success, based
on connecting to culture through relationship with Wollotuka and the
cultural standards
 Ongoing relationship with the Community of Excellence (NCIE).
 Engagement with the local and regional AECG’s to develop a good
understanding of their roles and how they contribute to Aboriginal
education and the importance of these networks as a future educator
 Engaged with local Aboriginal Land Councils and the Teachers Federation as
sources of information related to their local communities and country and
professional content.
 Linked with Wollotuka Nguraki (Elders in Residence) to ensure a
community cultural connection is maintained

5. Aspire to Inspire - Successes
 82 Year 11 students participate in Aspire to Aspire from 8 public secondary
schools in the Central Coast, Newcastle and Upper Hunter regions.
 56 students commenced teacher education programs at UoN in 2015 with
21 of these coming the S2U program.
 Transition data for Aspire to Aspire students will be known in 2016.
 167 students currently enrolled in teacher education programs.
 Overall student enrolment across all programs 972.
(Data retrieved from Newcastle Information and Analytics (NINA) 24/9/2015)

6. Aspire to Inspire - Challenges
 Limited commitment from schools to provide the necessary
support required for some aspects of the program to work
 Ensuring sustainability of program – ongoing funding!
 Understanding the calendars of Department of Education
school programs
 Consideration of the current academic workload expected of
senior secondary students.

7. Aspire to Inspire – What will continue
 Continuation through S2U
 Aspire to Inspire Camp
 Assume the current principles of Aspire to Inspire
 Discipline Related however broadened through strands
- Education and Humanities
- Science and Engineering
- Health
- Business
 Leadership
 Health and wellbeing (partnership with Sport & Recreation)
 Cultural education and awareness
 Professional connections – Department of Education

8. Lessons for Others
 Need to have a comprehensive program with connections as
early as possible
 Culturally grounded and not a duplication of a western program
with the only difference being Indigenous student participants
 Community and Nguraki connections including parents
 Appropriate allocation of resources/commitment from
universities not just reliant on short term project funding
 Good evaluations for future growth.

9. Discussion