This document outlines the goals and progress of the More Aboriginal and Torres Strait Islander Teachers Initiative project. The project aims to improve engagement and success of Indigenous students in teacher education programs. Phase one involved research and development of institutional action plans. Analysis found high attrition rates and themes around support structures, coursework and study mode. Phase two involves 20 participating universities reviewing action plans and progress against targets to identify best practices for supporting Indigenous students.
Planting seeds, growing futures our ancestors can walk in with our grandchildrenMATSITI
Hine WaitereNo Tuwharetoa, Kahungunu, Tuhoe me TainuiBuilding on Success
Director: Indigenous Leadership Centre
National Institute of Maori Education
Te Whare Wananga o Awanuiarangi
MATSITI Teacher Education Forum, Adelaide, 3 July 2014
This document outlines the 3Rs of Teaching (Respect, Relationships, Reconciliation) initiative which aims to improve Aboriginal and Torres Strait Islander education through initial teacher education. It provides information on the focus areas and modules that have been developed to teach student teachers about knowing themselves, their students, and their content from an Indigenous perspective. Recommendations are given for further developing, testing, and evaluating the program through governance groups, advocacy, community involvement, and trials in education institutions.
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
Respect, Relationships, Reconciliation: Resources for pre-service teachers.MATSITI
This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the Respect, Relationships, Reconciliation (3Rs) modules, which aim to provide knowledge and skills aligned with the Australian Professional Standards for Teachers. The 3Rs modules have been trialled and found easy to incorporate into different contexts. Feedback indicates the resources facilitate deep discussion, reflection and learning about Indigenous identities, cultures and anti-racism strategies. Next steps are recommended to further support the use of the 3Rs modules across initial teacher education programs.
Reflecting on ‘Teachers as Designers of Learning'ceasa
This document discusses supporting teachers as designers of learning. It outlines the current educational contexts in Australia and important forms of teacher knowledge. Being a designer of learning involves planning purposeful, evidence-based, and responsive learning in specific contexts. Networks of support are needed at various levels to value teachers' work and provide professional learning opportunities. Collaboration across sectors, associations, and networks can help teachers gain knowledge and make improvements, benefiting both teachers and learners.
This document discusses ensuring that information literacy survives in a changing higher education environment. It identifies external influences like government reviews and internal pressures from university strategies focusing on employability. It also notes how information literacy itself is changing with new technologies and student needs. The document then describes the experience at the University of Leeds where the library merged its information literacy and academic skills units and developed a strategy to integrate information literacy into curriculum through collaboration with academic departments.
The Open University of Sudan has been using open educational resources (OER) since 2008. It aims to provide higher education opportunities through open learning to help human development. As the first open university in Sudan established in 2002, it serves a vast, diverse country with limited university enrollment through a mix of online and in-person education delivery. It has translated TESSA teaching materials into Arabic and trained over 53,000 teachers. While OER help increase access, the university faces challenges in promoting OER concepts, encouraging sharing, addressing intellectual property issues, and developing platforms and policies.
Planting seeds, growing futures our ancestors can walk in with our grandchildrenMATSITI
Hine WaitereNo Tuwharetoa, Kahungunu, Tuhoe me TainuiBuilding on Success
Director: Indigenous Leadership Centre
National Institute of Maori Education
Te Whare Wananga o Awanuiarangi
MATSITI Teacher Education Forum, Adelaide, 3 July 2014
This document outlines the 3Rs of Teaching (Respect, Relationships, Reconciliation) initiative which aims to improve Aboriginal and Torres Strait Islander education through initial teacher education. It provides information on the focus areas and modules that have been developed to teach student teachers about knowing themselves, their students, and their content from an Indigenous perspective. Recommendations are given for further developing, testing, and evaluating the program through governance groups, advocacy, community involvement, and trials in education institutions.
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
Respect, Relationships, Reconciliation: Resources for pre-service teachers.MATSITI
This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the Respect, Relationships, Reconciliation (3Rs) modules, which aim to provide knowledge and skills aligned with the Australian Professional Standards for Teachers. The 3Rs modules have been trialled and found easy to incorporate into different contexts. Feedback indicates the resources facilitate deep discussion, reflection and learning about Indigenous identities, cultures and anti-racism strategies. Next steps are recommended to further support the use of the 3Rs modules across initial teacher education programs.
Reflecting on ‘Teachers as Designers of Learning'ceasa
This document discusses supporting teachers as designers of learning. It outlines the current educational contexts in Australia and important forms of teacher knowledge. Being a designer of learning involves planning purposeful, evidence-based, and responsive learning in specific contexts. Networks of support are needed at various levels to value teachers' work and provide professional learning opportunities. Collaboration across sectors, associations, and networks can help teachers gain knowledge and make improvements, benefiting both teachers and learners.
This document discusses ensuring that information literacy survives in a changing higher education environment. It identifies external influences like government reviews and internal pressures from university strategies focusing on employability. It also notes how information literacy itself is changing with new technologies and student needs. The document then describes the experience at the University of Leeds where the library merged its information literacy and academic skills units and developed a strategy to integrate information literacy into curriculum through collaboration with academic departments.
The Open University of Sudan has been using open educational resources (OER) since 2008. It aims to provide higher education opportunities through open learning to help human development. As the first open university in Sudan established in 2002, it serves a vast, diverse country with limited university enrollment through a mix of online and in-person education delivery. It has translated TESSA teaching materials into Arabic and trained over 53,000 teachers. While OER help increase access, the university faces challenges in promoting OER concepts, encouraging sharing, addressing intellectual property issues, and developing platforms and policies.
#OurMobTeach: a case study in sustainability and legacyfor Aboriginal and Torres Strait Islander education.
Presentation at National Aboriginal and Torres Strait Islander Education Conference (NATSIEC), Melbourne, 11 November 2015
Excellence & Equity in Maths, STEM and Higher EducationMATSITI
Presentation at ATSIMA, Wollongong, 1st November 2016
Value Our Education, Value Our Future: Transforming Mathematics Education
2nd National Aboriginal and Torres Strait Islander Mathematics Conference
National Curriculum Framework for Teacher Education,2010JANGID_ML
This document provides a national curriculum framework for teacher education in India. It aims to prepare professional and humane teachers. Key points addressed in the framework include:
- Emphasizing the important role of teachers in shaping society and the need for intensive teacher preparation.
- Highlighting developments like the National Curriculum Framework 2005 and the Right to Education Act 2009 that guided this new framework.
- Outlining new approaches to various curricular areas of teacher education like foundations of education, curriculum and pedagogy, and school internship.
- Suggesting ways to transact the curriculum and evaluate developing teachers through process-based education and continuous assessment.
- Focusing on continuing professional development and
The Western Australian Department of Education developed an Aboriginal Cultural Standards Framework to strengthen outcomes for Aboriginal students. The framework includes five standards - relationships, leadership, teaching, learning environment, and resources - to guide staff reflection and practice. It was created through extensive consultation and is meant to drive cultural change by setting clear expectations for staff and integrating Aboriginal perspectives. The department hopes the framework leads to improved behaviors and a more focused approach to strengthening Aboriginal student achievement through changes in school culture and practices.
Research-teaching relationships and HE professional practiceProf Simon Haslett
A presentation by Professor Simon Haslett at a Higher Education Aacdemy Wales Research-Teaching Nexus Action Set Meeting held at Aberystwyth University on 10th February 2011. Professor Haslett is Dean of the School of STEM at the University of Wales.
In the presentation, Professor Haslett examines the ways in which research and teaching may be linked in academic practice in Higher Education. He attempts to unravel the various linkages through scholarship, research (both subject-based and pedagogic), and curriculum, and outlines the activity and contribution of the Higher Education Academy Research-Teaching Nexus Action Set in Wales. The presentation draws upon his recent experience as Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as a case study, and he also provides examples of research-teaching links from his own professional practice.
Two way learning: preservice teachers and supervising teachersMATSITI
In 2014-2015, a team of Elders, Aboriginal and non- Indigenous academic staff have worked together to conduct a professional development program that would challenge supervising teachers’ views of Aboriginal and Torres Strait Islander learners.
Presentation by Deborah Heck and Daniel Neil, University of Southern Queensland
1 October 2015, Adelaide
www.matsiti.edu.au/events/ourmobteach
Plenary: Group Report Part
Teacher Motivation and Education Governance
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
National Professional Standards for Teachers: Indigenous PerspectivesMATSITI
The document discusses the National Professional Standards for Teachers from the Australian Institute for Teaching and School Leadership (AITSL). It provides background on the standards and their purpose to improve teacher quality and student outcomes. It also summarizes research that found issues with the current approach to professional development for teachers regarding Indigenous perspectives, including lack of national policy/guidance and uneven implementation. The document asks teachers questions to gather feedback on useful and missing elements of pre-service and in-service training related to Focus Areas 1.4 and 2.4 of the standards, which relate to strategies for teaching Aboriginal and Torres Strait Islander students.
The document advertises Mercer University's hybrid online Master's and Education Specialist degrees for teachers. The programs offer 10 courses over 1 year with online and occasional on-campus meetings. Earning a graduate degree provides professional and career benefits like increased pay, career advancement, and teaching expertise. The hybrid format allows teachers to earn their degree conveniently while working.
Sir Jonathan North Community College is a girls' state school in Leicester that serves over 1200 students aged 11-16. It has specialized in visual arts, science, maths, and applied learning. The school was rated "good" by OFSTED in 2008 and has successful partnerships with other schools and organizations. It aims to help students achieve high standards, develop skills for employment and life, and demonstrate personal and social understanding. Recent GCSE results show over 70% of students achieved A*-C grades including English and maths.
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
1. The document discusses a staff mentorship program at the University of Johannesburg as a means to achieve world class university status. It defines mentoring and outlines the current informal mentoring approaches.
2. Challenges in implementing mentoring programs are discussed, including limited staff and funding. Recommendations include designing a formal proposal, providing training, conducting evaluations, and rewarding staff involved in mentoring.
3. The benefits of mentoring include developing leadership abilities and improving staff performance and commitment to help the university attain its goals. Formalizing mentoring is presented as a way to enhance the university's reputation and talent retention.
The document summarizes the MATSITI initiative, which aims to increase the number of Aboriginal and Torres Strait Islander teachers in Australian schools. It provides an overview of MATSITI's governance structure, partnerships with universities and schools, and research on improving Indigenous teacher education and retention. Key priorities for 2013 include focusing research, revising grant funding, and marketing teaching as a career to Indigenous communities.
This document discusses standardizing knowledge in a multicultural society. It covers Bernstein's theory of codes of power and how knowledge is classified and framed. It also discusses the civil rights movement's impact on challenging traditional education and pushing for a more multicultural curriculum. The standards movement is described as aiming to determine exactly what students learn. The document then provides background on California's diverse population and issues around adopting state standards in the 1980s and 1990s that focused more on a European American perspective.
Teacher certification policy and teacher education institutions in IndonesiaIwan Syahril
This presentation serves as an initial discussion about the impact of teacher certification policy towards teacher education institutions in Indonesia.
This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the 3Rs (Respect, Relationships, Reconciliation) online module developed to address standards around teaching Indigenous students and promoting reconciliation. The module includes learning activities, assessments, and resources on anti-racism strategies. It also discusses research finding gaps and inconsistencies in how Indigenous topics are currently addressed in teacher education programs. The module is hosted on the rrr.edu.au website and aims to provide culturally-inclusive resources that can be adapted by different education institutions.
Teaching for cultural diversity:
Australian Indigenous perspectives in curriculum and workforce quality
Presentation by Professor Peter Buckskin PSM, FACE
Dean of Indigenous Scholarship, Engagement and Research,
University of South Australia
17th UNESCO-APEID International Conference
Teachers for the Future We Want
29-31 October 2014, Bangkok, Thailand
Asia-Pacific Programme of Educational Innovation for Development (APEID)
A copy of this paper and presentation is available at
www.matsiti.edu.au/apeid
#OurMobTeach: a case study in sustainability and legacyfor Aboriginal and Torres Strait Islander education.
Presentation at National Aboriginal and Torres Strait Islander Education Conference (NATSIEC), Melbourne, 11 November 2015
Excellence & Equity in Maths, STEM and Higher EducationMATSITI
Presentation at ATSIMA, Wollongong, 1st November 2016
Value Our Education, Value Our Future: Transforming Mathematics Education
2nd National Aboriginal and Torres Strait Islander Mathematics Conference
National Curriculum Framework for Teacher Education,2010JANGID_ML
This document provides a national curriculum framework for teacher education in India. It aims to prepare professional and humane teachers. Key points addressed in the framework include:
- Emphasizing the important role of teachers in shaping society and the need for intensive teacher preparation.
- Highlighting developments like the National Curriculum Framework 2005 and the Right to Education Act 2009 that guided this new framework.
- Outlining new approaches to various curricular areas of teacher education like foundations of education, curriculum and pedagogy, and school internship.
- Suggesting ways to transact the curriculum and evaluate developing teachers through process-based education and continuous assessment.
- Focusing on continuing professional development and
The Western Australian Department of Education developed an Aboriginal Cultural Standards Framework to strengthen outcomes for Aboriginal students. The framework includes five standards - relationships, leadership, teaching, learning environment, and resources - to guide staff reflection and practice. It was created through extensive consultation and is meant to drive cultural change by setting clear expectations for staff and integrating Aboriginal perspectives. The department hopes the framework leads to improved behaviors and a more focused approach to strengthening Aboriginal student achievement through changes in school culture and practices.
Research-teaching relationships and HE professional practiceProf Simon Haslett
A presentation by Professor Simon Haslett at a Higher Education Aacdemy Wales Research-Teaching Nexus Action Set Meeting held at Aberystwyth University on 10th February 2011. Professor Haslett is Dean of the School of STEM at the University of Wales.
In the presentation, Professor Haslett examines the ways in which research and teaching may be linked in academic practice in Higher Education. He attempts to unravel the various linkages through scholarship, research (both subject-based and pedagogic), and curriculum, and outlines the activity and contribution of the Higher Education Academy Research-Teaching Nexus Action Set in Wales. The presentation draws upon his recent experience as Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as a case study, and he also provides examples of research-teaching links from his own professional practice.
Two way learning: preservice teachers and supervising teachersMATSITI
In 2014-2015, a team of Elders, Aboriginal and non- Indigenous academic staff have worked together to conduct a professional development program that would challenge supervising teachers’ views of Aboriginal and Torres Strait Islander learners.
Presentation by Deborah Heck and Daniel Neil, University of Southern Queensland
1 October 2015, Adelaide
www.matsiti.edu.au/events/ourmobteach
Plenary: Group Report Part
Teacher Motivation and Education Governance
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
National Professional Standards for Teachers: Indigenous PerspectivesMATSITI
The document discusses the National Professional Standards for Teachers from the Australian Institute for Teaching and School Leadership (AITSL). It provides background on the standards and their purpose to improve teacher quality and student outcomes. It also summarizes research that found issues with the current approach to professional development for teachers regarding Indigenous perspectives, including lack of national policy/guidance and uneven implementation. The document asks teachers questions to gather feedback on useful and missing elements of pre-service and in-service training related to Focus Areas 1.4 and 2.4 of the standards, which relate to strategies for teaching Aboriginal and Torres Strait Islander students.
The document advertises Mercer University's hybrid online Master's and Education Specialist degrees for teachers. The programs offer 10 courses over 1 year with online and occasional on-campus meetings. Earning a graduate degree provides professional and career benefits like increased pay, career advancement, and teaching expertise. The hybrid format allows teachers to earn their degree conveniently while working.
Sir Jonathan North Community College is a girls' state school in Leicester that serves over 1200 students aged 11-16. It has specialized in visual arts, science, maths, and applied learning. The school was rated "good" by OFSTED in 2008 and has successful partnerships with other schools and organizations. It aims to help students achieve high standards, develop skills for employment and life, and demonstrate personal and social understanding. Recent GCSE results show over 70% of students achieved A*-C grades including English and maths.
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
1. The document discusses a staff mentorship program at the University of Johannesburg as a means to achieve world class university status. It defines mentoring and outlines the current informal mentoring approaches.
2. Challenges in implementing mentoring programs are discussed, including limited staff and funding. Recommendations include designing a formal proposal, providing training, conducting evaluations, and rewarding staff involved in mentoring.
3. The benefits of mentoring include developing leadership abilities and improving staff performance and commitment to help the university attain its goals. Formalizing mentoring is presented as a way to enhance the university's reputation and talent retention.
The document summarizes the MATSITI initiative, which aims to increase the number of Aboriginal and Torres Strait Islander teachers in Australian schools. It provides an overview of MATSITI's governance structure, partnerships with universities and schools, and research on improving Indigenous teacher education and retention. Key priorities for 2013 include focusing research, revising grant funding, and marketing teaching as a career to Indigenous communities.
This document discusses standardizing knowledge in a multicultural society. It covers Bernstein's theory of codes of power and how knowledge is classified and framed. It also discusses the civil rights movement's impact on challenging traditional education and pushing for a more multicultural curriculum. The standards movement is described as aiming to determine exactly what students learn. The document then provides background on California's diverse population and issues around adopting state standards in the 1980s and 1990s that focused more on a European American perspective.
Teacher certification policy and teacher education institutions in IndonesiaIwan Syahril
This presentation serves as an initial discussion about the impact of teacher certification policy towards teacher education institutions in Indonesia.
This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the 3Rs (Respect, Relationships, Reconciliation) online module developed to address standards around teaching Indigenous students and promoting reconciliation. The module includes learning activities, assessments, and resources on anti-racism strategies. It also discusses research finding gaps and inconsistencies in how Indigenous topics are currently addressed in teacher education programs. The module is hosted on the rrr.edu.au website and aims to provide culturally-inclusive resources that can be adapted by different education institutions.
Teaching for cultural diversity:
Australian Indigenous perspectives in curriculum and workforce quality
Presentation by Professor Peter Buckskin PSM, FACE
Dean of Indigenous Scholarship, Engagement and Research,
University of South Australia
17th UNESCO-APEID International Conference
Teachers for the Future We Want
29-31 October 2014, Bangkok, Thailand
Asia-Pacific Programme of Educational Innovation for Development (APEID)
A copy of this paper and presentation is available at
www.matsiti.edu.au/apeid
UNESCO presentation: Teaching for cultural diversityMATSITI
Teaching for cultural diversity:
Australian Indigenous perspectives in curriculum and workforce quality
Presentation by Professor Peter Buckskin PSM, FACE
Dean of Indigenous Scholarship, Engagement and Research,
University of South Australia
17th UNESCO-APEID International Conference
Teachers for the Future We Want
29-31 October 2014, Bangkok, Thailand
Asia-Pacific Programme of Educational Innovation for Development (APEID)
A copy of this paper and presentation is available at
www.matsiti.edu.au/apeid
The document discusses two initiatives to improve Indigenous education in Australian schools. It summarizes statistics on the Indigenous population and the lack of Indigenous teachers. It then describes the #OurMobTeach initiative to promote teaching as a career choice for Indigenous students and the 3Rs (Respect, Relationships, Reconciliation) program developed with online resources to provide initial teacher education on improving education for Indigenous students. Both programs aim to address the shortage of Indigenous teachers and improve cultural understanding and relationships between Indigenous and non-Indigenous students and teachers.
This document provides a summary of Peter Scott Upton's professional experience and qualifications. It details that he has over 40 years of experience as a teacher in Australia and overseas. His most recent role was as Deputy Principal - Academic at Port Moresby International School in Papua New Guinea, where he was responsible for curriculum operations and academic standards. He holds a Master's degree in Educational Studies from the University of Queensland and teaching certificates from Australia, England, and Papua New Guinea.
Matsiti & NSW DEC Careers presentation 2014MATSITI
The document discusses initiatives by the NSW Department of Education and Communities to increase Aboriginal representation in the teacher workforce. It outlines programs such as the Join Our Mob campaign, Aboriginal teacher education scholarships, and strategies to promote teaching as a career choice to Aboriginal students and communities. The department aims to address underrepresentation and support Aboriginal teachers, with initiatives focused on attraction, recruitment, development and retention.
Connecting Curriculum, Teaching and Workforce Quality in Aboriginal and Torres Strait Islander Education.
Presentation by Professor Peter Buckskin PSM, FACE
Dean: Indigenous Scholarship, Engagement and Research
University of South Australia
Buunji National Indigenous Education Conference, Sydney 6 November 2013
This report outlines an action research project conducted at a local Christian school in Western Sydney to help the school implement Aboriginal and Torres Strait Islander histories and culture as a cross-curriculum priority. The research included a resource review which found that most books focused on traditional Dreaming stories and recommended adding more modern narratives. A teacher survey found that teachers had minimal knowledge but most felt the priority was important; they wanted cultural awareness training and professional development. The report concludes that teacher capacity must be developed to provide meaningful education and a respectful school culture established to support the new curriculum focus.
The Wellington Faculty of Education at Victoria University of Wellington has over 1000 students and 70 staff. It offers initial teacher education programs as well as programs in education studies and educational psychology. It is committed to Te Tiriti o Waitangi and educating for social justice. The faculty undertakes transformational research and engages communities locally, nationally, and internationally. It has strong relationships with schools and educational organizations in New Zealand and abroad. The faculty aims to establish new research centers and international partnerships to further its mission.
Dr. Debbie Donsky has over 25 years of experience in education as a teacher, vice-principal, principal, and administrator. She currently serves as the Principal of Learning Design & Development and the Arts for the York Region District School Board, where she helps develop the board's Modern Learning Strategy. Throughout her career, she has advocated for inclusive practices and ensuring all learners' diverse needs are understood and addressed. She holds a Doctorate in Education from the University of Toronto and has published on topics of equity, inclusion, and personalized learning.
UNESCO Indigenous Education Research ProjectESD UNU-IAS
UNESCO Indigenous Education Research Project
Ms. Dorothy Taylor, Elder for Fleming College and Trent University and Founder of the Sacred Water Circle, RCE Peterborough-Kawartha-Haliburton
Ms. Jane Gray, Ph.D. Candidate, Teacher at Trent University, RCE Peterborough-Kawartha-Haliburton
Ms. Ashley Safar, B.A., Manager of Indigenous Student Services at Fleming College, RCE Peterborough-Kawartha-Haliburton
9th Americas RCE Regional Meeting
13 & 14 October, 2020
This document outlines initiatives by the NSW Department of Education and Communities to promote teaching as a career choice for Aboriginal people and increase Aboriginal representation in the NSW public school system. It discusses establishing recruitment strategies like the "Join Our Mob" campaign and teacher education scholarships. Statistics show the percentage of Aboriginal teachers has increased from 1.4% in 2005 to 3.2% in 2013. Contact information is provided for the Assistant Director and Leader of Aboriginal Employment and Career Development.
This document outlines the More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) project in Australia. The project aims to increase the number of Aboriginal and Torres Strait Islander teachers through developing strategies to enhance experienced teachers' skills and promoting teaching as a career. It will conduct research on effective strategies and partner with universities and schools to achieve sustainable reforms through community engagement and co-investment agreements. The Australian Council of Deans of Education is a key partner to build institutional leadership and cultural change to improve graduation rates.
The Western Australian Department of Education developed an Aboriginal Cultural Standards Framework to strengthen outcomes for Aboriginal students. The framework consists of five standards - relationships, leadership, teaching, learning environment, and resources - intended to guide staff reflection and improvement. It was created through research and extensive Aboriginal community consultation. Implementation of the framework aims to close the educational achievement gap, set clear expectations for culturally responsive practices, and ultimately build a cohesive approach and culture focused on strengthening Aboriginal student outcomes. Impact will be examined through monitoring framework use, providing professional learning, and assessing cultural change.
1) The document provides an overview of leading special needs provision in post-primary schools, including the historical context of special education in Ireland and an explanation of key legislation.
2) It discusses concepts like inclusion, integration, and universal design and outlines categories of special educational needs and the levels of support available.
3) The document also covers topics like developing a positive school culture, individual education planning, assessment, teaching methodologies, and tracking student attainment to best support students with special needs.
Milyakburra School aims to provide high quality education for students from early childhood through senior years. Key goals include developing literacy and numeracy skills, engaging students through culturally sensitive learning, and increasing attendance rates. Challenges to education in the remote community include lack of infrastructure, services, and opportunities that limit learning; however, partnerships and a whole-school approach support student development.
ACDE response to MATSITI initiative; Final stakeholder forum, Adelaide, 16 Ju...MATSITI
This document summarizes two projects funded by ACDE aimed at improving outcomes for Aboriginal and Torres Strait Islander students in initial teacher education. The first project conducted an audit and established plans to improve retention, success, and graduation rates. It identified four key areas for improvement. The second project aimed to improve engagement and success and close the gap in graduation rates. Outcomes included establishing networks and reviewing/implementing action plans. The evaluation found an increased awareness of importance of cultural safety but more work is still needed, including ensuring sustainable partnerships and representation of Indigenous knowledge, culture and peoples at all levels of teacher education.
Addressing Inequity in Education via Mandatory Staff Developmentdecolonisingdmu
Lucy Panesar, University of Kent
Terry Finnigan, University of the Arts London
This session draws on the experience of different institutions and their approach to addressing inequity in education within a HE context. Colleagues from De Montfort University, Kent University and University of the Arts London discuss how they are utilising mandatory staff development programmes, in the shape of Postgraduate Certificates to help academic staff to innovate and transform their teaching practice in light of the decolonising agenda.
Each of these institutions have various levels of experience in adopting this approach. Each will explain their individual approaches and reflect on the strengths and challenges they have encountered. In sharing this practice, we hope to inspire other institutions to also take bolder steps to developing a more equitable and inclusive student learning experience through their PG Certs.
We propose to run a structured plenary discussion providing an overview of the different approaches that institutions have taken to bringing issues of inclusive practice, decolonisation and racial and social justice into the key remit of mandatory PG Certs. There will be opportunity for delegates to reflect on challenges/approaches of presenting a similar approach within their institution.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
The document discusses strategies for managing a diverse classroom of English language learners. It recommends initiating new students' success through orientation, creating a safe and supportive learning environment, praising students' successes with specific praise, engaging students through questions, offering choices, and considering students' various learning styles. It also stresses the importance of clear instruction, interactive activities, content-based lessons relevant to students' lives, and measuring success both formally and informally. The overall strategies aim to make students feel comfortable taking risks with language, actively participate in class, and take responsibility for their own learning.
Similar to The MATSITI-ACDE Engagement and Success Project (20)
MATSITI Evaluation; Final stakeholder forum, Adelaide 16 June 2016MATSITI
The document summarizes the findings and recommendations of an evaluation of the MATSITI initiative. The evaluation assessed 53 projects aimed at increasing the number of Aboriginal and Torres Strait Islander teachers. Key findings included low graduation rates for Indigenous teacher education students, a need for culturally safe professional experiences, and the importance of Indigenous leadership in schools. The evaluation recommended national strategies for recruitment, leadership development, and improving university support for Indigenous students.
MATSITI: Where to next? Final stakeholder forum, Adelaide, 16 June 2016MATSITI
Sustainability and legacy for Aboriginal and Torres Strait Islander education and employment - presentation to the final stakeholder forum for the MATSITI project.
Background and data for senior HR and workforce officials forum in the schooling sector on progressing Aboriginal and Torres Strait Islander employment in Australian schools
The Aboriginal Leadership Scholarships Pilot (ALSP) Program provided two Aboriginal teachers aspiring to be site based leaders with the opportunity to participate in a semi- structured leadership pathway program which included support by outstanding school leaders.
Pathways to leadership in non-government schoolsMATSITI
The MATSITI Aboriginal School Leadership Project aims to increase Aboriginal representation in school leadership positions. It was started due to a lack of Aboriginal principals, assistant/deputy principals, and teachers applying for leadership roles, despite Aboriginal students making up 3.6% of the student population. The project provides workshops, mentoring, and support for Aboriginal teachers to develop leadership skills. So far, 10 of 15 invited participants have completed the program. Outcomes include participants commencing master's degrees, applying for and obtaining leadership roles such as head of department, coordinator positions, and leadership programs. The project helps address barriers like a lack of role models while capitalizing on enablers like dedicated funding, encouragement, and an Aboriginal
The project developed a suite of programs to recruit Aboriginal students to become teachers and undertake practicums, including culturally safe schools and taste of teaching programs. Successes included engaging more students, staff, and schools and connecting with a university. Challenges included timing delays and working within school and university restraints. The programs will continue by positioning them within other educational areas and collecting data, with offerings extending into 2016 and beyond.
Scoring Goals is a project that utilises sport to connect Aboriginal and Torres Strait Islander peoples to a career in Health and Physical Education teaching.
This collaborative project utilises four sport-related programs to promote and recruit Aboriginal and Torres Strait Islander people into the UQ Bachelor of Health, Sport and Physical Education (BHSPE).
Presentation at MATSITI #OurMobTeach Conference, 1 October 2015
How can teaching and school leadership be promoted and supported as a career of choice
The Importance of Strong, Skilled and Deadly Leaders
Dave Hartley - Deputy Principal, Coomera Springs State School
Proud, Skilled and Deadly Leaders is a professional learning experience for Aboriginal and Torres Strait Islander teachers, focussing on leadership development.
Based on the Institute’s successful Stronger Smarter Leadership Program and under Dr Chris Sarra’s leadership, the program is facilitated by Aboriginal and Torres Strait Islander people including principals and community leaders. It includes a 5-day professional learning program, 2 day workshop and regular contact with the project team.
CDAA synopsis of the Follow my Lead workshop content and then present related data collated through registration and evaluation which supports MATSITI’s aims and objectives while increasing professional competency in conducting work in a culturally sensitive way and incorporating role modelling in career development activities.
Presentationshowcasing the Tunapri teaching project funded by MATSITI which aimed to inspire and encourage Year 9-12 school students to consider a teaching career.
The document discusses the Ratep program, which aims to increase the number of Indigenous teachers in Queensland through teacher education partnerships. It outlines the success of the off-site model, funded by MATSITI, which expanded access to students living outside of community sites. Analysis found high retention rates and completion on time for off-site students in 2014-2015. The funding enabled outreach through enhanced online learning and teacher support, nearly doubling applicant numbers and allowing greater geographic reach across Queensland.
Cultural Resilience: A Framework for Indigenous EducatorsMATSITI
The document discusses cultural resilience for Indigenous educators. It summarizes discussions from an Indigenous Teachers Forum that identified developing and maintaining cultural identity and understanding of culture as essential for resilience. A cultural resilience tool was developed that explores the relationship between traditional culture, education, and work. The tool focuses on building resilience at the individual, community, and systemic levels through cultural connection, relationships, and understanding of historical impacts on Indigenous communities.
Presentation reports on a project to support more of our mob moving into leadership positions in NSW public schools.
#OurMobTeach Conference, 30 September 2015
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
1. More Aboriginal and
Torres Strait Islander
Teachers Initiative
The Engagement and Success
Project
Presenter: Professor Toni Downes
2. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
Higher Education Contexts
Guiding Principles for Developing
Indigenous Cultural Competency in
Australian Universities. UA, 2011.
Review of Higher Education Access and
Outcomes for Aboriginal and Torres Strait
Islander People. Behrendt, 2012.
Aboriginal and Torres Strait Islander
Education Action Plan 2010–2014
(Australian Gov).
3. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
Embed Indigenous knowledges and perspectives in all university
curricula to provide students with the knowledge, skills and
understandings which form the foundations of Indigenous cultural
competency.
Include Indigenous cultural competency as a formal Graduate
Attribute or Quality.
Incorporate Indigenous Australian knowledges and perspectives into
programs according to a culturally competent pedagogical
framework.
Train teaching staff in Indigenous pedagogy for teaching Indigenous
Studies and students effectively, including developing appropriate
content and learning resources, teaching strategies and assessment
methods.
Create reporting mechanisms and standards which provide qualityUA Report, T&L Recommendations Pg 9
4. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
Aims of the Engagement and Success Project
To improve the engagement and success of
Aboriginal and Torres Strait Islander students
undertaking initial teacher education programs;
and
To close the gap in retention and graduation
rates for Indigenous and non-Indigenous
students.
5. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
PHASE ONE OF THE PROJECT - OUTCOMES
[completed in 2012 – 2013]
Research project undertaken by QUT and
publication of report
National forum attended by Deans/Heads of
Faculties/ Schools of Education and Heads of
Indigenous Higher Education Centres
Institutional Action Plans
Scoping Items
6. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
Participation (in 2011) about 1600 Indigneous Students
(2%):
600 commencing, 800 continuing, 200 graduating.
ECE – 20% Primary – 50% Secondary – 30%
Female – 80%
School leavers – 10% (Doubled since 2007)
On- Campus – 800, Off-Campus 500
ATAR Basis of Entry - <10%
QUT Report, Pg s 21-29
Report into the Retention and Graduation of
Aboriginal and Torres Strait Islander Students
enrolled in Initiation Teacher Education. QUT,
2012 (accessible at: www.acde.edu.au)
7. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
Attrition and Completion rates:
68% attrition rates
36% completion rates
Four themes around Retention and Graduation rates
institutional structures/procedures
personal, social, academic and financial support
coursework
mode of study
QUT Report, Pg 27-36
8. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
Walking points – the critical times when Aboriginal
and Torres Strait Islander students are more likely to
drop out:
First year of study Assessment and Exams
Professional Experience; Cultural safety
Partnerships between Faculties and Indigenous Student
Services Units
QUT Report, Pg 38-44
Student Journeys
9. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
Analysis of the 2013 Action Plans
Developed categories of actions – Scoping items –
drawing on Institutional Plans and Behrendt Report
Grouped into:
General
Student Specific
10. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
GENERAL ITEMS
Public/explicit commitment to Indigenous Reconciliation/Education
Aboriginal and Torres Strait Islander Peoples’ representation on
Faculty Leadership and Governance groups and committees
Standing Committees for educational issues relating to Aboriginal
and Torres Strait Islander Peoples
Internal partnership with Indigenous Support/Education Units
External partnership with Aboriginal and Torres Strait Islander elders,
Aboriginal Education Consultation Groups, Indigenous Education
Boards etc.
Teacher education curriculum that includes relevant Aboriginal and
Torres Strait Islander content/units developed and taught in
consultation/ collaboration with relevant Aboriginal and Torres Strait
Islander staff/ community
External partnerships for building aspirations/capabilities
11. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
GENERAL ITEMS
Public/explicit commitment to Indigenous Reconciliation/Education
Aboriginal and Torres Strait Islander Peoples’ representation on
Faculty Leadership and Governance groups and committees
Standing Committees for educational issues relating to Aboriginal
and Torres Strait Islander Peoples
Internal partnership with Indigenous Support/Education Units
External partnership with Aboriginal and Torres Strait Islander elders,
Aboriginal Education Consultation Groups, Indigenous Education
Boards etc.
Teacher education curriculum that includes relevant Aboriginal and
Torres Strait Islander content/units developed and taught in
consultation/ collaboration with relevant Aboriginal and Torres Strait
Islander staff/ community
External partnerships for building aspirations/capabilities
12. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
STUDENT SPECIFIC ITEMS
Student Experience
Academic Services
Academic Programs
Scholarships and Prizes
Employer Sponsorships/Cadetships
Policies And Practices
Culturally Safe Environment and Spaces
13. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
STUDENT SPECIFIC ITEMS
Student Experience
Academic Services
Academic Programs
Scholarships and Prizes
Employer Sponsorships/Cadetships
Policies And Practices
Culturally Safe Environment and Spaces
14. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
PHASE TWO OF THE PROJECT –
PARTICIPATING INSTITUTIONS
Australian Catholic University
Central Queensland University
Charles Darwin University
Charles Sturt University
Deakin University
Flinders University
Griffith University
James Cook University
Macquarie University
Murdoch University
Queensland University
Sunshine Coast University
University of New England
University of Newcastle
University of NSW
University of South Australia
University of Southern Queensland
University of Technology Sydney
University of Western Sydney
Wollongong University
15. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
PHASE TWO OF THE PROJECT –
OBJECTIVES
Engagement and partnership with Indigenous Education
Units
Review of Action Plans to reflect situation as at 2014
Collection of baseline data to enable review of progress
against targets
Identification of Effective/Best Practice
Institutional Buddies
Ongoing Communication
F2F workshop on 17 November 2014 and in April 2015
16. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
Workshops
PROPOSED STRATEGIES
Analysis of the Action Plans
Communication
Review of Progress against targets
Annual meeting and planning for next stage of
institutional work.
17. More Aboriginal and
Torres Strait Islander
Teachers Initiative
More Aboriginal and
Torres Strait Islander
Teachers Initiative
ANY QUESTIONS?
Anne Szadura – Project Officer ACDE
projectmanager@acde.edu.au
Editor's Notes
The Vice-Chancellor’s have signed up to the Guiding Principles for Developing Indigenous Cultural Competency in Australian Universities. A number of the recommendations in this report are relevant to both this project and the Behrendt Report. So the Engagement and Success Project is not isolated to Faculties of Education – there are other broader developments occurring across universities and it is possible that your VC may approach you to implement the recommendations of this report.
Embed Indigenous knowledges and perspectives in all university curricula to provide students with the knowledge, skills and understandings which form the foundations of Indigenous cultural competency.
Include Indigenous cultural competency as a formal Graduate Attribute or Quality.
Incorporate Indigenous Australian knowledges and perspectives into programs according to a culturally competent pedagogical framework.
Train teaching staff in Indigenous pedagogy for teaching Indigenous Studies and students effectively, including developing appropriate content and learning resources, teaching strategies and assessment methods.
Create reporting mechanisms and standards which provide quality assurance and accountability of Indigenous Studies curricula.
The Vice-Chancellor’s have signed up to the Guiding Principles for Developing Indigenous Cultural Competency in Australian Universities. A number of the recommendations in this report are relevant to both this project and the Behrendt Report. So the Engagement and Success Project is not isolated to Faculties of Education – there are other broader developments occurring across universities and it is possible that your VC may approach you to implement the recommendations of this report.
The Engagement and Success project is being carried out concurrently to the Respect, Relationships and Reconciliation (RRR) Project, which you heard about yesterday. Whilst having discrete individual aims, both projects share a common objective of sustained and targeted support to Faculties and Schools of Education to continue to focus on and engage with the goals of the MATSITI project within the recommendations of the Behrendt Report. The aims for the Engagement and Success Project are:
To improve the engagement and success of Aboriginal and Torres Strait Islander students undertaking initial teacher education programs; and
To close the gap in retention and graduation rates for Indigenous and non-Indigenous students.
Retention, success (% subjects passed each year) and completion rates are standard metrics used by the higher education sector to measure student engagement and success. Other measures developed within particular contexts and purposes can include attendance and participation in mentoring/support groups.
Phase One of the project was undertaken in 2012 – 2013 with the following being achieved:
A research project (carried out by Bruce Burnett and Jo Lampert at QUT), comprising analysis of enrolment and programmatic data, identification of data gaps and small focus groups and interviews at a range of Australian universities that have initial teacher education programs;
A one-day national forum at which Deans and Heads of Faculties and Schools of Education met alongside heads of Indigenous Higher Education Centres to develop institutional action plans.
Development of Action Plans, many of which include memorandums of agreement and formalisation of internal institutional strategies that target the retention, success and graduation rates of Aboriginal and Torres Strait Islander teacher education students.
Development of scoping items drawing from both the institutional Action Plans and the Behrendt Report. There are two types of scope items – General and Student Specific, with each individual scope item including several components, which I will outline shortly.
Partnerships between Faculties and Centres for Indigenous Education/Student Support
Improved systems to track progress of students
Institutional practices around cultural visibility and cultural safety
Shared responsibility for student support
Financial support
Personal and social support
Academic support
Professional experience
Aboriginal and Torres Strait Islander education subjects
Course Progression/ flexibility
There are two types of Scope items – “General”, which refers to structures needed to support the project strategies and “Student-Specific”, which refers to those things specifically identified as being critical to improving engagement and success of Aboriginal and Torres Strait Islander students.
Public/explicit statement of commitment to Indigenous Reconciliation/Education – communicated internally, externally and to students:
Reconciliation Statement;
Indigenous education strategies;
Recruitment and employment strategies.
Aboriginal and Torres Strait Islander Peoples’ representation on Faculty Leadership and Governance groups and committees.
Standing Committees (of courses, learning and teaching, student experience etc.) that specifically focus on educational issues pertinent to Aboriginal and Torres Strait Islander Peoples.
Internal partnership with Indigenous Support/Education Units:
Shared understanding of relationship/signed agreements/long term relationship.
Specific point-to-point contact between relevant academic and Indigenous Support Unit staff.
External partnership with Aboriginal and Torres Strait Islander elders, Aboriginal Education Consultation Groups, Indigenous Education Boards etc.
Teacher education curriculum that includes relevant Aboriginal and Torres Strait Islander content/units developed and taught in consultation/collaboration with relevant Aboriginal and Torres Strait Islander staff/community:
Incorporation of relevant graduate attributes for cultural competence of all students.
External partnerships for building aspirations/capabilities:
Promotional DVDs
Public/explicit statement of commitment to Indigenous Reconciliation/Education – communicated internally, externally and to students:
Reconciliation Statement;
Indigenous education strategies;
Recruitment and employment strategies.
Aboriginal and Torres Strait Islander Peoples’ representation on Faculty Leadership and Governance groups and committees.
Standing Committees (of courses, learning and teaching, student experience etc.) that specifically focus on educational issues pertinent to Aboriginal and Torres Strait Islander Peoples.
Internal partnership with Indigenous Support/Education Units:
Shared understanding of relationship/signed agreements/long term relationship.
Specific point-to-point contact between relevant academic and Indigenous Support Unit staff.
External partnership with Aboriginal and Torres Strait Islander elders, Aboriginal Education Consultation Groups, Indigenous Education Boards etc.
Teacher education curriculum that includes relevant Aboriginal and Torres Strait Islander content/units developed and taught in consultation/collaboration with relevant Aboriginal and Torres Strait Islander staff/community:
Incorporation of relevant graduate attributes for cultural competence of all students.
External partnerships for building aspirations/capabilities:
Promotional DVDs
Each scope item includes several components and as such, an institution might be categorised as having strategies in place even if this is only for one of the components.
Anne will email you out the detailed scope document following the conference. Following the development of these scope items Anne collated summaries of each institution’s progress against the scope items, according to whether they are planned or yet to be implemented; in progress; or have well-established processes in place.
STUDENT EXPERIENCE
Access to individual advice
Direct written contact with beginning students
Customised programs and timetables
Events
Mentors and role models
Recognition (of identity)
ACADEMIC SERVICES
Skills development
Designated Academic Advisors
Personalised Learning Plans
Tracking
Professional placement
ACADEMIC PROGRAMS
Enabling
Bilingual
Cohort
Pathways
SCHOLARSHIPS AND PRIZES
EMPLOYER SPONSORSHIPS/CADETSHIPS
POLICIES AND PRACTICES
Walking points
Targets
Monitoring and review
At-risk policies/practices
Exit interviews
CULTURALLY SAFE ENVIRONMENT AND SPACES
“Go-to-staff”
Staff training (induction/orientation/professional development) – cultural awareness through to cultural competence
Inclusive CLT
Physical space
STUDENT EXPERIENCE
Access to individual advice
Direct written contact with beginning students
Customised programs and timetables
Events
Mentors and role models
Recognition (of identity)
ACADEMIC SERVICES
Skills development
Designated Academic Advisors
Personalised Learning Plans
Tracking
Professional placement
ACADEMIC PROGRAMS
Enabling
Bilingual
Cohort
Pathways
SCHOLARSHIPS AND PRIZES
EMPLOYER SPONSORSHIPS/CADETSHIPS
POLICIES AND PRACTICES
Walking points
Targets
Monitoring and review
At-risk policies/practices
Exit interviews
CULTURALLY SAFE ENVIRONMENT AND SPACES
“Go-to-staff”
Staff training (induction/orientation/professional development) – cultural awareness through to cultural competence
Inclusive CLT
Physical space
There are 20 institutions participating in Phase Two of the project.
It is recognised that a key factor in achieving the aims of the project is for Faculties and Schools of Education to establish processes and protocols to engage with their institution’s Indigenous Education and/or Student Services Units to work collaboratively on this matter. The link with NATSIATE is also important, and we have a few NATSIATE members as institutional representatives for this project – thanks to Nerida Blair and Libby Jackson-Barrett for their contributions to date.
Participating institutions have been requested to review their Action Plans and update them to reflect the situation as at the beginning of 2014. The revised information will be aggregated (without reference to institutions) to obtain a national picture in order to identify potential gaps and commence collegial conversation to address these.
Participating institutions have also been requested to provide 2012 and 2013 baseline data with a short commentary about institutional context. These data will enable ACDE and each participating institution to review strategies, identify early evidence of progress against targets, and address any emerging issues that need to be addressed over the 2014-2016 life of Phase 2.
It is also planned to identifying effective/best practices and bring together a set of resources and models to support institutions. The possibility and mechanisms for institutional buddying will be explored and ongoing communication with participants is a key objective, with regular teleconferences being held. A workshop has been scheduled on 17 November 2014 to showcase significant change stories and share models of effective/best practice. A further workshop is being planned to coincide with the MATSITI event in early April 2015.
Anne to distribute envelopes.
Talk through content of envelopes – draft proposal, aggregated summary, individual institutional summaries, individual Action Plans (submitted in 2012), form for commitment/sign up to projects and list of websites for relevant reports referred to in this presentation.
Direct to the proposal page. Talk through the proposed stages as per SLIDE. Ask people to break into groups – please talk to people from other institutions. Note taker needed and notes to be handed to or emailed o Anne. In 20 minutes report back – use cumulative model to catch breadth of comments. Issues to consider – go to next SLIDE.