The Matsiti evaluation interim report focuses on increasing the representation, capacity, and retention of Aboriginal and Torres Strait Islander teachers in schools. Preliminary findings indicate some strategies have potential merit but face challenges due to cultural safety and data accuracy, while substantial support at various government levels is needed for future reforms. The report includes recommendations for continued national strategies and improved regulatory measures to support Indigenous teacher identification and professional development.

1. MATSITI Evaluation – Interim Report
Evaluation Panel
• Peter Johnson
• Professor Brenda Cherednichenko
• Professor Mark Rose
• Supported by
 Annie Hollander
 MATSITI project team
MATSITI National Workforce Officials Forum
30 November 2015, Adelaide

2. MATSITI Evaluation – Interim Report
Special Acknowledgement
• MATSITI Team
 Professor Peter Buckskin
 Emeritus Professor Paul Hughes
 Dr Kaye Price
 Mark Tranthim-Fryer
 Kerryn Tayler
 Brian Marshall
 Lisa Lawton

3. MATSITI Evaluation – Interim Report
Project Objectives
 Increase the number of Aboriginal and Torres Strait Islander
people in teaching positions in schools;
 Increase the capacity of Aboriginal and Torres Strait Islander
teachers; and
 Increase the retention of Aboriginal and Torres Strait Islander
teachers in teaching positions in schools.

4. MATSITI Evaluation – Interim Report
Scope of Evaluation
• Progress of workforce reforms designed to increase the number and
capacity of Indigenous teachers;
• Effectiveness and impact of the MATSITI initiative, and effectiveness
of the models of workforce interventions through the partnership
agreements; and
• Recommendations for future Indigenous teacher employment
reforms and targets.

5. MATSITI Evaluation – Interim Report
Evaluation
• Commenced April 2015
• Analysis of reports from project partners
• Interviews and questionnaires
• Analysis of empirical data
• Interim report September 2015
• Final Report March 2016

6. MATSITI Evaluation – Interim Report
Project Constraints
• Self nomination of strategies and programs by project partners;
• Capture of accurate data on the teacher workforce; and
• Legislative and industrial barriers.

7. MATSITI Evaluation – Interim Report
Accountability
• Annual MATSITI work plans published on MATSITI website
• Annual MATSITI progress reports published on MATSITI website
• Project partners to complete and submit progress reports and final
reports
• Final MATSITI project report 2016
• Evaluation Report 2016

8. MATSITI Evaluation – Interim Report
Preliminary Findings
• Some strategies and programs appear to have merit and are well thought
through - level of potential success and “buy-in” is restricted by lack of
cultural safety.
• Range of significant partnerships which may, over time, make a significant
contribution to the success of the MATSITI objectives.
• Funding of MATSITI for four year period was catalyst for development of a
common agenda.

9. MATSITI Evaluation – Interim Report
Preliminary Findings
• Impact of many MATSITI partner projects will not be able to be
measured due to the immaturity of each and need for many of
those projects to continue over prolonged period.
• Substantial financial and intellectual investment in the MATSITI
initiative at level of federal and state government, administrations
and participating jurisdictions and academic institutions.

10. MATSITI Evaluation – Interim Report
Preliminary Findings
• Lessons learned from the project will allow for refinement of
comprehensive approach to the employment and career
development of many current and future Aboriginal and Torres
Strait Islander teachers.
• Implementation of recommendations of evaluation will require
commitment, through funding and recurrent support, from
governments at all levels as well as broader education community.

11. MATSITI Evaluation – Interim Report
Preliminary Recommendations
• Continue to be a nationally directed strategy for the recruitment,
employment and development of Aboriginal and Torres Strait
Islander teachers consistent with the MATSITI objectives and funded
accordingly.
• Consideration be given to regulatory measures which require all
employers of school teachers to provide an opportunity for
Aboriginal and Torres Strait Islander teachers to formally identify as
such and for that identification to be formally recorded and
maintained by that employer and reported nationally
in a de-identified statistical format.

12. MATSITI Evaluation – Interim Report
Preliminary Recommendations
• Deans of Education be encouraged to maintain close working
relationships with their respective university’s Aboriginal Programs
units regarding the continuation of culturally sensitive processes and
programs of support.
• Professional Learning for teachers be both critical in preservice
teacher education AND for all teachers across their professional
lives.