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.
Innovative Approaches to Inuit Learning Webinar, Powerpoint Presentation by Jodie Lane, Education Counsellor for Nunatsiavut Government on April 18, 2013
Innovative Approaches to Inuit Learning Webinar, Powerpoint Presentation by Jodie Lane, Education Counsellor for Nunatsiavut Government on April 18, 2013
Te Akatea New Zealand Maori Principals' AssociationMATSITI
Presentation by NZ principals Robert Clark and Leanne Otene to the MATSITI Deadly Journey school leaders forum, 16 October 204, Sydney
www.matsiti.edu.au/events/leaders
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
International Leadership of Schools with an ability to consult on complex change initiatives based on 20 years in school leader positions and diverse international experiences.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
As New Hampshire’s public liberal arts college, Keene State College is a leader in providing a high‐quality liberal education for New Hampshire residents, New England residents and students from across the country and the world. We are dedicated to achieving our unique mission within the state by providing exceptional programs that meet the needs of our students for an education that will endure in hanging times and will serve them well as they embark on successful careers, the
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pursuit of further study and meaningful lives.
Presentation reports on a project to support more of our mob moving into leadership positions in NSW public schools.
#OurMobTeach Conference, 30 September 2015
Te Akatea New Zealand Maori Principals' AssociationMATSITI
Presentation by NZ principals Robert Clark and Leanne Otene to the MATSITI Deadly Journey school leaders forum, 16 October 204, Sydney
www.matsiti.edu.au/events/leaders
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
International Leadership of Schools with an ability to consult on complex change initiatives based on 20 years in school leader positions and diverse international experiences.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
As New Hampshire’s public liberal arts college, Keene State College is a leader in providing a high‐quality liberal education for New Hampshire residents, New England residents and students from across the country and the world. We are dedicated to achieving our unique mission within the state by providing exceptional programs that meet the needs of our students for an education that will endure in hanging times and will serve them well as they embark on successful careers, the
c
pursuit of further study and meaningful lives.
Presentation reports on a project to support more of our mob moving into leadership positions in NSW public schools.
#OurMobTeach Conference, 30 September 2015
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.
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
Презентация для конкурса Forbes ШКОЛА МИЛЛИАРДЕРА 2016-2017. Пользователи Uniple – крауд-шопперы – оформляют собственные онлайн витрины, размещая на них товары своих поставщиков и обеспечивая продажи. Объединяя в себе множество предложений, Uniple создает конкурентную среду для крауд-шопперов, способствующую улучшению условий для конечных покупателей.
Uniple имеет все шансы победить в конкурсе стартапов, поскольку несет в себе важные социальные миссии помогая, экономить, зарабатывать и социализироваться не защищенным слоям населения.
Join our Mob: Developing the Career Potential of Aboriginal StudentsMATSITI
Indigenous people are under-represented in many professions including education. This presentation includes proven strategies and resources to develop the career potential of young Aboriginal and Torres Strait Islander People.
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
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
#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
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
A pilot project that encourages and supports Aboriginal teachers to aspire to school leadership through a case management model. A cohort of candidates was invited to participate in the project and was engaged with activities that would build their capacity, knowledge and understanding of school leadership.
Catholic Education South Australia (CESA) has developed a state based suite of programs that caters to Aboriginal and Torres Strait Islander students from Years 6-12 in catholic schools, staff of catholic schools and Indigenous students in tertiary education. Working towards the goals of MATSITI, CESA has been able to achieve attainable pathways for its Indigenous community across a broad spectrum of Indigenous students as a result of data collection, regular and consistent communication, and targeting specific schools who have made a commitment to our programs.
Barb Metzger, Faculty Co-ordinator, Tenison Woods College, CESA MATSITI consultant.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. • National $7.5m project to increase
number and professional capacity of
Indigenous teachers in Australian schools
• 5:1 teacher workforce under-
representation
• Indigenous-led
• Managed by UniSA
• www.matsiti.edu.au
3. 1. Teacher workforce research and
evidence base
2. Funding partnerships with school
jurisdictions, education faculties,
Indigenous units in schools and
universities, advocacy groups – 35 to date
3. Attraction and career aspirations strategy
9. Ensure
Aboriginal
employment is
part of day to
day business
Build a deep
understanding
of culture,
respect and
engagement
Strengthen
leadership and
management
capabilities of
Aboriginal
employees
Aboriginal Human Resources Development Plan
2012 – 2017
10. • Promotes teaching as a career of choice to
Aboriginal people and Torres Strait Islanders
• Increasing the number of Aboriginal and Torres
Strait Islander teachers in NSW public schools
• Valuing, developing and retaining quality
Aboriginal and Torres Strait Islander teachers in
NSW public schools
• Increasing the number of identified School
Administrative Support Staff positions for
Aboriginal people and Torres Strait Islanders.
Aboriginal Employment and Career Initiatives,
People and Careers
11. Key Achievements in Aboriginal Employment
and Career Initiatives
Established the “ Join Our Mob” recruitment strategy in 2006
with promotion of initiatives across NSW.
Established a dedicated team of officers responsible for
implementing employment and career development and
leadership programs for teachers and school administrative and
support staff.
Increasing the number of Aboriginal teachers and executive in
permanent positions across NSW public schools with 733
recruited since April 2004.
Increasing the number of teacher education scholarships
available each year exclusively for Aboriginal applicants
including HSC students, university students and career changers
from 20 in 2006 to 80 in 2010.
12. NSW Initiatives
• Join Our Mob promotional campaign including website,
Facebook page, Twitter and targeted resources
• Teacher Education Scholarship Program – 300 per annum with
220 for teacher training in subject shortfall areas and 80 for
Aboriginal and Torres Strait Islander people to train as primary
or secondary teachers
• Priority appointment for Aboriginal and Torres Strait Islander
teachers
• Connected Communities initiative in which 15 identified
schools have become community hubs to deliver a range of
services from birth through school to further training and
employment.
14. Pam Widders
Assistant Manager, Aboriginal Initiatives
Aboriginal Employment and Career Initiatives
People and Careers
• Promote the benefits of becoming a teacher with NSW DEC
including promoting Scholarship opportunities for
Aboriginal people
• Increase the permanent employment of Aboriginal
teachers within NSW DEC by identifying suitable vacancies
and negotiating with HR Advisors to fill this position with
an Aboriginal applicant and promoting innovation and
flexibility in the recruitment and selection of Aboriginal
people in the workforce
• Conduct regular on-campus university visits, in partnership
with Teach.NSW, Teacher Recruitment Programs Unit and
our team members, to address scholarship holders and
provide face-to-face information sessions
15. • Regularly review current employment list of
Aboriginal Teachers available for appointment
and develop plan
• Assist and support Aboriginal teachers with
staffing matters (eg. appointments, transfers,
etc.)
• Develop and strengthen positive relationships
and partnerships with Aboriginal communities
and groups including working in collaboration
with the NSW AECG at all levels to improve
policies & practices involving Aboriginal staff
within NSW DEC
Pam Widders
Assistant Manager, Aboriginal Initiatives
Aboriginal Employment and Career Initiatives
People and Careers
16. Darren Bell
Assistant Manager, Aboriginal Initiatives
Aboriginal Employment and Career Initiatives
People and Careers
• Develop, promote, review, coordinate and
evaluate innovative and flexible human resource
frameworks, policies and programs for the
employment, retention and career development of
Aboriginal staff in the Department’s workforce
• Liaise and negotiate with internal and external
stakeholders in the review, development and
support of human resource policies and programs
for Aboriginal staff
• Analyse trends and issues and undertake research
as a basis for the development of employment and
staffing policies for Aboriginal staff
17. • Report on the effectiveness of policies and
programs to support the employment and
retention of Aboriginal staff
• Participate on Departmental committees and
working parties relating to Aboriginal
employment
• Prepare accurate and strategic advice for
senior management on matters pertaining to
Aboriginal staff
Darren Bell
Assistant Manager, Aboriginal Initiatives
Aboriginal Employment and Career Initiatives
People and Careers
18. Promotional Strategies
Social media sites such as Facebook and Twitter have been
used to great success for our team.
We use the sites to promote events such as careers markets
and Yarn Ups, we also use the sites as a way to speak with our
communities and answer and ask questions and to promote
our team and local community events and individual projects
We promote our social media sites on all our promotional
resources and electronic and printed correspondence.
19. Promotional Strategies
We have purchased student artwork to use on
our resources and electronic material.
Visual branding is a vital tool in promoting and
building recognition of our team and what we
offer and stand for.
NSW high school student, Judy Shepard painted
this piece especially for our team.
21. Schools/community visits to
promote scholarships and
Join Our Mob
Aboriginal Employment and Career Initiatives Officers visit
communities across the state to promote and speak with students and
community members about joining our mob as teachers and working in
education
Feedback from our school/community visits…
“I would like to thank you very much for your visit to our school and
speaking to our students in regards to the programs with DEC and
Join Our Mob. The students shared with us, how great your visit was
and how several students are interested in becoming a teacher when
they leave school” AEO, Mount Austin High School
“Great to have someone come and talk to our Aboriginal students, we
have four students interested in teaching two Year 12 and two Year 11.
Your information and resources are fantastic; I would like to invite you
back to the Young Careers Expo” Careers Advisor, Young High School
22. Promoting scholarships and
Join Our Mob to tertiary providers
The team regularly visits, liaises and consults with
universities and various staff regarding:
• Identification of students
• Presentations to Aboriginal and non-Aboriginal students
• Support that is available
• Join Our Mob, Scholarships, Promotions, Beyond the
Line, Beyond the Bridge initiatives
• Presentations
• Career pathways in DEC
• “TRACKS” Tertiary Preparation Program
• Careers Markets – Expos (sharing information)
• University Open Days
• Working with the Department and the support
provided
23. Career Expos
In 2014 following successful funding from MATSITI our
Galiyaay Careers Expos are occurring across NSW.
They include:
22 May Dubbo
18 June Western Sydney
20 June Tamworth
25 July Nowra
The aim of the expos are to give our students a better
understanding of the different types of careers
available to them and how to plan their education so
that they are better positioned to enter their chosen
fields of interest.
24. Networking with universities provides opportunities to
strengthen partnerships between schools, TAFE, local
communities and universities and is vital in promoting
teaching as a career choice at local levels.
It also provides me with the knowledge to encourage and
deliver support to other SAS staff in schools/offices/local
school areas to become teachers, whilst informing Career
Advisors and Principals about programs offered by
universities and the different pathways available.
It also provides the opportunity to develop and implement
initiatives for the effective transition of final year teacher
education students into their role as teachers.
Benefits of working in partnership
with tertiary providers
25. Recruitment Strategies
• Support Aboriginal and Torres Strait Islander teacher support staff and
other paraprofessionals to become teachers
• Support Aboriginal and Torres Strait Islander teachers in their early
years of service
• Develop and implement systems for gathering national data on
Aboriginal and Torres Strait Islander people’s commencement and
completion of teacher education programs, and recruitment,
retention and promotion as teachers in schools
• Facilitate access to schooling for Aboriginal and Torres Strait Islander
students in remote locations
• Promote teaching as a career of choice to Aboriginal and Torres Strait
Islander school students
• Develop and maintain teacher education programs and support
structures which foster successful completion by Aboriginal and Torres
Strait Islander people
26. Recruitment Strategies
• Promote teaching as a career of choice to Aboriginal and Torres Strait
Islander support staff in schools, liaison officers and community
members
• Explore a range of flexible tertiary entry pathways for Aboriginal and
Torres Strait Islander people to access teacher education programs
• Collaborate with universities’ teacher education schools to expand
teacher education programs which are delivered locally in remote
communities
• Enhance the capabilities of Aboriginal and Torres Strait Islander
support staff in schools
• Establish research partnerships between universities and schools with
significant Aboriginal and Torres Strait Islander enrolments
• Establish partnerships between industries, school communities and
post school education providers to enhance Aboriginal and Torres
Strait Islander students’ post school options
27. • Career Expos
• School presentations
• University presentations
• Community networking
• Social media
• Yarn Ups
Recruitment Strategies
28. The NSW Department of Education and Communities fully support these
two programs which promote education and employment to all
Aboriginal people and communities.
Our team works with schools, communities and Universities in the
promotion of employment opportunities available to Aboriginal people.
The Department offers up to 80 teacher education scholarships each
year to Aboriginal students completing their HSC.
We also encourage our community members to apply.
Scholarships are offered for talented students to train in secondary
maths, science and English and primary or secondary special education.
Scholars receive:
• an annual allowance of $5,000 throughout their studies
• a guaranteed job as a teacher when they graduate
• a $3,000 one-off grant when they begin their career
Teaching is Deadly and Join our Mob
Aboriginal Teacher Education
Scholarships
29. Our team promote the benefits of becoming a teacher and working for education using
promotional materials and resources, social media, attending career expos and personal face
to face interaction with our communities.
The Department also recognises the importance and value of having Aboriginal people
employed in schools in non-teaching roles ranging from General Assistants to School
Administration Managers and Aboriginal Education Officers.
Our team conducts Yarn Ups for Aboriginal people in schools and communities, encouraging
and providing support for members wanting to apply for non-teaching roles within schools.
Teaching is Deadly and Join our Mob
Aboriginal Teacher Education
Scholarships
30. Aboriginal Teacher Education Scholarships
Aboriginal Non-Aboriginal
Total 261 1171
0
200
400
600
800
1000
1200
1400
Scholarship appointments since the commencement of the program as
at 12 May 2014
Aboriginal
Non-Aboriginal
31. Aboriginal Teacher Education Scholarships
Aboriginal scholarship holders currently studying
HSC candidate (school
or TAFE)
Current university student Career changer/ mature
age
TOTAL
ART 3 2 0 5
ENGLISH 13 4 6 23
HSIE 3 11 9 23
MATHS 1 0 0 1
MUSIC 2 2 0 4
PE 11 12 1 24
PRIMARY 64 70 48 182
SCIENCE 1 0 1 2
SPEC ED 0 0 1 1
TAS 1 1 0 2
TOTAL 99 102 66 267
32. Snapshot of Achievements –
Aboriginal Teachers
Increased representation of Aboriginal people
Current Govt. Bench mark 2.6%
DET 2005 DET 2007 DET 2009 DEC 2011 DEC 2012 DEC 2013
1.4% 1.9% 2.3% 2.8% 3.1% 3.2%
Increased number of Aboriginal teachers and executives - now 990
33. Summary of Aboriginal teaching staff as at 12 May 2014
Position Level Primary Secondary Total
Principal 13 5 18
Executive 60 31 91
Classroom teacher 608 273 881
Total 681 309 990
Snapshot of Achievements –
Aboriginal Teachers