Indigenous Teachers Initiative
•Transferir como PPTX, PDF•
2 gostaram•2,037 visualizações
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.
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Semelhante a Indigenous Teachers Initiative
Semelhante a Indigenous Teachers Initiative (20)
Mais de MATSITI
Mais de MATSITI (20)
Último
Último (20)
Indigenous Teachers Initiative
- 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
Notas do Editor
- 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.