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Transcript of JOIN OUR MOB
An inv itat ion to Abor iginal people and Torres Strait Islanders to work with the NSW Department of Educat ion and Training
Contents
Promoting opportunities for a career in education ................................................ page 02
Sid Domic: my message to you ........................................................................... page 03
Aboriginal Employment Unit - Staffing Services ..................................................... page 04
Teaching: a career with great benefits ................................................................... page 06
Teaching scholarships just for you ......................................................................... page 09
Other career pathways in education ..................................................................... page 10
Improving career opportunities for Aboriginal people ........................................... page 12
Roles in educational leadership ............................................................................ page 14
More than one pathway to a successful education career .................................... page 16
Getting qualifications through university or TAFE ................................................. page 19
Supporting your career .......................................................................................... page 20
Regional support centres ....................................................................................... page 22
Other useful contacts ............................................................................................. page 24
3
Promoting opportu n it ies for a career i n education
As Director of Staffing Services in
the Department’s Human Resources
Directorate I am keen to promote
the opportunities for employment of
Aboriginal and Torres Strait Islander
people in NSW Public Schools.
In recent years the participation and
engagement of Aboriginal and Torres
Strait Islander people in permanent,
temporary and casual roles in
NSW public schools has increased
significantly.
More than 600 Aboriginal teachers and
executives occupy permanent positions
in NSW public schools complemented
by regional teams and state office staff.
School Administrative and Support Staff
positions continue to be identified for
Aboriginal and Torres Strait Islander
people.
Our Aboriginal employment team is
actively promoting employment and
training opportunities across the
community, at careers events in schools
and universities, encouraging those
people wishing to pursue a career in the
NSW public school system.
The Department provides teacher
education scholarships to support our
teachers of the future with at least
80 available each year for Aboriginal
and Torres Strait Islander applicants.
Generous financial incentives are
available to provide assistance while you
study with a guarantee of permanent
employment in NSW public schools.
Current teachers who were supported
with a scholarship are featured in this
booklet.
Human Resources Directorate works
in collaboration with the Aboriginal
Education and Training Directorate
and the Aboriginal Education and
Consultative Group Incorporated (NSW
AECG) to maximise learning outcomes
for Aboriginal students in our schools.
The presence of Aboriginal employees
in schools has a direct impact on
the engagement of Aboriginal and
Torres Strait Islander students in their
education.
I am proud to promote the opportunities
available for Aboriginal and Torres Strait
Islander people in NSW public schools.
This Join Our Mob booklet provides
some insight for you into the successes
of some of our current employees and
you will also learn more about the range
of roles occupied by Aboriginal and
Torres Strait Islander employees in our
schools.
Peter Johnson
Director, Staffing Services
4
Sid Domic: my message to you
I was born and raised in Rockhampton
where the local Aboriginal people are the
Darumbal. After some years I discovered I
was linked to the Kalkadoon people from
Mt Isa, where my grandmother is from.
For six years I was fortunate enough to
live in the UK playing rugby league.
As I am also an Aboriginal artist, it wasn’t
too long before I was asked by one of the
primary schools in that country to speak
to the children about my art and the
beautiful culture of my people.
I had visited schools in Australia and
enjoyed the experience and it was the
same in England. The children were
amazed to discover that the paintings
told stories and were very excited, and
showed great respect for what I had to
tell them.
I left the school with a good feeling about
that visit. But it was only when I returned
a couple of weeks later and saw all the
great art pieces that the children had
completed, that I realised how successful
my visit had been. They were so proud of
themselves and so grateful for the time I
had taken to teach them.
I went on to visit many schools in the UK
and on my return to Australia, I applied at
a local primary school to tutor Indigenous
students. I now work with special needs
children at a school in Bundaberg.
In my new position I come across
challenges every day. It has been tough
moving from one profession to another
but just like rugby league, I have come
into a profession that I really enjoy.
I am very fortunate that I had the
opportunity to live out my dream of
playing professional rugby league. I know
I could not have achieved all I have if it
wasn’t for all the wonderful mentors who
helped me along my journey: my family,
friends, coaches and teachers.
In my new role I get a sense of
contributing to my community and to the
children I am involved with.
I believe every child has the potential
to achieve their dream if they have the
hunger to apply themselves and strong
mentors to support them and guide them
along their way.
Sid Domic
5
Abor ig i na l Employment Un it - Staff i ng Serv ices
When it comes to providing support and
assistance for Aboriginal staff in schools,
the Aboriginal Employment Unit – Staffing
Services, in the Human Resources
Directorate, is on hand and ready to assist
you on matters relating to your career:
including promotion, recruitment and
retention.
You can contact us at:
call (02) 9836 9103.
Read on to find out a little more about who
we are, where we are from and what we
do.
Janine French
Aboriginal Liaison Officer, Staffing Services
Hi, I am a descendent of the Gamilaroi
people. I come from Moree, in northwest
NSW. As the Senior Education Officer
- Aboriginal Liaison Officer, within the
Aboriginal Employment Unit - School
Staffing, I work across the board to liaise
with Aboriginal teachers and students
on matters relating to recruitment and
retention of Aboriginal teachers. This
involves supporting Aboriginal teachers
to get their teaching approvals, finding
permanent jobs and transfers. I also play
a major role in promoting the Teacher
Education Scholarship Program.
Prior to getting this position I have had
various roles throughout the Department.
As a Bachelor of Education graduate
I have been a classroom teacher and
reading tutor. I have also taken on roles
of Aboriginal Education Officer, Aboriginal
Languages Project Officer, and Aboriginal
Studies Project Officer. These roles
have given me great insight into various
positions within the Department and across
different sections, and a range of hands-
on experiences including assisting in the
classroom, teaching my own classes and
working in state office positions.
For any questions about becoming a
teacher including our scholarship program
please contact me:
Phone: (02) 9836 9263
Email: [email protected]
6
Annie Austin
Staffing Project Officer (Aboriginal) School
Administrative and Support Staff
Hi, I am a descendent of the Gamillaraay
people. I come from Toomelah/Boggabilla
in NSW. As the Aboriginal Project Officer
I support Aboriginal staff in non-teaching
positions such as Aboriginal Education
Officers (AEOs), School Learning Support
Officers (SLSOs), School Administrative
Officers (SAOs) and General Assistants
(GAs).
A major part of my role is the identification,
recruitment and retention of newly
appointed Aboriginal school administrative
and support staff recruited under
Recommendation 55 of the Aboriginal
Education Review (2004). Under the
recommendation, the Department identifies
vacant school administrative and support
staff positions in schools with a significant
number of Aboriginal students as positions
requiring Aboriginality. I also play a major
role in supporting the employment and
retention of all AEOs across the State.
Prior to this role I worked as an Aboriginal
Education Officer for eight years. Having
this in-school experience has given me a
great understanding of the issues faced by
administrative and support staff in schools.
For any questions relating to non-teaching
Aboriginal positions in schools, please
contact me:
Phone: (02) 9836 9849
Email: [email protected]
Jayden Webb
Aboriginal Project Officer
Hi, I am a descendent of the Gumbaynggirr
people. I come from Grafton in the
Northern Rivers region of New South
Wales.
My role is to provide support and
assistance to Janine and Annie and to
support Aboriginal staff in NSW public
school.
I attend promotional events which occur
across the state at schools, universities
and community events. As the newest
member of the unit I am excited by the
opportunities my role provides.
I can be contacted on:
Telephone: (02) 9836 9103
Email: [email protected]
Veronica Willmott
Assistant Director, Staffing Services
I am fortunate to be in a position where I
support our Aboriginal Employment Unit
and work with principals, teachers, school
administrative and support staff, regional
teams and state office staff.
We continue to build on recent successes
which have seen significant increases
in the positions and roles available for
Aboriginal staff. We promote engagement
in education which can lead to so many
other opportunities across the education
and training sector.
Current students in schools and
universities and community members can
see the diverse range of roles available
and share in the successes of people
you may even know. This booklet shines
the light on these opportunities with the
key message that the NSW Department
of Education and Training values and
supports our Aboriginal and Torres Strait
Islander employees.
I hope this booklet, the career stories
inside and the opportunities available
in NSW public schools inspire you, or
someone you know to join us. 7
Teach ing : a career with g reat benef its
If you are an Aboriginal person looking
for a rewarding career and the chance to
make a difference to your mob, you should
consider training to become a teacher.
We are committed to increasing the
numbers of Aboriginal teachers in our
schools, and to that end have put in
place a number of initiatives. If you are an
Aboriginal person looking for a rewarding
career and the chance to make a difference
to your mob, why not consider training to
become a teacher?
As a teacher, you have a unique
opportunity to make a real difference
to many young lives, and especially to
Aboriginal students and communities. At
the same time you’ll be helping all students
develop a stronger awareness and
understanding of Aboriginal people and
their cultures.
If you want to inspire your community
and pass your skills and knowledge on
to the next generation, there is no more
meaningful way to do it than as a teacher.
When you are a newly appointed Aboriginal
teacher you will receive, in addition to the
usual school-based induction programs,
support through local and regional
networks, mentoring during your first
year of teaching and regular contact with
Aboriginal human resources officers.
Rewards and opportunities
NSW public school teachers enjoy a
whole range of benefits, opportunities and
flexible working conditions.
For a start, there is the high commencing
salary, $56,829 from January 2011 - one
of the highest of any profession. Teachers
who join us after working as Aboriginal
Education Officers, Aboriginal Community
Liaison Officers and other positions with
the Department may be entitled to start on
a higher commencing salary depending on
experience.
Then there is the range of promotional and
career development pathways open to you:
an advantage unique to being part of one
of the largest education employers in the
southern hemisphere.
Your opportunities to take on leadership and
management roles are greatly enhanced in a
network of over 2,200 locations. Executive
and principal positions are advertised
regularly through the online recruitment site
Jobs@DET, and will give you many options
to further your career.
As a teacher in the NSW public education
system, you get to play a diversity of roles
that explore the full range of your skills
and talents both inside and outside the
classroom. Sports coaching, drama and
performing arts events, organising social
and community activities - the possibilities
are endless, and diverse.
Extra benefits and incentives
If you choose to teach in certain non-
coastal rural locations, you may be
entitled to an additional range of benefits,
allowances and incentives that, in some
locations, could add up to a few thousand
dollars extra in your pay packet. Just some
of these incentives include:
• rental subsidy of 70% - 90%
• hot or cold climatic allowance
• isolation from goods and services
allowance
• motor vehicle depreciation allowance
• reimbursement of medical and dental
expenses
• vacation travel allowance
• an extra week of summer vacation, and
• extra personal leave and training and
development time.
8
THE INSPIRATION OF STRONG WOMEN
Kathy Frost reveals with pride that she was the second person in her family to attend university. “My inspiration was my aunt who was already a teacher, and I can remember wanting to be just like her and to follow in her footsteps.”
Follow she did – and today, Kathy is assistant principal at Pottsville Beach Public School on the North Coast.
“I always tell people how lucky I am that I’ve had very strong
women in my life who were such inspirational female role models,” she says. “My mother was my first major influence; even more so because she was able to provide opportunities for me and my siblings that she herself never had.
“For my mother, education was a huge factor that was really important and she encouraged us [to get an education] from the very beginning.”
An additional fillip was the example provided by her teacher-aunt. “Seeing her actually in the
profession and having such enthusiasm and joy for it, made it that much easier for me to project myself into the role.
“My teaching career means so much to me,” Kathy enthuses. “I feel so privileged because as a teacher I have the ability to impact on so many people’s lives: not just my students, but their parents and grandparents as well.
“In lots of ways, my teaching career defines me.
“I see myself as someone my
own children and my siblings can look up to. As the eldest child I’ve always tried to lead by example.”
9
DOING MORE FOR AbORIGINAl EDucATION
Dyonne Anderson describes herself as “a very proud Bundjalung woman”, from the nation in the far
north coast of NSW close to the Queensland border.
Currently the principal of Cabbage Tree Island Public School, a small school in the Bundjalung nation with an Aboriginal student population of about 30, Dyonne has been in the role for some years and can boast some excellent results during her tenure, including a recent national “Dare to Lead” award of excellence recognising the school’s high academic results, leadership and collaboration with its community.
During her long education career, Dyonne has packed quite a few achievements under her belt. As a
teacher at Lismore Heights Public School in the early ‘90s, she helped establish the State’s first Aboriginal language program.
“The Bundjalung language program was about making a connection for the kids culturally, giving them an opportunity to experience language and culture firsthand from community members.”
Determined to do more for Aboriginal education, Dyonne decided to take on non-school based positions where she felt she could have an influence on curriculum and policy formulation. At various points in her career, she was: curriculum adviser for
Aboriginal Studies Preschool to Year 12; HSIE Consultant; and Science and Technology Consultant.
“I’m very passionate about ensuring that education is equitable and accessible to everyone,” she explains. “We really need to ensure that Aboriginal students have the opportunity to relate to the curriculum they are taught.”
Right now, in addition to her duties as Principal, she has also taken on a role as executive on the national Aboriginal and Torres Strait Islander Principals’ Association. “I think it’s extremely important that we have a voice on the national agenda [of Aboriginal education],” she says.
A VERy REWARDING cAREER
Rodney Wright started his career in education as an Aboriginal Education Officer at Dubbo College, Delroy Campus. “In doing that role, I became aware that I had a great connection with children,” he recounts. “I was also encouraged by teachers at the school to take up a teaching degree, as they thought I would succeed in this field.”
And so he has. Rodney is now a teacher at Batemans Bay Public School, and looks forward to a long career in education.
Rodney’s studies received a significant boost with his successful application for a teacher education scholarship, which he heard about when a teach.NSW team visited his university.
“The first thing that drew me to the scholarship was the benefit of financial assistance throughout my studies,” says Rodney. “But further into the program many other benefits became evident – not the least of which was the guarantee of a permanent job when I graduated.”
About his decision to become a teacher, Rodney has absolutely
ScHOlARSHIP OFFERS AN APPEAlING PROSPEcT
At the start of her working career Belinda Murdoch worked at a day care/preschool centre, running playgroups for underprivileged children in her local area in inner Sydney. “I was working with young Indigenous kids as well as those from low socio-economic families in Redfern, Glebe and Waterloo.”
With the experience, she found her calling. Shortly afterward she began her teaching degree at the University of Sydney. She found out about the Department’s teacher education scholarships when
she was in her first year at uni, when a teach.NSW presentation team came to talk to students about the program.
“The scholarship was a very appealing prospect, not just because of the financial assistance it offered but also because of the guarantee of a job when you graduated,” says Belinda. “I knew I didn’t have to stress about looking for work.”
As a graduate scholar, Belinda got a posting at Alexandria Park Community School teaching subjects such as history/geography, commerce and business studies to students from Year 8 to Year 12. “I really enjoy it, and have no regrets at all [about choosing a teaching career],” she says.
Belinda aims to continue establishing a connection with her students, including the Aboriginal children in her classes. “My aim is to know them, understand where they’re coming from in terms of their cultural history and family background, and help them see that they can succeed in their future.”
10
Teach ing scho larsh ips j ust for you
Of the 300 teacher education scholarships
offered by the Department each year,
at least 80 are set aside exclusively for
Aboriginal and Torres Strait Islander
students.
These scholarships enable you to train as a
teacher in primary or any agreed secondary
subject area.
This is in keeping with our commitment to
increase the number of Aboriginal teachers
in our public schools.
Our scholarships provide you with the
following:
• $5,000 a year in financial assistance.
Over four years, the normal duration of
study, this amounts to $20,000 in your
• another $3,000 as a one-off grant when
you get your first permanent teaching
appointment, and
• a guaranteed job in an agreed location
when you graduate.
As a teacher, you will also be eligible
for the HECS-HELP benefit from the
Commonwealth Government.
Aboriginal scholarship holders can look
forward to a full range of support initiatives
including on-campus visits and ongoing
contact with and assistance from our
Aboriginal Liaison Officers and Aboriginal
Project Officers.
Teacher education scholarships open for
applications around mid-year.
For more information and to check out
when applications open this year,
go to www.teach.nsw.edu.au/scholarships
or email us at
no regrets. “My experience has been overwhelming. I have to say it’s a very, very rewarding career.
“The best thing about it is when your students suddenly ‘get’ a learning concept they may have been struggling with throughout the week. Seeing their face light up at that moment is a really great experience.”
Rodney adds, “I’d like to think that I’m a role model for my students, because they can look at me and realise that there are career opportunities for Aboriginal kids out there.”
11
Other career pathways i n education
These positions provide invaluable support
for both executive staff and students in
the orderly running and administration of
schools, and are a vital part of the school
community.
AbORIGINAl EDucATION OFFIcER
(AEO)
Aboriginal Education Officers are
responsible to the principal or delegate
for providing assistance to teachers,
Aboriginal students and their families to
support improved learning outcomes for
Aboriginal students.
AEOs are the primary link between the
school and parents, extended families and
communities. They encourage parents to
be part of the school community and be
fully engaged in their child’s education
and decision making within the school.
AEOs liaise with the principal and staff and
interact with the Aboriginal community in
relation to staff and Aboriginal students
in the school and Aboriginal education
activities.
AEOs work with teachers to assist Aboriginal
students in all school activities including:
• joining in excursions
• discussing the educational progress of
their children with Aboriginal parents
• identifying and developing resources
to support the learning outcomes of
Aboriginal students
• assisting in the development and
implementation of personalised learning
plans for Aboriginal students
• supporting Aboriginal cultural awareness
for all students with particular reference
to Aboriginal students
• helping to maintain effective relationships
among Aboriginal parents, the Aboriginal
community and school staff.
Below are positions which may be specifically
identified for Aboriginal people, in schools
with significant Aboriginal enrolments. See
Page 12 for further details on the process of
identification of these positions for Aboriginal
people.
ScHOOl ADMINISTRATIVE MANAGER
(SAM)
This role is responsible to the principal for
the efficient management of the school’s
financial and administrative functions and
the supervision and training of school
administrative officers, as well as providing
assistance in school routines and working
with teachers.
ScHOOl ADMINISTRATIVE OFFIcER
(SAO)
This role is responsible to the principal for
assisting in a range of school, classroom
and office activities eg. record keeping,
bookkeeping and other clerical duties,
reception; operating and maintaining
classroom and office equipment;
purchasing; preparing and maintaining
stock and resource materials.
ScHOOl lEARNING SuPPORT OFFIcER
(SlSO)
Duties focus primarily on assisting
teachers in the implementation of
individual educational programs and
individual transition programs and
also assisting teachers in providing
opportunities for children with special
needs to develop personal, social,
domestic and pre-vocational skills and
attending to the personal care needs of
children. Duties may also include the
operation of audiovisual aids, duplicating,
issuing of learning materials and other
clerical duties.
ScHOOl lEARNING SuPPORT OFFIcER
(PREScHOOl)
Duties focus primarily on assisting
teachers with daily preschool activities 12
AN AcTIVE ROlE IN HElPING THE cOMMuNITy
Before discovering a career in education, colin Appo worked in a variety of trades: from hospitality worker (following in his pastry chef father’s footsteps) to a roof tiler. But what he really wanted was a career where he could play an active role in helping his community.
He took up Aboriginal and Torres Strait Islander health at TAFE, intending to make his mark as a health worker. But then he got the opportunity to work as an Aboriginal Education Officer, and he hasn’t looked back since.
Colin has now been working as an AEO at Kingscliff High School, in the Tweed Heads/Ballina area, for the last four years, and has even been acting in the role of Aboriginal Community Liaison Officer (ACLO) in the last two.
“The role of an AEO is threefold,”
Colin explains. “It involves supporting Aboriginal students in all aspects of education. It involves community support and being a link between families and the school, explaining school policies and procedures to the community.
“Lastly, it involves supporting teachers and staff within the school, providing knowledge about Aboriginal culture, and how teachers can engage Aboriginal students.”
In his acting ACLO role, this responsibility is expanded outside the community, to the 61 schools Colin looks after within the Tweed Heads/Ballina district. “These include schools that don’t have Aboriginal enrolments, or don’t have a large Aboriginal community, but are still keen to implement Aboriginal education policy,” says Colin. “And that’s really important that they have this commitment, because Aboriginal education policy means educating all – not just Aboriginal students – about Aboriginal Australia.”
including setting up and clearing of the
playroom and playground, cleaning of
equipment and issue of learning materials.
Duties may also include the operation of
audiovisual aids duplicating and other
clerical duties.
ScHOOl lEARNING SuPPORT OFFIcER
– AbORIGINAl STuDENTS
This role is responsible to the principal or
supervisor for working with teachers who
are implementing education programs to
support improved learning outcomes of
Aboriginal students. This role also assists
teachers to engage Aboriginal students
more fully in learning programs, school
activities and in school routines by:
• setting up equipment for classroom
activities
• gathering learning materials, including
culturally appropriate materials
• helping individual and/or small groups
of Aboriginal students with their learning
tasks, and
• participating in appropriate classroom
and school wide Aboriginal education
activities.
GENERAl ASSISTANT (GA)
Duties may include minor maintenance of
buildings, plant and equipment; moving
school lawns and playing fields; receipt
and distribution of stores and other duties
as directed. 13
I mprov ing career opportu n it ies for Abor ig i na l people
The Department is committed to improving not just educational
outcomes for Aboriginal students, but also career opportunities
for Aboriginal people.
A recent review of Aboriginal education and recruitment
strategies conducted by the Department together with the NSW
Aboriginal Education Consultative Group, Inc (AECG) resulted
in comprehensive recommendations to achieve sustainable
improvements in education, employment and participation of
Aboriginal people.
A key recruitment strategy of the Aboriginal Human Resource
Development Plan 2009-2011 (AHRD Plan) is the designation
of School Administrative and Support (SAS) staff positions
for Aboriginal people in schools with significant Aboriginal
enrolments.
Called Recommendation 55, this initiative enables designated
schools to fill the following as Aboriginal identified positions:
• School Administrative Officer
• School Learning Support Officer
• General Assistant
• School Administrative Manager.
If you would like to find out more about this career opportunity,
call the Aboriginal Employment Unit on (02) 9836 9103 or email
For full details on the AHRD Plan, go to
https://www.teach.nsw.edu.au/documents/ahrdplan0911/pdf.
14
THIS HOcKEy MuM bElIEVES IN EDucATION
lorelle Morrissey wields a mean hockey stick, having played for Australia’s national team and even now playing for the Australian veterans’ side. But her proudest role has been as mum to her two children.
That, and her current job as School Administrative Officer at Kingscliff High School.
Lorelle has been working in NSW public education for the past couple of years, and previously worked as a preschool assistant in the ACT education department when she lived in the territory. “I’ve always loved being involved in education,” she says.
Obtaining her current position through Recommendation 55, a Department initiative which targets selected school administrative staff positions for Aboriginal persons, Lorelle is happy to be “an Indigenous face at the school that students, parents and the community can relate to”.
“I definitely see myself as a role model for students at the school,” she says. “To them, I represent an example of what they can achieve by working in the field of education.”
15
Roles i n educationa l leadersh ip
These positions provide support at a senior
level in the greater community.
The department isn’t just schools.
Aboriginal people are employed in various
positions in State and regional offices
all over NSW. Staff employed in State
and regional offices are often referred
to as corporate staff. A number of these
roles have been specifically identified for
Aboriginal people. Some of these are:
REGIONAl cONSulTANT, AbORIGINAl
EDucATION AND ENGAGEMENT
These teacher qualified positions provide
a high level of support to regional support
centres.
AbORIGINAl EDucATION cONSulTANT
(AEc)
Teacher qualified AECs provide advice and
support to schools across the region on
the organisation and implementation of
Aboriginal education policies and programs.
AbORIGINAl STuDENT lIAISON
OFFIcER (ASlO)
Operating across staffing areas, ASLOs
work with Aboriginal students, their
families and schools to assist with student
welfare and restoring regular school
attendance of Aboriginal students.
AbORIGINAl cOMMuNITy lIAISON
OFFIcER (AclO)
ACLOs support and develop consultative
links between the Aboriginal community
and the Department at school, regional and
state office levels.
AbORIGINAl EDucATION AND
TRAINING MANAGER
Aboriginal Education and Training
Managers are responsible for co-ordinating
and promoting Aboriginal education and
training throughout TAFE NSW Institutes,
and providing a strategic planning focus
for Aboriginal programs. Aboriginal
Development Managers also provide
Institute Directors with professional advice
on budgets, course provision, staffing
and management of Aboriginal education
and training provision within TAFE NSW
Institutes. Whilst Aboriginal Development
Managers are TAFE based they may
be able to provide you with assistance
with your teaching and can help you
make contact with the local Aboriginal
community and community elders.
THE IMPORTANcE OF EDucATION: bRINGING HOME THE MESSAGE
Throughout her career, Gail Sampson has championed the cause of Aboriginal education. She worked with the Department as an Aboriginal Education Officer at Courallie High School in Moree for 13 years.
“I really enjoyed that job because it involved getting out into the community and trying to encourage more parents to get their kids to school every day,” she says.
When she became Aboriginal Community Liaison Officer, it gave her the opportunity to expand this role. Now, as Aboriginal School Liaison Officer, Gail is doing what she loves best: working with schools and families in the Aboriginal community to improve school attendance of Aboriginal youth.
As an ASLO in the Moree school staffing area Gail also liaises with government departments to find means to raise awareness among young Aboriginal kids and their families of the value of getting an education.
“We’ve devised lots of ways to encourage these kids to come to school, such as reward systems – Aboriginal designed attendance certificates to make them proud of their achievements – and also school raffles, as well as student engagement camps where we talk to the kids about all the 16
positive aspects of school, of getting an education, and how it can improve their future.
“I’m very proud of what I’ve done in my career,” Gail says. “My three children are all working in education. My eldest son is a teacher, my younger son is an Aboriginal Education Officer, and my daughter works in the Human Resources Directorate as Aboriginal Liaison Officer.
“They’ve done really well in their careers, and this is what I’m hoping for Aboriginal kids today to achieve.”
FORMulATING POlIcy AS AN
AbORIGINAl EDucATION lEADER
cathy Waters-Trindall’s career trajectory
has taken her from an Aboriginal teachers
aide in the ‘80s, to primary teacher in the
next decade, to consultancy positions
helping to formulate Aboriginal education
policy in units like the NSW Aboriginal
Education Consultative Group, Inc.
Today Cathy is the Quality Teaching
Indigenous Education Consultant at
Tamworth regional office, overseeing
Aboriginal education development and
implementation throughout 125 schools in
the New England region.
“I have a team of seven people who support
me in bringing Aboriginal education to higher
levels,” says Cathy.
A main aspect of her role is to assist
schools in embedding Aboriginal cultural
perspectives into their Aboriginal education
training policy, and to advise principals on
how they can make Aboriginal education
more relevant, and the Aboriginal community
more engaged in their children’s education.
“I try to ensure that Aboriginal education
is everyone’s responsibility,” she adds.
“By forming partnerships across different
portfolios, we ensure that we have a team
approach to what we do.”
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More tha n one pathway to a suc cessfu l education career
“While working as an Aboriginal Education Officer I decided to become a teacher myself and completed a Bachelor of Arts in Education degree. I’m now assistant principal at Woy
Woy South Public School, where I have been teaching for the past 15 years. I consider myself a role model for the Aboriginal community and students.”
Steven collins
casey-lee Smith
“When I finished Year 12 I deferred further studies for a year and worked, but I soon realised that I wanted to make something more of myself. I also wanted to make a difference to Indigenous
kids so that they know that they can grow up and be whatever they want. I’m now teaching at Darlington Public School near Redfern, and I absolutely love teaching, it’s my passion.”
“Doing the role of an Aboriginal Education Officer made me realise that I wanted to teach and would probably be good at it. I’m now in my third year as a teacher at Batemans Bay
Public School. The experience so far has been overwhelming; it’s been a very rewarding career. I’d like to think I’m a role model for my students.”
Rodney Wright
Gail Sampson
“I worked as an Aboriginal Education Officer in Moree for 13 years, a job I really enjoyed. Now, as Aboriginal School Liaison Officer, I’m doing what I love best: working
with schools and families in the Aboriginal community to help instil in their kids the value of getting an education. I’m very proud of what I’ve done in my career.”
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“I’ve played hockey for the Australian national team, but my proudest role is as mum to my two children. As School Administrative Officer at Kingscliffe High
School, I’m happy to be an Indigenous face at the school that students, parents and the community can relate to.”
lorelle Morrissey
Glen cook
Starting out as an Aboriginal Education Officer, I completed my teaching degree studying part-time. I started teaching at Tabulam Public School, then became Aboriginal Education Consultant for the Lismore district before becoming
principal at Cabbage Tree Island Public School. After five years, I decided to take up the assistant principal’s position at Evans River Community School, where I am now, to be closer to home.
“I took on various roles in education including administrative work in the front office at school, and as an in-class tutor. I then got the opportunity to relieve as an Aboriginal Community Liaison Officer, which led to the position I now hold, as Aboriginal Student
Liaison Officer. I have responsibility for 60 schools in the Wilson and Richmond Valley network areas. When I see students who are happy and finding success in their school, and are proud of who they are, it’s a very rewarding feeling.”
Kylie caldwellEli Pietens
“I started in education as a teachers’ aide and a mentor to students. After completing a Bachelor of Education majoring in Indigenous
Studies, I’m now an English teacher at Casino High School. My teaching career is brilliant; teaching English is my passion.”
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20“We’re very passionate about ensuring that
education is equitable and accessible to everyone.”
Gain ing qua l i f icat ions th rough u n ivers ity or TAFE
Each university recognises the specific
educational needs of Aboriginal
people and Torres Strait Islanders with
Indigenous education centres. They
work to empower and inform Aboriginal
students by providing a point of contact
for them with a focus on academic,
personal and cultural support.
They each also offer special admission
programs and pathways into mainstream
university courses. Through these
programs individuals of Aboriginal or
Torres Strait Islander heritage and who
are accepted as such by their community,
can apply for alternative entry pathways.
Prospective students who apply to
universities through these alternative
entry schemes are often asked to
attend an interview. The entry process
gives consideration to the fact that the
educational experiences of Aboriginal
people, coupled with individual
aspirations and skills, may meet the
criteria for entry. Take the time to
research which university and course
meets your needs and offers the best
level of support.
There are some TAFE and university
courses that are approved by the
Department that may assist in furthering
your knowledge and increasing your
chances of obtaining a job, including:
• Certificate III Aboriginal Education
Assistants (TAFE)
• Diploma in Aboriginal and Torres Strait
Islander Education – Australian Catholic
University
• Bachelor of Teaching (Primary)
(Aboriginal and Torres Strait Islander
Studies) – Australian Catholic
University
• Bachelor or Education (Primary)
(Aboriginal and Torres Strait Islander
Studies) – Australian Catholic
University
• Bachelor of Education (Secondary)
(Indigenous Studies) – Australian
Catholic University
• Diploma in Education (Aboriginal) –
The University of Sydney
• Bachelor of Education (Secondary:
Aboriginal Studies) – The University of
Sydney
• Bachelor of Education (Primary)
(AREP) – University of Western
Sydney
• Diploma in Indigenous Australian
Community Studies (AREP) – University
of Western Sydney (no longer offered as
a stand alone program but subsumed
within the above UWS bachelor degree
program)
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Supporti ng you r career
The Aboriginal Education and Training Directorate was
established in 2005 as a direct response to the Aboriginal
Education Review. It coordinates key initiatives to improve literacy
and numeracy outcomes and attendance and retention rates for
Aboriginal students in NSW public schools and TAFE institutes,
including Commonwealth education and training programs.
The Aboriginal Education and Training strategy 2009-2012 is
a corporate strategy for the Department with specific actions
for TAFE NSW Institutes, colleges, campuses and community
colleges, regions, schools, corporate portfolio areas and the
Aboriginal Education and Training Directorate.
The Directorate:
• provides a strategic framework for the development of state-
wide policies for Aboriginal education and training
• provides leadership, advocacy and advice in relation to
education and training for Aboriginal students
• develops culturally appropriate resources to support quality
teaching and learning
• administers and monitors Commonwealth funding for Aboriginal
education and training
• supports the provision of the professional development of
Aboriginal education workers and targeted Departmental staff.
Contact the Aboriginal Education and Training Directorate on
(02) 9244 5640 or email [email protected].
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“Aboriginal education is everyone’s
responsibility. We try to form partnerships
across different portfolios to ensure that
we have a team approach to what we do.”
The NSW Aboriginal Education
consultative Group, Inc (AEcG) is an
Aboriginal community-based organisation
made up of volunteer members who are
involved in Local and Regional AECGs
throughout NSW. The NSW AECG, Inc.
is recognised as the principal source
of advice on behalf of Aboriginal
communities on issues relating to
education and training. Its vision is to
provide advice on all matters relevant to
education and training with the mandate
that this advice represents the Aboriginal
community viewpoint.
The 2010-2020 Partnership Agreement
between the NSW Department of
Education and Training and the NSW
Aboriginal Education Consultative
Group, Inc is based on the principles of
respect, commitment, collaboration
and accountability in order to improve
educational and training outcomes for
Aboriginal learners.
The Partnership Agreement is based
on a genuine and practical approach to
working together to improve outcomes for
Aboriginal learners by ensuring that they
have access to an education and training
system that values their cultural heritage
and identity and supports their learning
and career development through quality
teaching practices, relevant policies and
strategies and inclusive curriculum and
training programs.
The Aboriginal Education Consultative
Group, Inc aims to:
• increase the active involvement of
Aboriginal communities to strengthen
networks at a local level
• advocate that all students and
educators understand and have
knowledge of the significant issues and
events in history of relations between
Aboriginal and non-Aboriginal people,
from the viewpoint of Aboriginal people
• provide appropriate training to members
to enhance knowledge and skills
on issues that impact on Aboriginal
peoples’ access to and participation in
education and training
• enhance involvement of members in all
decision-making through collaborative
processes
• establish and maintain partnerships
with relevant providers to ensure
improved outcomes are achieved in the
education and training of Aboriginal
students.
Parent involvement and that of ALL
the community is critical to improving
education and training of Aboriginal
students.
You are encouraged, as an Aboriginal
person, to become involved in your
local AECG which can assist in making
connections with your local Aboriginal
community and community elders.
For further information about the NSW
Aboriginal Education Consultative Group,
Inc, advice on Aboriginal education and
training, or how to set up and become
involved in local AECG activities, contact
the secretariat at:
37 Cavendish Street
Stanmore NSW 2048
Phone: (02) 9550 5666
Web: www.aecg.nsw.edu.au
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“My teaching career means so much. I feel so privileged to
have the ability to impact on so many people’s lives.”
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Photographs in this booklet were taken on location at Alexandria Park Community School and Goonellabah Public School. Our thanks to the staff, students and parents of both schools for their assistance. Particular thanks to our featured staff who proudly shared their stories for this booklet.
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