MATSITI Evaluation – Interim ReportEvaluation Panel• Peter Johnson• Professor Brenda Cherednichenko• Professor Mark Rose • Supported by

Annie Hollander MATSITI project team

MATSITI National Workforce Officials Forum30 November 2015, Adelaide

MATSITI Evaluation – Interim ReportSpecial Acknowledgement

• MATSITI Team Professor Peter Buckskin Emeritus Professor Paul Hughes Dr Kaye Price Mark Tranthim-Fryer Kerryn Tayler Brian Marshall Lisa Lawton

MATSITI Evaluation – Interim ReportProject Objectives

Increase the number of Aboriginal and Torres Strait Islander people in teaching positions in schools;

Increase the capacity of Aboriginal and Torres Strait Islander teachers; and

Increase the retention of Aboriginal and Torres Strait Islander teachers in teaching positions in schools.

MATSITI Evaluation – Interim ReportScope of Evaluation

• Progress of workforce reforms designed to increase the number and capacity of Indigenous teachers;

• Effectiveness and impact of the MATSITI initiative, and effectiveness of the models of workforce interventions through the partnership agreements; and

• Recommendations for future Indigenous teacher employment reforms and targets.

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

MATSITI Evaluation – Interim ReportProject Constraints

• Self nomination of strategies and programs by project partners;

• Capture of accurate data on the teacher workforce; and

• Legislative and industrial barriers.

MATSITI Evaluation – Interim ReportAccountability

• Annual MATSITI work plans published on MATSITI website

• Annual MATSITI progress reports published on MATSITI website

• Project partners to complete and submit progress reports and final reports

• Final MATSITI project report 2016

• Evaluation Report 2016

MATSITI Evaluation – Interim ReportPreliminary Findings

• Some strategies and programs appear to have merit and are well thought through - level of potential success and “buy-in” is restricted by lack of cultural safety.

• Range of significant partnerships which may, over time, make a significant contribution to the success of the MATSITI objectives.

• Funding of MATSITI for four year period was catalyst for development of a common agenda.

MATSITI Evaluation – Interim ReportPreliminary Findings

• Impact of many MATSITI partner projects will not be able to be measured due to the immaturity of each and need for many of those projects to continue over prolonged period.

• Substantial financial and intellectual investment in the MATSITI initiative at level of federal and state government, administrations and participating jurisdictions and academic institutions.

MATSITI Evaluation – Interim ReportPreliminary Findings

• Lessons learned from the project will allow for refinement of comprehensive approach to the employment and career development of many current and future Aboriginal and Torres Strait Islander teachers.

• Implementation of recommendations of evaluation will require commitment, through funding and recurrent support, from governments at all levels as well as broader education community.

MATSITI Evaluation – Interim ReportPreliminary Recommendations

• Continue to be a nationally directed strategy for the recruitment, employment and development of Aboriginal and Torres Strait Islander teachers consistent with the MATSITI objectives and funded accordingly.

• Consideration be given to regulatory measures which require all employers of school teachers to provide an opportunity for Aboriginal and Torres Strait Islander teachers to formally identify as such and for that identification to be formally recorded and maintained by that employer and reported nationallyin a de-identified statistical format.

MATSITI Evaluation – Interim ReportPreliminary Recommendations

• Deans of Education be encouraged to maintain close working relationships with their respective university’s Aboriginal Programs units regarding the continuation of culturally sensitive processes and programs of support.

• Professional Learning for teachers be both critical in preservice teacher education AND for all teachers across their professional lives.