Rhetoric says what it needs to on understanding the needs of different
students
Professional Learning Standards
New Basics
Quality Teaching Framework
Partners for Success
Strong Students, Strong Communities, Strong Futures..
Leadership Matters
Principles of Effective Learning and Teaching
What is the reality?
We are committed to providing quality education outcomes for all children!
……unless they’re black!
The Stronger Smarter Philosophy
• Acknowledging, embracing and developing a positive sense of identity in schools;
• Acknowledging and embracing Indigenous leadership in schools and school communities;
• Innovative and dynamic school models in complex social and cultural contexts;
• Innovative and dynamic school staffing models, especially for community schools;
• ‘High expectations’ leadership to ensure ‘high expectations’ classrooms, with ‘high expectations’ teacher/student relationships.
Acknowledging, embracing and developing a positive sense of
identity in schools;
How well do we as teachers, school leaders, policy makers understand Indigenous Identity?
Which Indigenous Student Identity do our Schools collude with?
Perceptions of Aboriginal people
Alcoholics, Drunks, Heavy Drinkers
Boongs, Coons, Niggers, Black bastards, Gins, Darkies
Got it good, privileged, well kept by Government
Lazy, Wont work
Welfare Dependant, Dole Bludgers, Handout syndrome
Aggressive, Violent, Troublemakers, Disrespectful
Perceptions of Aboriginal students
Lazy Underachievers Shy
Dirty Disobedient
Aggressive High Absenteeism
Cheeky Defiant Artistic
Sporty Family Oriented Poor Health
Strong and Smart Student Identity
Come to school every day
Work hard in the classroom
Be nice to the teacher
Be nice to other children
Work together
Be proud to be Aboriginal
Stand up for yourself
Acknowledging, embracing and developing a positive sense of
identity in schools;
Indigenous Studies in schools with local focus
Creating school cultures that explicitly challenge and enable Indigenous students to think positively about themselves
o Brave and Brillianto Strong and Smarto Proud and Deadlyo So Solid
Moving beyond a culture of “All our kids are the same!”
Acknowledging and embracing Indigenous leadership in schools and
school communities
Understanding what type of Indigenous Leadership to embrace
Exponential returns in classrooms/schools/communities
Acknowledging and embracing Indigenous leadership in schools and
school communities
Implications:
Explicitly teach teachers how to work in a functional and highly productive partnership with Indigenous peoples in schools
Moving beyond a culture of ‘black dollars for black employees’
Explicit commitment to grow Indigenous Leadership within Education jurisdictions
A serious commitment to education career paths for Indigenous people
Innovative and dynamic school models in complex social and cultural contexts
If we always do what we always did… we always get what we always got!
Guaranteed Service Outcomes
Beyond ‘pretend’ secondary schooling to Boarding in provincial areas
Early Years to Elders School/Community Education Hubs
Early Education and Intervention Centres in Schools
Boomerang Mountain – beyond the ‘cosmetics’ of Indigenous presence in schools
Innovative and dynamic school staffing models, especially for community
schools
English as Foreign Language Teacher specialists in remote communities
School Based Staff to track and scaffold from year 8 to Guaranteed Service Outcomes
Targetted family recruitment to liaise with schools to improve student attendance and engagement
Specialised AUSLAN LOTE teacher in community schools with high incidence of otitis media
Indigenous Cultural Program teachers in schools
‘Empty Nester’ Mentoring sabbaticals to remote communities
High expectations’ leadership to ensure ‘high expectations’ classrooms, with ‘high expectations’ teacher/student
relationships
Relationship Accountabilities
- Supporting
- Developing
- Monitoring
- Challenging
- Intervening
Leadership and Relationship Accountabilities
Supporting
- Enabling staff capacity
- Coaching/Mentoring
- Modelling
- ‘Being there for your colleagues’
Leadership and Relationship Accountabilities
Developing
- Ensuring capacity
- Targeted professional development and training
- Providing leadership opportunities
Leadership and Relationship Accountabilities
Monitoring
- Scrutinising data
- Scrutinising outputs
- Scrutinising performance
- Scrutinising BUT not overindulging soft outcomes
- Exposing 95% Indigenous student failure in schools where they are only 10% of the overall student population
Leadership and Relationship Accountabilities
Challenging
Asking the hard questions
- Do you actually believe Indigenous children can learn as well as anyone?
- What are you doing that is contributing to underachievement?
- What are you doing that is contributing to absenteeism?
- Is your classroom/school a place where you would want to be if you were ten years old?
- Would you accept this for your own children?
- Having the ‘hard’ conversations (Don’t tell me why second rate education outcomes exist, tell me what you plan to do about it!)
Leadership and Relationship Accountabilities
Intervening
- Exercising the ‘hard’ processes
- NOT compromising integrity
Boldness
Status Quo
Degree of Boldness
Quality of Execution
Controversy without impact
Improved Outcomes
Boldness
Status Quo
Degree of Boldness
Quality of Execution
Controversy without impact
Improved Outcomes
TRANSFORMATION
Incremental change
versus Transformational change
Embracing discomfort of poor Indigenous student outcomes
If we always do what we always did …. We always get what we always got!
Making it personal
High expectations relationships
SupportingFair Compassion
Developing
Monitoring
Firm CourageChallenging
Intervening
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