ACDE response to MATSITI initiative; Final stakeholder forum, Adelaide, 16 June 2016
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ACDE response to MATSITI initiative; Final stakeholder forum, Adelaide, 16 June 2016
- 1. ACDE Response to MATSITI MATSITI FORUM 17 June 2016
- 2. ACDE MATSITI PROJECTS Retention and Graduation of Aboriginal and Torres Strait Islander Students in Initial Teacher Education (Phase 1) ($872,272) Engagement and Success (Phase 2) – 2014-2015 ($191,670) And we wish: Establishment of Australian Indigenous Lecturers in Teacher Education (AILITEs) Association ($50,000)
- 3. Retention and Graduation of Aboriginal and Torres Strait Islander Students in Initial Teacher Education (Phase 1) $872,272, 2013-2015: QUT lead University This project’s aim • increase the number of Aboriginal and Torres Strait Islander teaching graduates from 2013 to 2020, • improve retention, success and graduation rates of current and prospective Aboriginal and Torres Strait Islander teacher education students.
- 4. DELIVERABLES • Audit of current context, practices and outcomes for Aboriginal and Torres Strait Islander students in Australian teacher education institutions • Background scan, literature and data • Report of factors relating to successful course completion and early career experiences as perceived by current students • Build networks of senior teacher educators and other relevant institutional leaders • Establish institutional plans for teacher education to improve retention, success and graduation rates.
- 5. PHASE 1: EVALUATION 2014 Four themes emerged as areas for improvement: • institutional structures and procedures • personal, social, academic and financial factors • course work • cohort models.
- 6. PHASE 1 EVALUATION RECOMMENDATIONS • involve Aboriginal and Torres Strait Islander people at all stages • communicate all information to all players and invite feedback • improve data gathering through greater consultation with Aboriginal and Torres Strait Islander staff and community • strengthen partnerships with Aboriginal and Torres Strait Islander Programs staff • research international perspectives on Aboriginal and Torres Strait Islander student retention and graduation which are transferrable to the Australian context and ensure they inform action plans • nurture and strengthen relationships with community Elders • consult with Indigenous Education Consultative Bodies (IECBs) at national and state levels • define institutional racism as a factor impacting on Aboriginal and Torres Strait Islander students’ participation and success
- 7. Engagement and Success (Phase 2) – 2014-2015, $191,670 Phase 2 project aims • improve the engagement and success of Aboriginal and Torres Strait Islander students in initial teacher education programs; and • close the gap between the retention and graduation rates of Indigenous and non- Indigenous students.
- 8. PHASE 2 OUTCOMES • establishing communication networks of staff in universities with responsibility for the project • Improve and implement action plans and collecting baseline data to identify good practice • national meetings to showcase achievements to date, evaluate action plans and plan for 2016 • developing mechanisms for future sustainability.
- 9. SOME DETAILS • 75% of participating universities had submitted their revised action plans to MATSITI. • national conversation about issues encountered by Aboriginal and Torres Strait Islander students in initial teacher education • inclusion in ACDE’s Strategic Plan 2016-2018 for a continued commitment to Aboriginal and Torres Strait Islander Peoples’ education • ensuring greater Indigenous representation as central to ACDE activities via the inclusion of an Aboriginal and Torres Strait Islander Peoples’ representative on the ACDE Board (Professor Peter Buckskin) • establishment of an Aboriginal and Torres Strait Islander Peoples’ Advisory Committee • sponsorship and involvement by ACDE in MATSITI’s OurMobTeach 2015 Conference
- 10. MORE TO DO! • Only 25% of respondents believe they have well established processes in place to ensure a culturally safe environment for Aboriginal and Torres Strait Islander students and staff, a further 63% are implanting measures to achieve this, indicating a significant increase in awareness and acknowledgement of the importance of cultural safety and competence. Such measures include the introduction of cultural competence and awareness training for all staff.
- 11. ACDE Project OUTCOMES • Brought Centres and Schools/Faculties together around Teacher Education • Changed some practices to provide culturally safe environments. • New curriculum making Indigenous knowledge and culture explicit – see Respect, Relationships and Reconciliation rr.edu.au/unit/module-1/ (refreshed 17th June 2016) • Phase 2: Engagement and Success • MUST sustain the work and relationships
- 12. MATSITI EVALUATION FOUND • a commitment to the project’s sustainability beyond the funding period and is evidenced by: • inclusion in ACDE’s Strategic Plan for 2016-2018 • Aboriginal and Torres Strait Islander’ representative on ACDE Board • establishment of an Aboriginal and Torres Strait Islander Peoples’ Advisory Committee • plans to disseminate the outcomes of the Engagement and Success project
- 13. WHAT NEXT FOR ACDE? • Still not enough! • Schools/Faculties build sustainable strong and continuing partnerships with Centres and Institutes and Communities • Conscious inclusion of knowledge and culture • Create safe environments - physically and cultural safe • Increase employment for Aboriginal and Torres Strait Islander Teachers and include representation in Teacher Education at all levels – the Board is not enough. • Become academic leaders of changing University and community practices – in all universities.
Hinweis der Redaktion
- Welcome: Acknowledge –acknowledges that we are meeting on the traditional country of the Kaurna people of the Adelaide Plains and pays respect to Elders past and present. e strengths and weaknesses of the Indigenous engagement and success strategies in schools of education, and what is transferable to other jurisdictions? 15 minutes or so after lunch followed by 15 minutes discussion and then leading into next steps, similar to the school employment request below that Veronica Willmott has a Progressing MATSITI recommendations Group discussion and workshop: Evaluation and Tarndanya recommendations ?School employment and leadership: Veronica Willmott, NSW Dept of Education ?Teacher education: Australian Council of Deans of Education Tarndanya Declaration A national forum of leading Aboriginal and Torres Strait Islander educators from all sectors of education met at Tarndanya [Adelaide] on 30 September - 1 October 2015 to consider Aboriginal and Torres Strait Islander education and employment reforms. At this event, #OurMobTeach conference delegates from all States and Territories endorsed the following draft resolutions: Delegates welcome the 2015-18 Aboriginal and Torres Strait Islander Education Strategy and its first priority on leadership; quality teaching and workforce development; and underpinning principles of cultural recognition, partnerships and accountability. Delegates seek recommitment of the Australian Education Council to a more equitable ratio of teachers to the Aboriginal and Torres Strait Islander students they teach, as agreed by all Australian Education Ministers in 2010. Delegates call for an alliance of school employers, universities, AITSL and school leadership agencies in partnership with Aboriginal and Torres Strait Islander leaders to design, implement and monitor the four-year strategy. The First Priority Area of the Education Strategy; Leadership, Quality Teaching and Workforce Development should focus on the following actions: Attracting more Aboriginal and Torres Strait Islander people to consider teaching as a career of choice. Significantly increasing graduation rates of Aboriginal and Torres Strait Islander teacher graduates. Positive employment and recruitment strategies, by the three sectors of schooling, to halve the gap in employment between Aboriginal and Torres Strait Islander and non- Indigenous teachers. Ensuring there is a robust data and accountability framework to implement and review priorities outlined within the 2015 Aboriginal and Torres Strait Islander Education Strategy. National Aboriginal and Torres Strait Islander Education Strategy 2015 www.scseec.edu.au/site/DefaultSite/filesystem/documents/ATSI%20documents/DECD__NATSI_EducationStrategy.pdf Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 www.scseec.edu.au/archive/Aboriginal-and-Torres-Strait-Islander-Education-Action-Plan.aspx Australian Institute for Teaching and School Leadership Council of Australian Governments: Closing the Gap in Indigenous Disadvantage https://www.coag.gov.au/closing_the_gap_in_indigenous_disadvantage
- The MATSITI Evaluation Panel recommends that: Priority be given to publicising successful strategies and communicating the broader achievements of MATSITI in a “what works” style campaign across universities, educational jurisdictions, schools and key stakeholder groups in the broader MATSITI community. Funding be provided to extend the MATSITI project for a further four years 2016-2019, to be managed by an appropriate third party team with Aboriginal and Torres Strait Islander leadership, expertise in Aboriginal and Torres Strait Islander education and workforce, and connections in the broader Aboriginal and Torres Strait Islander community. Projects funded in the period 2016-2019 target specific objectives, draw upon evidence and data from the 2012-2015 initiatives, utilise particular strategies and be managed by project partners with specifically related expertise. A sub-project be devoted to embedding the MATSITI objectives into the regulatory framework and operational context of school jurisdictions to ensure the sustainability of the pursuit of these objectives up to and beyond 2019. A national strategy of promoting teaching as a career to Aboriginal and Torres Strait Islander peoples be developed, launched and monitored. A comprehensive national leadership strategy for Aboriginal and Torres Strait Islander teachers be developed and implemented. Leadership and teaching positions in schools with significant Aboriginal and Torres Strait Islander student enrolments be targeted or identified for filling by suitably qualified Aboriginal and Torres Strait Islander educators. A national scholarship program of an annual 100 scholarships for Aboriginal and Torres Strait Islander teacher education students be launched. A suite of strategies aimed at significantly increasing the completion rates of Aboriginal and Torres Strait Islander initial teacher education students be implemented by universities. Priority be given to establishing and promoting pathways for Aboriginal and Torres Strait Islander Education Workers to transition to careers as teachers and that such pathways be sensitive to the social, cultural and financial support required for success. All school employers be required to report on the cultural knowledge and practices they have and are implementing to provide a safe environment for Aboriginal and Torres Strait Islander peoples to formally identify as such and for that identification to be formally recorded and maintained by that employer and reported nationally in a de-identified statistical format. Teacher regulatory bodies in each state and territory be required 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 body and reported nationally in a de-identified statistical format. Teacher unions and the Commonwealth Government agree in principle to include in future industrial agreements mechanisms by which Aboriginal and Torres Strait Islander teachers may be provided with priority for employment. The Commonwealth Government amend the relevant legislation to provide preference for the employment of appropriately qualified Aboriginal and Torres Strait Islander teachers across all Australian educational jurisdictions.
- PRESIDENT’S REPORT It has been humbling, an honour, a privilege and enormous fun to serve in the role of President for the last 2 years. Building on the strong foundation established by Toni Downes in her presidency, the last two years has seen ACDE consolidate and sharpen its advocacy, expand our networks and projects, and increase our contribution to many agendas and policy settings across the broad discipline of Education. This last year saw a change of government and a new Minister for Education with some clear priorities in schools, teacher and higher education. A necessary focus has been to establish sound working relationships with the Minister’s Office and staff in the Department of Education as new administrative arrangements were enacted. This report outlines the breadth of ACDE’S contribution across many projects and agendas. This includes significant work undertaken by our three networks the Network of Associate Deans of Learning and Teaching in Education (NADLATE), our Community of Associate Deans Research in Education (cADRE) and the Australian Council of Deans of Education Vocational Education Group (ACDEVEG). I particularly acknowledge the contributions of our University Australia colleagues, especially Professor Greg Craven, Professor Andrew Parfitt, Belinda Robinson, Nathan Cassidy and Robert Dalitz and the strong support of all our Vice-Chancellors. Their individual and collective contributions to important initiatives such as Selection, the ITE Data Report, the Literacy and Numeracy field trial and NITEAC have been outstanding and highly valued by ACDE. The Teacher Education Ministerial Advisory Committee (TEMAG) provided the opportunity to identify ambitious strategic directions. The ACDE submission argued it is time to realign and repurpose current frameworks and responsibilities to support Australian Initial Teacher Education and the Profession of Teaching. The ACDE Board has worked tirelessly in 2014. Thank you all for your energy and high spirits as we worked across some very difficult issues. I also acknowledge and sincerely thank you for the constant engagement and leadership of State and Territory Deans Councils’ commitment to a national perspective and agenda. Lastly, I acknowledge Helen and Anne who are ACDE office and the spine of the ACDE. Anne for your calm, can-do attitude in taking on any task and making it better! And especially to Helen who is the drive, the conscience, the heart and the head of ACDE. I shall miss our daily tete-a-tete as we thrash out actions, ideas, and strategy often in the most inconvenient circumstances. To all of you, my sincere respect and thanks. I have valued, been sustained and inspired by your friendship, honesty, integrity, unwavering generosity, and collegiality. We have been and will continue to be publically challenged. However your individual and collective rigor, commitment to quality and evidence based decision making across our sector is outstanding. I wish you every success in the future and know Tania will be as fulfilled as I have been. Professor Brenda Cherednichenko President 2012 to 2014