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Aboriginal and Torres Strait Island Education. Creative Pathways for Students. Acknowledgements.

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aboriginal and torres strait island education
Aboriginal and Torres Strait Island Education

Creative Pathways for Students

acknowledgements
Acknowledgements
  • The successes that I have seen, and been involved in, are due to the very passionate and committed staff I have worked with. They have educated me and guided me and I would like to name these key people:
  • Sue Gould and Jennie Cartmill – RPSHS
  • Vanessa Butler – Woodcrest State College
  • Marjorie Elworthy and Christine Magey – BPSHS
  • Sigrund Neilson – Met Region
  • Lyndall Hill – Dare to Lead
focus areas of my presentation today
Focus areas of my presentation today
  • Relationships -students and families
  • Preparation for success
  • Pathways for students
  • Support for success
today s message
Today’s Message
  • Collage of learnings from my journey, particularly the past 10 years. My apologies for restating the obvious in some cases.
  • Experiences from 4 different settings
  • Redbank Plains State High School 2001-2006, March 2011……
  • Woodcrest State College P-12 - 2006-2010
  • Browns Plains SHS – Sem 2 2010
  • Boronia Heights SS – Term 1 2011
relationships with students and families
Relationships with students and families
  • This is the core to everything we do – “know your students”
  • If there is no connection between the family and the school, there is no progress!

4. NON TEACHING STAFF

3. TEACHERS AND SUPPORT STAFF

2. PRINCIPAL

1. COMMUNITY EDUCATION COUNSELLOR / INDIGENOUS TEACHER AIDE

INDIGENOUS STUDENTS AND FAMILIES / COMMUNITY / ELDERS

first impressions
First Impressions
  • When a new family to the community arrives at your school, what do they see?
  • What are the signs, the cues, the artefacts they see that speak to them about this community’s awareness of indigenous education?
  • What flags are flying out front? 1,2 or all 3?
  • Who meets them and how is this done?
  • When do they get to meet the CEC, Indigenous Support worker? How soon?
  • What artefacts might be obvious to them?
the role of the principal in this
The role of the Principal in this!
  • A clear focus on the expectation of high quality performance from all indigenous students.
  • A clear role statement for the indigenous workers within the school and then empowerment, resourcing and support for them to do their job.
  • A connection with the students and families so that they realise that I know them, I expect high performances from them and that I will provide whatever support and encouragement I can to see them succeed.
  • In all my schools, my indigenous staff play a pivotal role in making / facilitating this connection.
successful strategies i have employed
Successful strategies I have employed!
  • Collegial Snapshot Process – Run by Dare to Lead
  • EATSIPS process facilitated by EQ
  • Development of a Indigenous Education Strategic Plan for my School.
    • Kirwan SHS template
    • School and community consultation and dialogue (who?)
    • Engagement of Elders, families and students in the process
    • Development of school community “Dreaming Statements”
successful strategies i have employed1
Successful strategies I have employed!
  • At Browns Plains SHS last year:
  • BER building provided some extra spaces
  • Previous indigenous T/A room was barely a small storeroom (message of importance of the role to families????)
  • Through reorganisation, created an Indigenous Learning Centre:
    • @ the front of the school – easy access, welcoming, overt statement
    • Beside a large indigenous art mural
    • Resourced and decorated appropriately – new laptop donated for workers
    • Space to hang large map of Traditional owners – students know their mob and their country.
outcomes
Outcomes -
  • Students knew that they, and their culture, was visible and valued in and by the school
  • Parents knew who the principal was, and were much more comfortable in contacting the school and talking to staff and admin about their student’s education – they knew the school valued this relationship
  • Parents had input and connectedness to the direction of education in their school for their students
preparation for success
Preparation for Success
  • Once the relationship is solid and in place and we know the student and the family, we then spend time on:
  • determining dreams and aspirations for their future
  • Building a student profile for our indigenous students around these aspirations
  • Facilitate exposure to experiences for students to build their aspirations, sample ‘dream jobs’ to enable informed decision making – build confidence!
  • Keeping a log of all career conversations, career development or sampling opportunities provided, sampling, work experience etc – OnePortal Document
@ woodcrest state college
@ Woodcrest State College
  • Vanessa Butler knew the students so well
  • Vanessa had fantastic links and knew all the families in our community
  • The school had excellent links through the local universities, the A.E.S. and a variety of other WEX providers
  • Students provided with variety of stimulus ops depending on their career aspirations.
  • Ops narrowed as they progressed into senior school to a clearer, sharper focus, working towards enabling and embedding success.
  • 2010 Grads – all proceeded to Apprenticeships, Banks or Uni.
  • Orbiting role-models back through school
@ bpshs
@ BPSHS
  • Students closely supported by the Gold Coast Titans initiatives.
  • This program was expanding rapidly and this was BP’s first year in the South East Region.
  • Leadership and futures camp – networking opps for students
  • All Students completed their QCEs at end of year 12
  • All students engaged in a pathway post year 12 for 2011
@ rpshs
@ RPSHS
  • Students have variety of stimulus opportunities
  • A.R.T.I.E. Program
  • Weekly visits by program rep – Steve Walters plus significant others
  • All students have worked through and set goals each term with incentives / rewards for them achieving these (100% Attendance plus ‘C’ or better in Behaviour and Effort for all subjects)
  • Regular visits from Broncos players or Qld Coach
  • 1:1 Tutoring to start in 2012 with UQ students
@ rpshs platters on willow
@ RPSHS – “Platters on Willow”

Indigenous catering initiative

  • Cert II in Kitchen Operations
  • Endorsed by local community members
  • Using traditional meats, fruits vegetables, herbs and spices
  • Flexible and creative menus that demonstrate to students the use of natural, native ingredients
  • Students now identifying ingredients in the school and community
platters on willow
“Platters on Willow”

Students learn cultural fusion cooking

  • Crocodile Sushi
  • Tempura Barramundi
  • Marinated Kangaroo on Asian noodles
  • Emu and Kangaroo Chipolatas
  • Various Spiced Dampers
  • Baklava with indigenous jams and fruits
pathways for students
Pathways for Students!
  • Positive self-talk when working with students and parents
  • Consistent support, checking, partnering with student
  • Provision of mentors / support / liaison staff vital
  • Strong connections for students at destination
  • Realistic, valid conversations with students and parents around aspirations from year 8
  • Support around getting Learner’s Permit – KAMBU
  • Clear mapping of pathways – Pathways Document
pathways @ rpshs
Pathways @ RPSHS

Role of Snr Schooling Team

  • Handover every student at end of Yr 12 to next destination – Not left to chance
  • Universities – USQ, UQ (Ipswich / St Lucia), QUT
  • TAFE – TBIT, MSIT, Logan, Sunshine Coast
  • Aboriginal Employment Service – Banks, Admin
  • School Based Apprenticeships and Traineeships – local ops – Qld Rail, Gov’t Dept ops
  • Work - Origin Alliance Students (next)
platters on willow 40 functions local regional state and federal dept catering
“Platters on Willow” 40+ functions Local, Regional, State and Federal dept catering

Croc Breakfast Burgers, Emu and Kangaroo Chipolatas, Dampers and jams

Nerima Schools visit 2011 – Japanese and Indigenous food fusion

Indigenous Culture Promotion, Awareness and Pride

origin alliance students
“Origin Alliance” Students

Unique community based opportunity – what ops are available locally???

  • $1 Billion Ipswich Motorway Project
  • 8 students doing SATs with this project
  • Students working 1 week on, 1 week at school
  • Extra support in place at school supporting their academic program
  • National Partnership funds assisting here
student support
Student Support
  • Financial – ABSTUDY, QATSIF
  • School CECs, T/As, Mentors
  • External Program Staff – ARTIE, FOGS,
  • PASS Program (Cert II in Recreation) students are paid for their work with local primary schools
  • PaCE staff and connections
  • KAMBU medical centre
  • Local ISSU
f o g s support
F.O.G.S. support

Steve Walters and Justin Hodges

School visit 2011

FOGS Career Expo 2011

our journey continues
Our journey continues………..
  • Sharp focus on enhancing student aspirations
  • Building belief within the families and students
  • Strategic focus on building partnerships with our community
  • Constant focus on surrounding students with nurturing support and guidance to empower them to succeed
  • Constant focus on networking with industry to create fluent pathways for our students
to follow up on any thing
To follow up on any thing ……
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