EATSIPS: P-12 Guidelines for Administrators and Educators

11. Organisational EnvironmentHuman Resourcesemploying Aboriginal people and Torres Stria Islander staff is central to embedding Aboriginal and Torres Strait Islander perspectives with the organisational environment of the schoolSchool EnvironmentThe day to day organisational structures and operations of the school all impact on embedding Aboriginal and Torres Strait Islander perspectives with schools.

17. Figure 2

18. Two distinct cultures Connection to land and seas Indigenous knowledge frameworks Number and diversity of language groups Understanding shared history Traditional and contemporary cultural practicesTwo distinct cultures Connection to land and seas Indigenous knowledge frameworks Number and diversity of language groups Understanding shared history Traditional and contemporary cultural practices

21. Awareness of English as a second language Valuing students first language and knowledge they bring to the classroom Awareness of new varieties of English (creoles and Aboriginal Englishes) Best practice in teaching English language to 2nd Language learners – Bandscales training Local language programs Respecting oral historyAwareness of English as a second language Valuing students first language and knowledge they bring to the classroom Awareness of new varieties of English (creoles and Aboriginal Englishes) Best practice in teaching English language to 2nd Language learners – Bandscales training Local language programs Respecting oral history

23. Basic principles: Making introductions Establishing open communication Building positives relationships Establishing meaningful consultation processesBasic principles: Making introductions Establishing open communication Building positives relationships Establishing meaningful consultation processes

24. Cultural awarenessCultural awareness

25. Linking to nearby towns, DCEC’s, CEC’s, IEW’s Consider non-Indigenous students and families historical relationships with Indigenous people in the local community Linking to nearby towns, DCEC’s, CEC’s, IEW’s Consider non-Indigenous students and families historical relationships with Indigenous people in the local community

26. Learn about local Indigenous communities and relationships with non-Indigenous community Be aware of sensitive issues Encourage Indigenous community members to participate. Learn about local Indigenous communities and relationships with non-Indigenous community Be aware of sensitive issues Encourage Indigenous community members to participate.

28. Flexibility in assessment is one of the key factors that contributes to the success of Indigenous students. Scaffolding needs to be considered when making modified to an assessment instrument. Essentially its not creating a whole new process of assessing for Indigenous students, it’s a matter of having conversations and consultation with the collective staff, students, community and tapping into programmes such as ‘What Works’, ‘Partners 4 Success’ and connecting experienced staff who have already done work with Indigenous students. Flexibility in assessment is one of the key factors that contributes to the success of Indigenous students. Scaffolding needs to be considered when making modified to an assessment instrument. Essentially its not creating a whole new process of assessing for Indigenous students, it’s a matter of having conversations and consultation with the collective staff, students, community and tapping into programmes such as ‘What Works’, ‘Partners 4 Success’ and connecting experienced staff who have already done work with Indigenous students. Flexibility in assessment is one of the key factors that contributes to the success of Indigenous students. Scaffolding needs to be considered when making modified to an assessment instrument. Essentially its not creating a whole new process of assessing for Indigenous students, it’s a matter of having conversations and consultation with the collective staff, students, community and tapping into programmes such as ‘What Works’, ‘Partners 4 Success’ and connecting experienced staff who have already done work with Indigenous students. Flexibility in assessment is one of the key factors that contributes to the success of Indigenous students. Scaffolding needs to be considered when making modified to an assessment instrument. Essentially its not creating a whole new process of assessing for Indigenous students, it’s a matter of having conversations and consultation with the collective staff, students, community and tapping into programmes such as ‘What Works’, ‘Partners 4 Success’ and connecting experienced staff who have already done work with Indigenous students.