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Aboriginal and Torres Strait Island Education

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

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Aboriginal and Torres Strait Island Education

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

  2. 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

  3. Focus areas of my presentation today • Relationships -students and families • Preparation for success • Pathways for students • Support for success

  4. 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

  5. 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

  6. 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?

  7. 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.

  8. 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”

  9. 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.

  10. 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

  11. 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

  12. @ 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

  13. @ 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

  14. @ 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

  15. @ 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

  16. “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

  17. 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

  18. Pathways for Students

  19. 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)

  20. “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

  21. “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

  22. 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

  23. F.O.G.S. support Steve Walters and Justin Hodges School visit 2011 FOGS Career Expo 2011

  24. 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

  25. To follow up on any thing …… • Contact the school on • 34321222 • Me on • Llew.Paulger@eq.edu.au • Jennie Cartmill – C.E.C. jcart44@eq.edu.au

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