POST SCHOOL PATHWAYS FOR INDIGENOUS STUDENTS Principals Make the Difference

1. POST SCHOOL PATHWAYS FOR INDIGENOUS STUDENTS Principals Make the Difference AUTHOR IAN NEBAUER

2. Acknowledgement of Country I acknowledge the traditional custodians of this land and pay my respects to elders past, present and future for they hold the memories, the traditions, the culture and hopes of Aboriginal Australia

3. Purpose of the Workshop • Is it our job to transitions Aboriginal student into a career? • What is the current situation? • What does a successful school look like? • Where to from here for my school?

4. Education the Key? Geoffrey Robinson was recently asked a Hypothetical If you were offered a safe seat in the Rudd Government and given the Aboriginal Affairs portfolio –what would you do first? “ Its now or never-never, so my policy would be education, education, education – including educating everyone else about the respect due to the first Australians………..” THERE IS AN EXPECTATION FOR US TO MAKE THE DIFFERENCE.

5. Education the Key? Dusseldorp Skills Forum & Reconciliation Australia “There are no easy solutions – but there are constructive actions that can be taken. The key is to make sure that we get both the demand and supply side factors right. Our goal should be to deliver improvements in education and translate them into improvements in employment.” (pg 39)

6. …and the Federal Government thoughts? What does the acronym DEEWR stand for anyway? Source COAG Targets 2009

7. Post School Transition – whose job? • ACTIVITY – WHAT DO YOU THINK? • AT YOUR TABLES DISCUSS THE FOLLOWING QUESTIONS. • Is it the school’s responsibility to be moving students into work? • What do you believe is the purpose of education? • What are the post school destinations like for students at your school? • How well is the school curriculum related to job readiness and work related skills? • Should it be? • What are the advantages of designing a work related curriculum? • What are the disadvantages

8. NATIONAL STATISTICS What trends does this graph indicate? What is the implication for schools? INDIGENOUS AND NON-INDIGENOUS POPULATION - 2006

9. ACTIVITY What are the trends indicating in vocational courses for both Aboriginal students compared to non Aboriginal students? What are the broader implications of this trend?

10. What is the current situation? Statistics show that Indigenous Australians are the most disadvantaged group in all quality of life indicators: • 1.Greatly reduced life expectancy • 2.Generational unemployment • 3.Long term unemployment • 4.Substantially lower levels in education • 5.Lower income • 6.Demanding social issues (source AES– Danny Lester)

11. SUCCESSFUL LEADERSHIP for Aboriginal students QUALITY LEADERSHIP TABLE ACTIVITY – “Imagineering” • We want All Aboriginal students to have a positive post school outcome. • Imagine what would the perfect school leader look like? • Choose a table recorder • List all characteristics on sticky notes • Collate the ideas – remove redundant ideas, clarify meaning • Finalise the list – post it on the wall • All participants observe other groups lists and identify any additional ideas • Individuals can record for personal reflection within their own context.

12. SUCCESSFUL SCHOOLSfor Aboriginal students Young adult learning environment Quality curriculum Parent /Aboriginal community partnerships Celebrates Aboriginality Celebrate success TABLE ACTIVITY – P3T technique (Langford) • Divide the participants into 5 groups (or 5 tables) • Have 1 large chart page per table and ask them to list the characteristic in the centre and circle it. Write the question what is meant by…quality curriculum • List in “spokes” from the circled question the characteristics -take 5 minutes per question • Pass on the page in a clockwise direction until it has arrived back to its original table. • Read what has been decided by all the audience • Post the page on the wall for reflection.

13. CRITICAL SUCCESS FACTORS HIGH EXPECTATIONS • What does “HIGH EXPECTATIONS” mean? • To Students • To Staff • To Parents • What does it look like especially for Indigenous students? • Earn or learn – knowing the student’s potential? • Real jobs including part time - work experience • Career choice – being able to make a choice • Work readiness – students work ethics • Cultural awareness – employers / teachers • School engagement / attendance

14. CRITICAL SUCCESS FACTORS PARTNERSHIP BUILDS SUCCESS • Teacher / Student / Parent • Understand and deliver adult learning • Personalised Learning Plans – post school planning • Clear and easy communication • Cultural respect – awareness training and its application • School / Business • Meeting opportunities – Business chambers, invitations, sponsorship, work placement • Initial conversations - social responsibility charters, past students, Employment market needs and mutual support • Aboriginal corporations support • School / Tertiary Institutions • Mentoring support • Role models • Cadetships • Visits

15. Case Management P.L.P.’s INDIVIDUAL IDENTITY GOALS EMPLOYER Mentors Family& community SUPPORTIVE RELATIONSHIPS

16. CRITICAL SUCCESS FACTORS TEAM MANAGEMENT • Who will manage the pathways planning program? • Advocates • Personalities/ skills to develop relationships and partnerships • Resources • Clear directions / plans • What level of representation needs to be on the team? • Students • Parents • Community • Business • What are the critical management factors? • Targets • Small successful steps • Manageable workload – one meeting per term, defined actions, using technology

17. CRITICAL SUCCESS FACTORS STAFF COMMITMENT • What does this look like when talking about improved post school pathways outcomes for Indigenous students? • General discussion • Discuss the general characteristic areas - eg • Advocacy • Curriculum • Support • How do school leaders encourage staff commitment? • Discussion – How do you motivate staff? • How would get this on the agenda for staff to embrace? • How do you make commitment sustainable?

18. CHALLENGES • SCHOOL OPERATIONS • Consistency of delivery – clear expectations/ plans/ resourcing • Getting staff on the same page • Red tape and thinking outside the square • Succession planning • Resourcing variations year to year. • School / Business Relations • Staffing component – suitable person, time • Slow first steps …. sometimes backward steps • The initial conversations • Red tape • “DARE TO LEAD” – dealing with social pressures, being an advocate • OTHERS?

19. ….SOWHERE TO FROM HERE? • REFLECTION POINTS • ME as a LEADER • Use the top section of the Mini checklist tool • From the list of a quality leader done earlier - rate yourself • Where are your areas for improvement (2 only) • What can I do? – here are few questions….. • Do I have a view about post-school pathways? • Do I state my view about post-school pathways? • Do I have a preferred picture? • Do we have anything in place? • Do I know the facts? • WHAT DO WE NEED TO DO? • Using the rest of Mini checklist tool and the Planning tool • Identify what are we currently doing? • What do we need to do? – share with colleagues • Identify what in your mind is urgent and important.

20. Leadership Excellence Thoughts From The Greatest Leaders Of All Times “The definition of insanity is doing the same thing over and over again and expecting a different result.” Albert Einstein