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Effective Leadership

Effective Leadership. for Early Years educators of Indigenous students. Understanding ourselves is central to leadership. “The most important of all voyages is the discovery of self, and without it, all the rest are not only useless, but disastrous”

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Effective Leadership

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  1. Effective Leadership for Early Years educators of Indigenous students

  2. Understanding ourselves is central to leadership “The most important of all voyages is the discovery of self, and without it, all the rest are not only useless, but disastrous” Thomas Merton – American Author 1915-1968

  3. What traditional significance do snakes or serpents have for Aboriginal Cultures? What is the artist saying by depicting the snake in a specimen jar ?

  4. Identifying Critical Factors Pertinent Learning for Indigenous Children in The Early Years(3-8 years of age) What do you consider to be critical elementsfor successful learning in the Early Years?

  5. Recognised ‘Critical Factors’ • Identifying, acknowledging, valuing/respecting Cultures • Strong family and community partnerships • Effective home ‘school’ connections • Curriculum & Pedagogy (A holistic approach) Source: “Foundations for Success:Guidelines for an early learning program in Aboriginal and Torres Strait Islander communities”

  6. Identifying, acknowledging, valuing/ respecting Cultures The Language Sounds Words Meanings Intonation / stress Grammar Text Structure & Form The WAY language is used (The Pragmatics) Two-Way English role of listener & speaker economy of words rules for speaking social protocol assumed knowledge questioning time and measurement The World View Values Beliefs Attitudes What the Aboriginal child brings to the classroom. Language is a carrier of world view (Konigsberg & Collard,2000) -Ways of being, Ways of Talk page 91;Department of Education WA 2002

  7. Group Activity: (optional) • spilt into groups • each group discussing one of • the quotes provided • share ideas with whole group • (ie a jigsaw activity - putting the learning together) Identifying, acknowledging, valuing/ respecting Cultures

  8. Identifying, acknowledging, valuing/ respecting Cultures When leaders are credible and inspiring they build … Leaders learn • about self • about Cultures • from Community a culture of respect and high expectations for all Leaders support and influence others to build … Leaders manage in a collaborative and inclusive way understanding and respect for Cultures

  9. Identifying, acknowledging, valuing/ respecting Cultures Leadership is about influencing others How can the leadership group ensure that the learning opportunities provided in the Early Years are not dominated by mainstream culture?

  10. Identifying, acknowledging, valuing/ respecting Cultures The leadership group is responsible for managing curriculum What does the leadership group need to know and do to make sure the curriculum is culturally comprehensive and appropriate?

  11. Strong family and community partnerships Credible leadership involves reciprocal learning with families and community members to develop strong partnerships. Identify the critical factors involved for leaders to develop and maintain quality reciprocal partnerships with family and community members.

  12. Effective home ‘school’ connections Leaders need to connect with families within the community to establish credibility and to ensure that people feel that they can trust their children will be physically and spiritually ‘safe’ at the learning centre.

  13. Curriculum & Pedagogy: (A holistic approach) Leaders have a responsibility to develop a rich learning environment What infrastructure do the leaders need to establish to achieve this?

  14. Questions • What new information would you consider important to incorporate into your work? • Has anything in our session today challenged previously held values? • A question that an Aboriginal parent could ask the teacher: How comfortable are you in giving Aboriginal children opportunities to be successful at school whilst totally retaining their cultural identity? • Has this presentation helped in answering this question? •  How comfortable do you think Aboriginal parents would feel about ‘handing over’ the responsibility of their children to educators who were committed to the principles involved in this presentation?

  15. AcknowledgementThe following resources were directly used in the compilation of this presentation • ‘Foundations for Success:Guidelines for an early learning program in Aboriginal and Torres Strait Islander communities’ http://education.qld.gov.au/schools/indigenous/projects/foundations.html • ‘The Absorbent Mind’ Dr. Maria Montessori • ‘Australian Research Alliance for Children and Youth’ web-site (www.aracy.org.au) • ‘Charter for Victoria’ www.education.vic.gov.au/aboriginalcharter http://www.aracy.org.au/publicationDocuments/TOP_Engaging_Indigenous_Families_in_ Preparing_Children_for_School_2008.pdf • Principals Australia Pre-School Checklist • ‘L5 School Leadership frame’ • ‘L5 At Work Module: Leading schools in Aboriginal & Torres Strait Islander education’

  16. Acknowledging resources: (continued) • Kanyini DVD • ESL Scales (Curriculum Corporation) • http://www.det.wa.edu.au/education/esl/esd1.htm • http://www.aracy.org.au/publicationDocuments/TOP_Engaging_Indigenous_Families_in_Preparing_Children_for_School_2008.pdf • Western Australian Health Institute’s work by Fiona Stanley www.ichr.uwa.edu.au Refer to booklet “Social and Emotional Well-being of Aboriginal children.” • Fraser Mustard’s Thinkers in Residence report. (Google:) • ‘Early Years Learning Framework:- Knowing, Being and Becoming’ www.deewr.gov.au/.../Policy.../EarlyYearsLearningFramework.aspx • Australian Research Alliance for Children & Youth ‘Engaging Indigenous Families in Preparing Children for School’ www.aracy.org.au/

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