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2.1 Quality teaching Indigenous project
Description
This is a continuing activity, previously known as Enhancing learning through understanding, valuing and incorporating Aboriginal cultural knowledge. The project commenced in 2006 with phase one. The group of twelve schools was drawn from schools with Aboriginal student populations of 10-20%. In 2007 nine additional schools will be invited to join the project. These schools will benefit from feedback and shared experiences of the phase one schools.
Teachers in school-based action learning teams will identify their professional learning needs drawing from student achievement data and school-based evaluations of Aboriginal student learning needs. The teams will engage in cycles of action learning that have an inquiry-based approach. The NSW model of pedagogy as described in Quality teaching in NSW public schools (May 2003), with a particular emphasis on the dimension of Significance, will inform the professional learning activities. This approach will be inclusive of all student groups and aimed at raising student engagement and learning outcomes.
Two TAFE delivered courses will be available to school communities to complement this AGQTP activity. Aboriginal Parents as Learners (APALS) aims to build parent and relevant community members' capacity and confidence to engage in school based activities and Aboriginal Cultural Education Program aims to build the capacity of departmental staff at all levels to enhance cultural inclusiveness in their work practices and increase responsiveness to Aboriginal people, community and issues. Outcomes will be increased support for Aboriginal students' school and home learning.
Contacts
| Kerin Wood email: kerin.wood@det.nsw.edu.au Ph 9244 5635 Fax 9244 5849 Sector: DET |
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Outcomes
Through participation in an AGQTP project, teachers will, in their interactions with students, have an increased capacity to provide all students with opportunities to access and apply relevant learning in literacy, numeracy and ICT.
Through participation in an AGQTP project, teachers will, in their interactions with students, have an increased capacity to provide inclusive learning environments within which all students can participate as active and engaged learners.
Through participation in an AGQTP project, teachers will have engaged productively in collegial networks that extend and support knowledge and skills.
Access
Teachers of Aboriginal students in DET school in New South Wales.
Design
This activity continues to link to previous AGQTP activities (phase 1: 2001-2003) supporting teachers of Aboriginal students. The review into Aboriginal education in NSW conducted in 2002-04 produced a report titled Review of Aboriginal Education 2003-2004. The report identified the following areas as a focus for improving the learning outcomes for Aboriginal students in NSW schools:
- explicit teaching for literacy and numeracy outcomes
- engaging Aboriginal students in relevant and stage appropriate curriculum especially in the transition years including the transition years between pre-school and Kindergarten and stage 3 and stage 4
- embedding and integrating Aboriginal cultural knowledge to enhance Significance, Intellectual quality and a Quality learning environment
- encourage and foster close links with local community Aboriginal networks with a focus on increasing student engagement in learning
- implementing the NSW Quality teaching (QT) framework to improve teaching and learning experiences for Aboriginal students.
Teachers professional learning will focus on embedding Aboriginal cultural knowledge across all three dimensions of Quality Teaching (Intellectual Quality, Quality Learning Environment and Significance). While school teams will determine their specific focus they will explicitly address the raising of literacy and numeracy outcomes for students.
Situational analyses using staff and student surveys, observations and discussions will identify explicit ICT teaching needs and their integration into teaching and learning programs. The action learning approach contributes to improving and updating teachers professional understanding and knowledge of Quality teaching.
The University of Newcastle was commissioned to conduct a research study designed to investigate what Aboriginal cultural knowledge NSW teachers need to build from and respect as they implement the Quality Teaching model of pedagogy. The results of this research will be available in 2007 and will inform future directions of this activity.
Implementation
The implementation of the activity will be supported by the following personnel: designated project officer, academic partners, regional Aboriginal consultants, Aboriginal education assistants, Aboriginal community members, DET consultants and school-based action learning teams.
Delivery
Workplace learning, online learning, mentoring, action learning project, workshops/course, conference, resource development
Timeline
By May 2007:
- 9 school teams invited to join the project
- project officer school visits to introduce the action learning process and establish links with local communities
- project officer school visits to support schools to collect data to inform action learning plans
- planning workshop to review action plans, build project networks and engage in collaborative professional learning processes
- submit progress report in May.
By November 2007:
- project officer school visits to develop the action learning plans and establish links with local communities
- develop and establish online networks for phase 2 schools
- project officer school visits to further support action learning processes, community links and analysing school data
- submit annual report in November.
Sectors
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| This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme. |