2.1 Quality teaching Indigenous project (QTIP)
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Description
This is a continuing activity for twenty one schools participating in genuine school partnerships with local Aboriginal communities and in collaboration the NSW and local Aboriginal Education Consultative Groups. 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.
Teachers will have opportunities to access an Aboriginal cultural awareness module developed by TAFE. The teachers commitment to developing culturally inclusive curriculum is directly linked to the targets in their school management plans. Teachers participating in the school-based professional learning activities will continue to deepen their understanding that all students need culturally appropriate Aboriginal education. Professional learning resulting from this experience contributes to the capacity of teachers to secure the commitment of all staff to Aboriginal student achievement targets.
The activity will be managed by a designated officer who will take responsibility for meeting the professional needs of teachers participating in the activity.
Each school-based project team will be supported by an academic partner from a higher education institution. Academic partners will be involved in working with teachers through action learning to collect, analyse and report on data related to the impact of the activity on teacher professional learning and student outcomes. The academic partners provide support in all aspects of the school team project development.
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 this 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 this 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 this project, teachers will have engaged productively in collegial networks that extend and support knowledge and skills.
Access
Targeted NSW Department of Education and Training schools.
Design
This activity continues to link to previous Australian Government Quality Teacher Programme activities (phase 1: 2001-2003) supporting teachers of Aboriginal students. The NSW Aboriginal Education and Training Strategy 2006-08 informs the following priorities for improving the learning outcomes for Aboriginal students in quality teaching Indigenous project schools:
- establishing and strengthening genuine partnerships with local Aboriginal communities including the local Aboriginal Education Consultative Groups
- explicit teaching for literacy and numeracy outcomes
- engaging Aboriginal students in relevant and stage appropriate curriculum
- embedding and integrating Aboriginal cultural knowledge
- encouraging and fostering close links with local community Aboriginal networks with a focus on increasing student engagement in learning
- maintaining a relentless focus on the NSW Quality teaching model to improve teaching and learning experiences for Aboriginal students.
The action learning approach contributes to improving and updating teachers professional understanding and knowledge of Quality teaching. Teacher professional learning will focus on integrating 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. The University of Technology, Sydney, has been commissioned to evaluate the impact of the professional development on teacher and student learning using survey and case study methods.
Implementation
The implementation of the activity will be supported by the following personnel: designated project officer, academic partners, regional Aboriginal consultants, Aboriginal education assistants, local Aboriginal community members, sector consultants and school-based action learning teams.
Delivery
Workplace learning; online learning, mentoring, action learning project, workshops/course, conference, resource development
Timeline
By June 2008:
- project officer school visits to support the action learning process and strengthen links with local communities
- schools submit a progress report
- submit activity progress report in June.
By December 2008:
- planning and celebratory conference bringing project schools together to further their implementation and state-wide networking
- project officer school visits to further support action learning processes, community links and analysing school data
- schools submit annual reports with evaluation data
- submit activity annual report in November.
Sectors
