Indigenous-Education-Review_DRAFT

Review of Indigenous Education in the Northern Territory
Bruce Wilson
the conditions of bush schools and evidence‐based approaches to teaching in these schools;
phonemic awareness and phonics, other mandatory programs and assessment of student
progress using mandatory instruments;
School Wide Positive Behaviour Support and classroom management in very remote schools; and
expectations of teachers regarding cultural awareness and community engagement.
Where possible, the review proposes that pre‐service teachers undertake the practicum in at least one
bush school. In addition, the department should seek to establish relationships with teacher training
institutions around Australia with a view to encouraging student teachers to experience teaching rounds
in the Territory, becoming a possible supply source for future appointments.
Equally importantly, initiatives proposed in this report should be supported with dedicated training
programs and access to high quality coaching and mentoring. Research cited elsewhere in this report
indicates the importance of combining training with other forms of support and reinforcement.
Other workforce issues
In addition to issues specifically to do with the remote workforce, there are broader workforce matters
that impact on the education of Indigenous young people. While the report does not address these
areas in detail, they deserve more sustained attention through the Department’s workforce planning
processes.
Pedagogy
It is notable that there is no common framework for teaching practice in the Northern Territory. Central
Region has adopted the John Hattie program Visible Learning for this purpose. While there are other
programs serving similar purposes, it is clear that for many teachers the Hattie approach has been
welcome and effective. The review supports extension of this program to all town schools in the
Territory, but proposes an initial review of progress to determine whether the extensions should be
conducted on the same basis as has been undertaken in Central Australia.
DRAFT
The extension of the program to bush schools is not supported at present. While it will be valuable in all
schools eventually, the McKinsey analysis outlined in Chapter 4 suggests that rollout beyond the town
schools should be delayed until the initiatives proposed in this report (including early literacy, social and
emotional learning and workforce changes) are bedded down.
Other Indigenous staff
There is a multitude of positions in addition to assistant teachers that are specifically dedicated to
Indigenous student welfare and learning including Aboriginal and Islander Education Workers (AIEW),
Aboriginal Resource Officers (ARO), Cultural Liaison Officers (CLO), Family Liaison Officers (FLO) and
Home Liaison Officers (HLO). The review has not examined conditions or roles of these employees in
detail. We are aware, however, of some anomalies in their allocation and distribution: in some areas
(including Darwin), for example, allocations of AIEWs are historical and no longer reflect the distribution
of the students they serve. It is recommended that each category be reviewed and re‐allocated on the
basis of need.
Study leave
Study leave is available to staff working in remote locations on the basis of a variable points system.
Accumulation of sufficient points gives access to a period of study leave on pay. This approach is
supported by the review as offering both an incentive to work remotely and an opportunity for midcareer
renewal. The current arrangements, however, allow those on study leave to treat the time as a
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