Indigenous-Education-Review_DRAFT

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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 111
Review of Indigenous Education in the Northern Territory Bruce Wilson paid holiday. This should be addressed by requiring all study leave applicants to address department priorities, have clear goals and a planned program, and prepare a report on completion of study leave. Cultural training The review is concerned that initial cultural training offered by the department to all staff has become very limited and the time available truncated. All staff should have access to a substantial, continuing program of cultural training, initiated with a minimum of a full day provided centrally. New appointments to principal‐level positions should receive further training in their roles and responsibilities related to community engagement and cultural awareness. Workforce planning The Menzies report on remote workforce development observed that: A coherent and comprehensive overarching DET workforce strategy is needed to align the disparate efforts toward addressing the complex needs of remote educators (Nutton et al: 59). In researching and consulting on this area for the review, it was difficult to capture all the information on workforce development and workforce planning. There is no overall plan for achievement of the department’s strategic goals and it seems that no area of the agency has overall responsibility for the workforce. Expertise is lacking, workforce planning is not seen as part of core business of the Human Resource area, and many of the functions have either devolved to schools or dispersed throughout the agency, CDU and BIITE. Whilst there are some benefits in resourcing different areas of the department for professional development and workforce management, devolution must be matched with effective central workforce planning. The absence of such a plan exposes the department to risk, particularly when formal commitments have been made to improve Indigenous employment and development opportunities. The importance of workforce planning in the teaching service is illustrated by the fact that about one‐third of current teachers are either eligible for retirement (aged 56 years or over) or approaching retirement (51‐55 years). The highest proportions of those eligible for retirement are Executive Contract Principals (41.4%) and Principals (36.1%) (DoE 2013E: 24). DRAFT The review proposes that the development of a comprehensive workforce plan is essential to meeting the needs of all children, and especially Indigenous children. The plan should focus specifically on the following issues as critical to the education of Indigenous children: undertaking a thorough scan of the environment and anticipated medium‐ and long‐term changes in the make‐up of the workforce engaged in the education of Indigenous children; identifying skill requirements associated with teaching in remote communities and with Indigenous students; identifying skill requirements to meet the areas recommended in this report, including improvements in pedagogy in general, FaFT and pre‐school training requirements, early literacy, remote leadership and social and emotional learning support; conducting an audit of current skill levels and staff availability in the areas identified as priorities; identifying forms of support including training and coaching required to meet skill requirements in priority areas; focusing existing resources (including study leave) explicitly and only on Department priority areas; strengthening the remote area workforce including attracting the best principals and teachers (those with the skills identified as essential to remote teaching) to remote and hard‐to‐staff schools; 112
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