Indigenous-Education-Review_DRAFT

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Review of Indigenous Education in the Northern Territory Bruce Wilson rationalizing and simplifying programs aimed at expanding the numbers and improving the quality of Indigenous employees; and building on strong existing data collection and reporting to monitor progress in priority areas on a longitudinal basis, showing trends over time. The review recommends that the conduct of this work should follow recruitment of additional expertise in workforce planning and management. Recommendations 27. Engage additional expertise and experience to develop a comprehensive workforce plan as outlined in this report, aligned with the Department’s Strategic Plan, the Indigenous education strategic plan proposed in this report and the Early Years Workforce Plan. 28. Strengthen programs to increase Indigenous teacher numbers and quality including: a. a revised version of the RITE program meeting the criteria set out in this report; and b. a rationalised approach to attracting university graduates and Indigenous members of the general workforce into teaching and supporting them in their training and induction. 29. Establish employment and performance management arrangements for assistant teachers consistent with those of other staff and ensure their roles and responsibilities are understood and supported by all school staff, particularly classroom teachers. 30. Raise the quality of bush principals by: a. strengthening initial training, including cultural competency training; b. developing a clear statement of the responsibilities of leadership in bush schools; c. establishing mentoring (professional and cultural) and coaching arrangements for all principals; d. establishing small groups of bush principals to engage in shared professional learning and instructional rounds in each other’s schools; e. requiring applicants for senior positions to demonstrate a pattern of relevant professional learning, including specific required programs without which candidates should not be appointed; f. exploring the possibility of attracting a small group of outstanding principals to bush schools; and g. arranging early appointment and release of new bush appointees to ensure effective handover. DRAFT 31. Raise the quality of bush teachers by: a. improving principal quality; b. enhancing the role of the local principal in staff selection; c. negotiating with Northern Territory teacher education institutions to ensure that courses take account of Department priorities and the requirements for bush teaching; d. attracting interstate pre‐service teachers to undertake teaching rounds in Northern Territory bush schools; e. providing initial cultural training to all appointees; and 113
Review of Indigenous Education in the Northern Territory Bruce Wilson f. ensuring that initiatives proposed in this report are supported with effective professional learning and coaching. 32. Evaluate the implementation of Visible Learning in Central Region with a view to its implementation initially in all town schools in the Northern Territory, and later in all schools. 33. Ensure that allocations of Indigenous staff in ancillary positions (e.g. Aboriginal and Islander Education Workers) are based on need rather than historical practice. 34. Investigate the effectiveness of leadership support and development particularly for the provision of leadership support in bush schools. 35. Require all applicants for study leave to address department priorities, have clear goals and a planned program, and prepare a report on completion of study leave. DRAFT 114
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Indigenous-Education-Review_DRAFT

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