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Humanising the Bureaucracy: Srategies to ensure teacher quality and continuity in remote Aboriginal communities .

Humanising the Bureaucracy: Srategies to ensure teacher quality and continuity in remote Aboriginal communities . Dr Inga Brasche University of New England. Topics. Background Institutional Collaboration Current pre-service preparation Case Study: New England Common themes

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Humanising the Bureaucracy: Srategies to ensure teacher quality and continuity in remote Aboriginal communities .

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  1. Humanising the Bureaucracy:Srategies to ensure teacher quality and continuity in remote Aboriginal communities. Dr Inga Brasche University of New England

  2. Topics • Background • Institutional Collaboration • Current pre-service preparation • Case Study: New England • Common themes • NTQRTS and NARIS • Discourse and orientation

  3. Background of issue • Most teachers working remote are: • New or recent graduates • From white, middle-class urban environments • Have had little interaction with other ethnicities or social classes • Recent recruits leave within first year.

  4. Missionaries • Mercenaries • Misfits

  5. Challenges in Remote Communities • Include logistical and physical issues: • Housing • Seasonal isolation and extreme weather • Limited access to resources • Limited professional development opportunities Social and Psychological issues: • Social dysfunction • Cultural exclusion • Limited social/recreational opportunities • Blurred line between work/life • Legacy of historical policies

  6. Who is responsible for preparation for these contexts? • Universities that train teachers? • Departments that employ teachers? • Communities that host teachers? • Teachers themselves?

  7. EDCX 400 Aboriginal Education Learning Outcomes • Upon completion of this unit, students will be able to: • identify learning needs and effective pedagogies for teaching in particular Aboriginal and cross-cultural contexts; • analyse and demonstrate, with regard to historical and cultural contexts, classroom strategies, curriculum, resource and policy options for Aboriginal education; • identify a range of possible teaching-learning relationships and school-community dynamics (rural and urban) and consider their relevance for Aboriginal Education; and • understand their social and cultural position in teaching and consider the effects of this in responding to challenging educational contexts.

  8. Regional Focus: New England

  9. UNE School of Education • Be an active leader in Indigenous teacher education and research (Strategic Alignment Plan 2020 Vision)

  10. ATSI enrolment and completion

  11. UNE School of Education • NSW DEC Enhanced Teacher Training Scholarship (ETT) • 20 Final year education students • 10 week internship at “high Indigenous student population school in NSW • $1500 for educational costs • 2 HECS exempt units in Aboriginal education • 1 day training program from DEC • Offer of permanent teaching placement at high Indigenous populated school upon graduation

  12. ETT limitations • Small scale • Funding is vulnerable • Offer of employment at different school to internship • Primary schools only • Not competitive – (no GPA, prac reports, interviews etc) • No pre-service community orientation or post-internship continuity.

  13. TIRIC • Expressions of Interest sought from students with high GPA, EDCX 400 results and outstanding prac reports • Intensive interviews and workshops • Pre-service orientation with community • Academic, cultural and community mentors • Transport and accommodation covered • Ipads for recording and communication • Funding for resources • High impact references • Guaranteed employment at the school of internship

  14. CommonThemes in “successful” remote schools www.whatworks.edu.au

  15. Theme 5 “Building and sustaining teacher capacity to deliver whole school practice” • Actively and strategically recruiting and managing teachers to match with school and community needs, including ‘home grown’ solutions • Supporting non-Indigenous teachers in responsive relationships with the community

  16. NTQRTS • Northern Territory Quality Remote Teaching Service • 2010 research into personal characteristics for “successful” placements • 2011 Recruitment drive and innovative recruitment strategies undertaken resulting in 375 applications • Group activities to measure: • Cultural sensitivity • Ability to persuade and influence • Ability to build relationships

  17. NARIS • 2012 Federal Government established the Northern Alliance of Remote Indigenous Schools • NT, WA, QLD, NSW and SA all part of scheme • 170 remote and very remote schools part of alliance • Aims to “attract, retain and develop” exceptional teachers for these communities.

  18. Discourse and Orientation • Deficit discourse “hard to staff” schools • Transfer and points systems • Orientation of “privilege” reframes the engagement • “Opportunity” • The most successful remote school leaders display high capacity, commitment and belief and viewing their role as a privilege (www.whatworks.edu.au)

  19. Conclusion • Commitment to the interconnected roles of • Universities • Departments of Education • Communities in pre-service preparation will allow a more co-ordinated and targeted approach to teacher quality and continuity.

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