Reconciliation Action Plan

Transcription

1

2 Reflect Australian Institute for Teaching and School Leadership (AITSL) Reconciliation Action Plan for the Years Our Commitment to Reconciliation As a national education organisation the Australian Institute for Teaching and School Leadership is committing to improving opportunities and outcomes for Aboriginal and Torres Strait Islander young people through excellent teaching and school leadership. AITSL s Reflect RAP Our Reflect Reconciliation Action Plan (RAP) identifies actions for relationships, respect and opportunities which are specific to our organisation and our sphere of influence. We commit to completing the actions in this plan over the next 12 months. This Reflect RAP will enable us to focus on building relationships both internally and externally, raising awareness with our stakeholders and ensuring there is shared understanding and ownership of our RAP within our organisation. Development of our RAP has involved consultation with staff across our organisation and with Aboriginal and Torres Strait Islander stakeholders. Our Business The Australian Institute for Teaching and School Leadership (AITSL) is a national organisation promoting excellence in the profession of teaching and school leadership. Our work is framed by two key principles: all young Australians deserve the opportunity to become successful learners, confident and creative individuals, and active and informed citizens the main in-school determinant of student success is the quality of teaching and school leadership. We work to realise national education priorities by: defining and maintaining national standards for teachers and principals leading and influencing improvement and innovation in teaching and school leadership supporting, recognising and extending high quality professional practice. AITSL employs 65 staff across two sites in Melbourne and Canberra. We currently have no staff who have identified as being Aboriginal and or Torres Strait Islanders. 2

3 Our Reconciliation Action Plan (RAP) Purpose AITSL recognises that reconciliation between Aboriginal and Torres Strait Islander peoples and other Australians is the responsibility of all Australians. This Reconciliation Action Plan (RAP) is an acknowledgement of our responsibility and our commitment to be active in this space. Our RAP focuses on raising awareness of, and engaging with, reconciliation by building an environment based on mutual respect and trust between Aboriginal and Torres Strait Islander peoples and other Australians. Our RAP is aligned with the Australian Education Act The preamble to the Act states that: All students in all schools are entitled to an excellent education, allowing each student to reach his or her full potential so that he or she can succeed, achieve his or her aspirations, and contribute fully to his or her community, now and in the future. [ ] It is essential that the Australian schooling system be of a high quality and be highly equitable in order for young Australians to become successful learners, confident and creative individuals, and active and informed citizens. A high quality and highly equitable Australian schooling system will also create a highly skilled, successful and inclusive workforce, strengthen the economy, and increase productivity, leading to greater prosperity for all. The Act also aims to ensure that the Australian schooling system provides a high quality and highly equitable education for all students with the following national targets: (v) at least halve the gap between Aboriginal and Torres Strait Islander students, and other students, in Year 12 or equivalent attainment rates by 2020 from the baseline in 2006 (vi) halve the gap between Aboriginal and Torres Strait Islander students, and other students, in reading, writing and numeracy by 2018 from the baseline in AITSL is charged with the following responsibilities in relation to supporting Aboriginal and Torres Strait Islander education: 1. Supporting teachers through effective initial teacher education programs and professional learning incorporating Aboriginal and Torres Strait Islander perspectives 2. Developing support material to meet the Australian Professional Standards for Teachers that refer to the learning needs of Aboriginal and Torres Strait Islander students and the teaching of Aboriginal and Torres Strait Islander history and culture 3. Supporting the objectives of the Aboriginal and Torres Strait Islander Education Plan In this context, AITSL is committed to building relationships, both internally and externally, and raising awareness with our stakeholders to ensure there is a shared understanding and ownership of our RAP within our organisation. 3

4 Within our organisation, we are committed to: embedding a reconciliation perspective of cultural awareness, sensitivity and respect into our consciousness and practices raising staff awareness and understanding of Aboriginal and Torres Strait Islander histories, cultures and contributions raising staff awareness and understanding of reconciliation support materials and tools, such as company protocols encouraging diversity in our employment and among our suppliers building partnerships with local and national Aboriginal and Torres Strait Islander groups wherever possible promoting Aboriginal and Torres Strait Islander cultures in our physical space, for example through artwork. As a national organisation established to influence, lead and support educational reform in collaboration with our stakeholders, we are committed to: supporting systemic and government efforts to close gaps in education achievements for Aboriginal and Torres Strait Islander students encouraging the inclusion of Aboriginal and Torres Strait Islander perspectives in project development and materials embedding the materials and tools that we develop with strategies that support teaching Aboriginal and Torres Strait Islander students, in partnership with local and national Aboriginal and Torres Strait Islander groups supporting teachers to understand and respect Aboriginal and Torres Strait Islander people, to promote reconciliation between Aboriginal and Torres Strait Islander peoples and other Australians supporting teachers to understand and demonstrate strategies for teaching Aboriginal and Torres Strait Islander students. RAP Champions and Working Group A combined AITSL/Education Services Australia RAP Working Group was established in October The membership includes: Co-Chairs and RAP Champions John Dainutis, Director Strategic Communications, ESA Madeleine Scully,, AITSL staff from different parts of both organisations: Madeleine Daniel, Education Services Australia Greg D Arcy, Education Services Australia Vanessa Len, Education Services Australia Brad Allan, AITSL Anne Loos, AITSL Lizzie Summerfield, AITSL Chantal Arulanandam, AITSL (Executive Officer) 4

5 Our partnerships / current activities AITSL s Letters of Expectation from the Australian Government Minister for Education include as a priority supporting the objectives of the Aboriginal and Torres Strait Islander Education Action Plan In this context AITSL was tasked by the Australian Government with a project: Improving Teaching in Aboriginal and Torres Strait Islander Education. A Steering Group was established to provide strategic and operational advice. The objectives were to provide learning opportunities and support materials for all new and existing teachers, in accordance with the Australian Professional Standards for Teachers, so that initial teacher education and teacher professional development can adequately prepare teachers to meet Focus Areas 1.4 and 2.4. The Queensland Department of Education, Training and Employment was AITSL s partner in the Project. In the case of initial teacher education, the work included: conducting research in the form of a literature review of pre-service teacher education in respect of Indigenous students, with particular regard for the strategies, knowledge and skills imparted to pre-service teachers in preparation for teaching Aboriginal and Torres Strait Islander students and engaging with parents and communities. The report further outlines the results of a desktop environmental audit of all Australian public universities, focusing on the Indigenous undergraduate education elements of pre-service teacher training developing model Professional Learning Unit outlines, suitable for inclusion in ITE programs, which address the common elements of an ITE unit aimed at providing pre-service teachers with the necessary knowledge, understanding and skills to meet Focus Areas 1.4 and 2.4. In relation to teacher professional development, the project focused on: conducting a literature review and an environmental scan to examine the current and future provision of teacher professional development in the field of Aboriginal and Torres Strait Islander Education in consideration of Focus Areas 1.4 and 2.4 developing model Professional Learning Units for in-service teacher training that address the teacher professional development and learning needs associated with Focus Areas 1.4 and 2.4 developing Illustrations of Practice relating to Aboriginal and Torres Strait Islander Education (these are teacher resources i.e. videos and work samples available on the AITSL website) developing an enhanced What Works resource. The Work Program online interactive learning module is a 12 week course for teachers and school leaders to improve educational outcomes for Australia s Aboriginal and Torres Strait Islander students by supporting their teachers in developing their own action plans. The National and Aboriginal and Torres Strait Islander Principals Association (NATSIPA) is represented on: AITSL s Focus Group of the Profession, a representative panel of around 60 practising teachers and school leaders from across the country whose members may be invited to review, provide advice on and assist in shaping particular pieces of work. AITSL s School Leader Quality Advisory Committee, a committee of a range of key stakeholders with expertise in school leadership, invited to review and shape initiatives, resources and support related to the school leadership agenda and the promotion of the Australian Professional Standard for Principals. 5

6 Respect Relationships Over the next 12 months, our organisation commits to: Action Responsibility Timeline Deliverables Establish a RAP Working Group CEO October 2013 December A RAP Working Group is formed, meets at least three times and is operational to support the development of our RAP. Develop external relationships Manager, Communications and Stakeholder Engagement February A list is developed of Aboriginal and Torres Strait Islander communities, organisations and stakeholders within our local area or sphere of influence that we could approach to assist us in our understanding and our activities. April Our organisation considers ways in which respectful and productive relationships can be established and developed with organisations on the list. Celebrate National Reconciliation Week (NRW) 27 May 3 June Our Working Group organises an internal event to recognise and celebrate NRW to commemorate three significant milestones in the reconciliation journey the anniversaries of the successful 1967 referendum, High Court Mabo decision and Sorry Day. Investigate cultural awareness development Manager, Corporate Services March Baseline data is captured on employees current level of understanding around Aboriginal and Torres Strait Islander history, cultures and contributions. May A plan is developed to build cultural awareness and respect, embedded in our core business, with input from HR, corporate and project teams. Celebrate NAIDOC Week July Our Working Group plans and holds an internal event (1st Sunday 2nd Sunday in July) to celebrate Aboriginal and Torres Strait Islander cultures and an opportunity to recognise the contributions that First Australians make to our country and our society. Raise internal understanding of protocols Manager, Communications and Stakeholder Engagement April Resources are developed for staff awareness and understanding, such as the meaning and significance of Aboriginal and Torres Strait Islander protocols, including Welcome to Country and Acknowledgement of Country as well as appropriate wording for use in support materials and tools. Raise internal awareness of the RAP CEO January 2014 February A plan is developed and executed to raise awareness and understanding across the organisation about the RAP commitment, particularly with key internal stakeholders. 6

7 Opportunities Action Responsibility Timeline Deliverables Encourage Aboriginal and Torres Strait Islander employment Manager, Corporate Services July Baseline data is captured on current Aboriginal and Torres Strait Islander employees. March A plan is established to encourage Aboriginal and Torres Strait Islander employment within our organisation. Consider supplier diversity Organisational Development Senior Project Officer (in consultation with Procurement team) April Current Aboriginal and Torres Strait Islander suppliers are identified and strategies are considered to support supplier diversity. Other opportunities CEO February 2014 February The inclusion of Aboriginal and Torres Strait Islander people and perspectives in project development and materials is encouraged. Tracking progress 14. Where we develop materials and tools, these include strategies that support teaching Aboriginal and Torres Strait Islander students where appropriate. Build support for the RAP February 2014 February Available resourcing for our RAP is defined. 16. Our data collection is able to measure our progress and successes. 17. An annual report on our achievements, and the annual RAP Impact Measurement Questionnaire, is submitted to Reconciliation Australia. Contact details Madeleine Scully,, AITSL: Chantal Arulanandam, Organisational Development, AITSL:

8 aitsl.edu.au Further information Telephone: info@aitsl.edu.au Melbourne Canberra AITSL is funded by the Australian Government