Professional Documents
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Sum2018assessment1
Sum2018assessment1
“There is no place in any educational jurisdiction for educators with stifled perceptions of
Dr Chris Sarra – Closing the Gap Report, 2017 (Australian Government, p.35)
Educators are continually learning and reflecting on their own knowledge and beliefs. As
teachers we are always working towards an improved system of strategies to cater for all student
needs. Chris Sarra is the executive director of the Stronger Smarter Institute, a leadership
program that will be explored thoroughly within this essay. Investigating Dr Sarra’s approach of
Indigenous Education draws focus to the emphasis of teacher perceptions as stressed in the quote
above, and how this may or may not effectively address Aboriginal student achievement within
schools. Furthermore, in reflection of my own teaching pedagogy I will critically analyse the
challenges and limitations within the Stronger Smarter philosophy, and argue the strategies of the
Stronger Smarter (SS) models success in relation to the issues within the ‘Closing the Gap’
report.
Understanding of Content
The ‘Stronger Smarter’ Institute (SSI) is a program that focuses on strategies for improving
Indigenous education within Australian schools by enhancing the educational outcomes for
Indigenous students. The SSI professional learning modules create an opportunity for educators to
understand the philosophy and approach behind the program, whilst reflecting on their own
cultural competence and awareness of a range of strategies that will improve the success of
Indigenous students. (“An Introduction to Stronger Smarter”, 2017). The philosophy of the
Stronger Smarter (SS) program supports the ‘Closing the Gap’ (CTG) report in improving the
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Indigenous Australians within our education system.” (Australian Government, 2017) This is
shown through particular SS modules that introduce high-expectations relationships that “honour
the humanity of others, acknowledge strengths, the capacity and human rights to emancipating
The SS program introduces the notion of high expectations within schools and educators to widen
the perspective that the school culture might have on the students (“Summary: High-expectations
leadership”, 2017). In order of widening the perspective of educators and improving the school’s
culture, intercultural understanding is incorporated to enable better experiences for all students
through “exploring, understanding and working with other cultures”. ‘Learning communities’ are
valuable in providing the relationship of leadership and cultural renewal to enhance individuals’
competence in dealing with complex inter-cultural challenges. (Gorringe & Spillman, 2008)
As referred to within the Aboriginal Education (AE) Policy, the NSW Department of Education’s
commitment to collaborating with Aboriginal communities is to unify both Indigenous and non-
Indigenous education as one. The policy objectives identify that the improvement of educational
outcomes and wellbeing of Aboriginal and Torres Strait Islander students is to draw focus to the
issues highlighted within the Closing the Gap report. These issues involve strategizing for better
outcomes in accordance to the attendance, literacy and numeracy skills and higher education of
Indigenous Students. (Australian Government, 2017) The AE policy states that ‘the body of schools’
should instate the following aspects of refining outcomes by “increasing cultural knowledge and
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understanding of histories, cultures and experiences of the Aboriginal and Torres Strait Islander
people” to ‘refine the gap’ within Australia’s education (NSW Department of Education, 2016).
The importance of teacher perceptions and Indigenous education is vital to creating change
within the school culture. As Dr Sarra states “there is no place for educators with stifled
perceptions of who Indigenous students are or what they can achieve” (Australian Government,
2017) as explored within the SS module: Changing Deficit Conversations. According to the
module, educators should take action to close down the discourse of disabling conversations
relative to Indigenous students’ ability and identity. In taking a stance against disabling
“out of awareness’ of low expectations of educators towards Indigenous children” as stated by the
Stronger Smarter Institute (“Deficit Conversations”, 2017). The educators’ beliefs are reflective
amongst the school culture and assist in constructing negative messages to the students and the
community. This disabling attitude can encourage the use of destructive stereotypes allowing
“Education involves life-long learning and requires teachers to be attuned to both the individual
needs of learners and the effectiveness of their own contribution in preparing those learners to
operate in a future world.” (Herbert, 2015) Therefore, to create change for Indigenous education
an educator should embrace the identity, history, culture and remaining society of Indigenous
Australians to allow learners the chance for future opportunities. Consequently, teachers
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understanding and knowledge of Aboriginal and Torres Strait Islanders histories and cultures is
limited and needs to be further explored. An example is undertaking SSI modules to highlight the
low expectations and perceptions in order to change our mindset to creating high expectations
through deeper understanding and knowledge of Indigenous identity, culture and history. So forth
supporting the emphasis on teacher perceptions is the AE policy objective, “1.1.9: Aboriginal
education and training is core business for all staff” (NSW Department of Education, 2016). As
Jeannie Herbert discusses achieving ‘good practice’ as an educator, relies on the teacher’s
willingness to reach the better outcomes for Indigenous education. Teacher’s that commit their
teaching strategies in creating a respectful learning environment that is engaging for Indigenous
students are not only making a difference by improving educational outcomes but are also
contributing to the promise of education and equality for all Australians. (Herbert, 2015)
The Aboriginal Education and training Policy: Turning Policy into Action (TPA) (NSW
implementation within each school and everyday workplace. The TPA highlights “the need for all
staff to focus on three guiding elements for its effective implementation” (NSW Government:
Education & Communities, 2008, 2) These components are relationships, engagement and
ongoing learning. These concepts are explored in the Stronger Smarter Approach through
Indigenous Students, and the ongoing learning of educators, principals and the community. The
SS approach recognises developing strategies for the teacher, school and community in way of
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As stated within the Closing the Gap report, “Well trained, skilled and knowledgeable teachers
provide the foundation for a high quality education system and quality teaching is essential to
lifting student outcomes.” (Australian Government, 2017) The Stronger Smarter approach
recognizes the features of the Quality Teaching (QT) Framework and accompanies the ‘Standards
for Teaching’ from the Australian Institute for Teaching and School Leadership (AITSL) as an
development. An educator should be reflexive of their practice and meet the challenges of high
expectations for all students. The AITSL provides these standards for all teachers to gain
professional knowledge in understanding and meeting the requirements of each focus area to
widen teacher perceptions on areas like Indigenous education. For Example, focus areas 1.4 and
2.4.
Firstly, “1.4: Demonstrate broad knowledge and understanding of the impact of culture, cultural
identity and linguistic background on the education of students from Aboriginal and Torres Strait
Islander backgrounds.” (Australian Institute for Teaching and School Leadership, 2011)
In order of meeting standard 1.4 the Stronger Smarter Institute provides strategies for teaching
Aboriginal and Torres Strait Islander students by promoting Meta-Strategy 1: Positive Student
Identity (“Meta-strategy 1: Positive student identity”, 2017). This meta-strategy aims to eliminate
deficit conversations within the school culture and broadens educators’ beliefs of Indigenous
students’; while highlighting the importance of understanding the impact of culture, cultural
identity and linguistic background of the students. As an educator to achieve the focus area of 1.4
through the SS: Meta-Strategy 1 a presence of importance in creating a positive sense of student
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cultural identity within the students’ learning and classroom teaching is essential. In order of
improving teaching pedagogy: lessons need to allow Indigenous cultural understanding of the
impact of culture and cultural identity. Educators could imply the quality teaching elements from
the QT framework (NSW Department of Education & Training, 2008) of cultural knowledge,
Secondly, “2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote
This standard is recognised by the SSI through meta-strategy 1: positive student identity, since
promoting a respectful school culture involves high expectation relationships. For educators this
means removing stifled perceptions to gain personal knowledge and a respected understanding of
Indigenous Australian histories, cultures and languages. This knowledge gained should be
contributed to all students teaching programs as it is beneficial for all students and can create
opportunities for the understanding and respect of Aboriginal and Torres Strait Islander culture,
histories and languages in future society. Some quality teaching elements that can be
implemented for effective teaching pedagogy are high expectations, engagement, background
knowledge, deep understanding and metalanguage (NSW Department of Education & Training,
2008). These elements can create a wider understanding and respect for Indigenous students
within the school culture with contributing factors to positive teacher perceptions and effective
teaching pedagogies.
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2015) Stronger Smarter highlights the educators' capability in creating change and strategic
actions towards ‘closing the gap’ through leadership relationships with the Indigenous
community, school and Indigenous students. The five SS meta-strategies created embrace and
schools and school communities. They promote high expectations relationships allowing for
adequate use of QT elements like ‘knowledge integration’ within the classroom environment to
“Attaining excellence in learning for Indigenous children requires significant school community
transformation.” (Gorringe & Spillman, 2008) The ‘Closing the Gap’ report (Australian
Government, 2017) and the SS meta-strategies four and five (“Meta-strategies 4 and 5:
Innovative school models”, 2017) draw focus to the implementation of improving the three issues
from the CTG report. In effectively achieving success all parties within the school community
must take part in ‘shaping the school structure to make sure what needs to be done gets done”
(What Works Core Issue 1: Setting up for success, 2011). Setting up for success as mention
within the What Works site involves a supportive leadership that provides positive, public and
consistent support. A working plan and partnership with personnel, the students’ parents and the
Indigenous communities. Lastly an action informed by learning should be employed and should
implement structured professional learning opportunities for all staff to support Indigenous
student’s success. The ‘what works site’ is referred to within the SSI meta-strategies for effective
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implementation. The SSI supports the learning and wellbeing development of Indigenous
students by increasing the knowledge of educators’ interactions and pedagogies, with the
approach towards Indigenous student achievement relies on the relationships created between the
school community and wider community. The action of the SSI, the supporting policies and
curriculum provide a real institutional change in advancing outcomes for Indigenous education.
The Stronger Smarter approach and other readings has opened my awareness to the gap between
approach has allowed me to understand the meaning of expecting more out of ourselves and our
communities. I have found through the SS approach that the challenges I’ll face involve creating
high expectations for all, challenging disabling conversations and gaining a deeper understanding
and knowledge of Aboriginal and Torres Strait Islanders culture, history and society. As a future
teacher, I acknowledge the multiple actions suggested by the SS approach in order of improving
student achievement and will ensure to promote a positive sense of identity within my students
by promoting high expectations within my classroom and through the involvement of parents’
participation among student learning. I hope by dedicating change within my teaching pedagogy
Through the SS meta-strategies, I aim to explore in depth positive student identity, Indigenous
leadership and high expectations. This will be a challenge as within the future I hope I have the
chance to work with colleagues, the school and Indigenous community in providing
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opportunities for better outcomes in Indigenous education. I realise my biggest limitation is that I
am not Indigenous and therefore have little knowledge of the Aboriginal and Torres Strait
Islander traditions, culture and history. Therefore, stressing an on-going learning experience that
importance of maintaining positive quality relationships with Aboriginal students and families as
stated within the report on the review of aboriginal education (NSW Department of Education
and Training, 2004, 190); and will commit my pedagogical strategies for teaching on improving
my ability to obtain high expectation relationships and leadership with my students, and
adequately meeting the mandatory requirements expected from higher institutions and personal
reflexivity.
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References
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What Works Core Issues 1: Setting up for success. (2011) (2nd ed.). Abbotsford, Victoria.
Retrieved from
http://www.whatworks.edu.au/dbAction.do?cmd=displaySitePage1&subcmd=select&id=39
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