From Rhetoric to Reality Dr Chris Sarra

Rhetoric says what it needs to on understanding the needs of different students Professional Learning Standards New Basics Quality Teaching Framework Partners for Success Strong Students, Strong Communities, Strong Futures.. Leadership Matters Principles of Effective Learning and Teaching

What is the rhetoric ? Jurisdiction Rhetoric School Rhetoric Personal Rhetoric

What is the reality? We are committed to providing quality education outcomes for all children!

What is the reality? We are committed to providing quality education outcomes for all children! ……unless they’re black!

The Stronger Smarter Philosophy Acknowledging, embracing and developing a positive sense of identity in schools; Acknowledging and embracing Indigenous leadership in schools and school communities; Innovative and dynamic school models in complex social and cultural contexts; Innovative and dynamic school staffing models, especially for community schools; ‘High expectations’ leadership to ensure ‘high expectations’ classrooms, with ‘high expectations’ teacher/student relationships.

Acknowledging, embracing and developing a positive sense of identity in schools; How well do we as teachers, school leaders, policy makers understand Indigenous Identity? Which Indigenous Student Identity do our Schools collude with?

Perceptions of Aboriginal people Alcoholics, Drunks, Heavy Drinkers Boongs, Coons, Niggers, Black bastards, Gins, Darkies Got it good, privileged, well kept by Government Lazy, Wont work Welfare Dependant, Dole Bludgers, Handout syndrome Aggressive, Violent, Troublemakers, Disrespectful

Perceptions of Aboriginal students LazyUnderachieversShy DirtyDisobedient AggressiveHigh Absenteeism CheekyDefiantArtistic SportyFamily OrientedPoor Health

Strong and Smart Student Identity Come to school every day Work hard in the classroom Be nice to the teacher Be nice to other children Work together Be proud to be Aboriginal Stand up for yourself

Acknowledging, embracing and developing a positive sense of identity in schools; Indigenous Studies in schools with local focus Creating school cultures that explicitly challenge and enable Indigenous students to think positively about themselves o Brave and Brilliant o Strong and Smart o Proud and Deadly o So Solid Moving beyond a culture of “All our kids are the same!”

Acknowledging and embracing Indigenous leadership in schools and school communities Understanding what type of Indigenous Leadership to embrace Exponential returns in classrooms/schools/communities

Acknowledging and embracing Indigenous leadership in schools and school communities Implications: Explicitly teach teachers how to work in a functional and highly productive partnership with Indigenous peoples in schools Moving beyond a culture of ‘black dollars for black employees’ Explicit commitment to grow Indigenous Leadership within Education jurisdictions A serious commitment to education career paths for Indigenous people

Innovative and dynamic school models in complex social and cultural contexts If we always do what we always did… we always get what we always got! Guaranteed Service Outcomes Beyond ‘pretend’ secondary schooling to Boarding in provincial areas Early Years to Elders School/Community Education Hubs Early Education and Intervention Centres in Schools Boomerang Mountain – beyond the ‘cosmetics’ of Indigenous presence in schools

Innovative and dynamic school staffing models, especially for community schools English as Foreign Language Teacher specialists in remote communities School Based Staff to track and scaffold from year 8 to Guaranteed Service Outcomes Targetted family recruitment to liaise with schools to improve student attendance and engagement Specialised AUSLAN LOTE teacher in community schools with high incidence of otitis media Indigenous Cultural Program teachers in schools ‘Empty Nester’ Mentoring sabbaticals to remote communities

High expectations’ leadership to ensure ‘high expectations’ classrooms, with ‘high expectations’ teacher/student relationships Relationship Accountabilities -Supporting -Developing -Monitoring -Challenging -Intervening

Leadership and Relationship Accountabilities Supporting -Enabling staff capacity -Coaching/Mentoring -Modelling -‘Being there for your colleagues’

Leadership and Relationship Accountabilities Developing -Ensuring capacity -Targeted professional development and training -Providing leadership opportunities

Leadership and Relationship Accountabilities Monitoring -Scrutinising data -Scrutinising outputs -Scrutinising performance -Scrutinising BUT not overindulging soft outcomes - Exposing 95% Indigenous student failure in schools where they are only 10% of the overall student population

Leadership and Relationship Accountabilities Challenging Asking the hard questions - Do you actually believe Indigenous children can learn as well as anyone? - What are you doing that is contributing to underachievement? - What are you doing that is contributing to absenteeism? - Is your classroom/school a place where you would want to be if you were ten years old? - Would you accept this for your own children? - Having the ‘hard’ conversations (Don’t tell me why second rate education outcomes exist, tell me what you plan to do about it!)

Leadership and Relationship Accountabilities Intervening -Exercising the ‘hard’ processes -NOT compromising integrity

Boldness Status Quo Degree of Boldness Quality of Execution

Boldness Status Quo Degree of Boldness Quality of Execution Controversy without impact

Boldness Status Quo Degree of Boldness Quality of Execution Controversy without impact Improved Outcomes

Boldness Status Quo Degree of Boldness Quality of Execution Controversy without impact Improved Outcomes TRANSFORMATION

Incremental change versus Transformational change Embracing discomfort of poor Indigenous student outcomes If we always do what we always did …. We always get what we always got! Making it personal

High expectations relationships Supporting FairCompassion Developing Monitoring FirmCourage Challenging Intervening

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