Re: Dale
Dear Amy,
We understand that you have an Aboriginal boy named Dale in your class, who has recently arrived at your school. As a teacher, there are a number of additional things you must consider when educating Aboriginal or Torres Strait Islander students. Firstly, for many Aboriginal students, the notion of identity appears to become suppressed when they enter the classroom. Amy, it is your job as Dale’s teacher to promote him to express his identity and allow him to grow and express his ideals, so that he has a strong perception of self (Craven, 1999). It is important, that we, as teachers, do not let whiteness in education socially reproduce differences that cause discrimination and dominance among particular groups. We must develop a new rubric that benefits all students and allows Aboriginal students to feel accepted and encourages them to learn and discover more about their heritage (Nakayama & Krizek, 1995).
You have discussed previously that Dale is approximately 18 months behind in his outcomes. Some of the staff at your school were quite dismissive about this statistic, however we know that this is of great concern to you. Amy, if you want to make an impact on Dale’s schooling and education then you must work towards developing some strategies and setting some goals for his learning. The first port of call that we suggest you visit would be the Aboriginal Education Officer at your school. Aboriginal Education Officers (AEOs) work in schools where significant numbers of Aboriginal students are enrolled. They work closely with teachers to develop culturally appropriate resources and programs whilst encouraging students and supporting parents (NSW DET, 2010c). AEO’s work with teachers, such as you, to assist Aboriginal students achieve their potential and keep the Aboriginal community informed of students' progress and achievements, and of things like parent meetings, school activities, new programs and other changes (NSW DET, 2010c). The AEO at your school should be able to assist you in accessing any available funding and highlighting programs that could be beneficial for Dale.
Another issue that is probably having a somewhat negative effect on Dale’s education is his home life. The fact that Dale was recently removed by DOCS, from his mother, and is now living with his grandparents, further complicates his educational progress. Amy, this is a very important issue and because DOCS is now involved, it is vital that you keep a close eye on Dale’s behaviour as well as his physical and emotional state. Keeping anecdotal records of any noticeable changes would be a valuable idea, as it would allow you to document any incidents. It is also essential that you maintain an up to date class roll, which is marked every morning. This roll is a legal document and is often called for use as evidence in many cases under DOCS. Amy, you also need to pay close attention to who is dropping off and picking up Dale. We suggest that you familiarise yourself with the child protection regulations and the DOCS protocols in regards to cases such as Dale’s.
Amy, it would also be very beneficial to Dale and the rest of your class if you consulted with Aboriginal community members about ways to integrate Aboriginal education into your program. Consultation involves commitment, time and being prepared to listen and learn the strategies and practices that will lead to effective outcomes in Aboriginal Education (Smith, 1999).Ensuring Aboriginal education is intertwined into your curriculum will have many benefits such as promoting positive self esteem for students such as Dale. The self esteem and pride in culture of Aboriginal students is promoted and supported through utilising consultation practices with local Aboriginal people (Smith,1999). By using consultation practices in your classroom Amy, you would be highlighting your understanding of element 2 of the Professional Teaching Standards which discusses the need for teachers to know their students and how they learn.
For Aboriginal students like Dale, accessing the educational opportunities provided by schools can require them ‘to conform to the Western social expectations which are embedded within conventional teaching practice’ (Habibis & Walter, 2009). As a teacher Amy, you need to strive to develop pedagogies that are equitable and multi dimensional. This will require you to step outside the box that you have been brought up in and recognise that there is always more than one way of viewing or understanding something. We here at Project BEAM think that being open minded and open to change is imperative in the teaching profession, especially when educating Aboriginal students. If you would like to read further about some of the programs the Australian government and educational bodies have implemented to help close the gap on Aboriginal disadvantage log onto these websites:
http://www.mceecdya.edu.au/mceecdya/indigenous_ed_action_plan_2010-2014_consultation,29978.html
http://www.socialinclusion.gov.au/Initiatives/Pages/closingthegap.aspx
http://www.socialinclusion.gov.au/Initiatives/Pages/closingthegap.
aspxministerialministerial_statements/ html/indigenous-03.htm
We hope this gives you some background information that will guide you in helping Dale. Just remember that all things take time, commitment and patience.
Yours Sincerely,
Dear Amy,
We understand that you have an Aboriginal boy named Dale in your class, who has recently arrived at your school. As a teacher, there are a number of additional things you must consider when educating Aboriginal or Torres Strait Islander students. Firstly, for many Aboriginal students, the notion of identity appears to become suppressed when they enter the classroom. Amy, it is your job as Dale’s teacher to promote him to express his identity and allow him to grow and express his ideals, so that he has a strong perception of self (Craven, 1999). It is important, that we, as teachers, do not let whiteness in education socially reproduce differences that cause discrimination and dominance among particular groups. We must develop a new rubric that benefits all students and allows Aboriginal students to feel accepted and encourages them to learn and discover more about their heritage (Nakayama & Krizek, 1995).
You have discussed previously that Dale is approximately 18 months behind in his outcomes. Some of the staff at your school were quite dismissive about this statistic, however we know that this is of great concern to you. Amy, if you want to make an impact on Dale’s schooling and education then you must work towards developing some strategies and setting some goals for his learning. The first port of call that we suggest you visit would be the Aboriginal Education Officer at your school. Aboriginal Education Officers (AEOs) work in schools where significant numbers of Aboriginal students are enrolled. They work closely with teachers to develop culturally appropriate resources and programs whilst encouraging students and supporting parents (NSW DET, 2010c). AEO’s work with teachers, such as you, to assist Aboriginal students achieve their potential and keep the Aboriginal community informed of students' progress and achievements, and of things like parent meetings, school activities, new programs and other changes (NSW DET, 2010c). The AEO at your school should be able to assist you in accessing any available funding and highlighting programs that could be beneficial for Dale.
Another issue that is probably having a somewhat negative effect on Dale’s education is his home life. The fact that Dale was recently removed by DOCS, from his mother, and is now living with his grandparents, further complicates his educational progress. Amy, this is a very important issue and because DOCS is now involved, it is vital that you keep a close eye on Dale’s behaviour as well as his physical and emotional state. Keeping anecdotal records of any noticeable changes would be a valuable idea, as it would allow you to document any incidents. It is also essential that you maintain an up to date class roll, which is marked every morning. This roll is a legal document and is often called for use as evidence in many cases under DOCS. Amy, you also need to pay close attention to who is dropping off and picking up Dale. We suggest that you familiarise yourself with the child protection regulations and the DOCS protocols in regards to cases such as Dale’s.
Amy, it would also be very beneficial to Dale and the rest of your class if you consulted with Aboriginal community members about ways to integrate Aboriginal education into your program. Consultation involves commitment, time and being prepared to listen and learn the strategies and practices that will lead to effective outcomes in Aboriginal Education (Smith, 1999).Ensuring Aboriginal education is intertwined into your curriculum will have many benefits such as promoting positive self esteem for students such as Dale. The self esteem and pride in culture of Aboriginal students is promoted and supported through utilising consultation practices with local Aboriginal people (Smith,1999). By using consultation practices in your classroom Amy, you would be highlighting your understanding of element 2 of the Professional Teaching Standards which discusses the need for teachers to know their students and how they learn.
For Aboriginal students like Dale, accessing the educational opportunities provided by schools can require them ‘to conform to the Western social expectations which are embedded within conventional teaching practice’ (Habibis & Walter, 2009). As a teacher Amy, you need to strive to develop pedagogies that are equitable and multi dimensional. This will require you to step outside the box that you have been brought up in and recognise that there is always more than one way of viewing or understanding something. We here at Project BEAM think that being open minded and open to change is imperative in the teaching profession, especially when educating Aboriginal students. If you would like to read further about some of the programs the Australian government and educational bodies have implemented to help close the gap on Aboriginal disadvantage log onto these websites:
http://www.mceecdya.edu.au/mceecdya/indigenous_ed_action_plan_2010-2014_consultation,29978.html
http://www.socialinclusion.gov.au/Initiatives/Pages/closingthegap.aspx
http://www.socialinclusion.gov.au/Initiatives/Pages/closingthegap.
aspxministerialministerial_statements/ html/indigenous-03.htm
We hope this gives you some background information that will guide you in helping Dale. Just remember that all things take time, commitment and patience.
Yours Sincerely,
Project BEAM
