Aboriginal Students
Amy's Scenario
During Part 2: Amy's Class, Amy is faced with a number of negative comments directed at her ability to manage her students (more specifically, Dale). Initially, one staff member puts pressure on Amy by saying "You'll have to do some extra work with Dale, he joined us last year, DoCs removed him from his mother and he is living with his maternal grandparents now" and commented on the fact that Dale was 18 months behind in outcomes. On the other hand, a secondary staff member made the impression it's "about average". As said in Part 2: "Amy was distressed at the dismissive nature of these comments, she may be a recent graduate but she knew that Aboriginal Education was everybody's business".
Department of Community Services (DoCS)
Amy has been given a student who's domestic environment holds a strong connection to the Department of Community Services. This service "promotes the safety and wellbeing of children and young people and works to build stronger families and communities." They also offer "child protection services, parenting support and early intervention, foster care and adoption services". (DoCS, 2012)
Amy is encouraged to research the role in which DoCS play in relation to Dale's academic and domestic environment. It is important to know who is supporting him and how to make contact with the right group of people.
Considering Dale has been removed by his mother and placed in the care of his grandparents, it is important to understand the way in which early intervention works. Amy can learn more about the way Dale was removed and what services he is entitled to.
Click here for more information on prevention and early intervention.
Amy is encouraged to research the role in which DoCS play in relation to Dale's academic and domestic environment. It is important to know who is supporting him and how to make contact with the right group of people.
Considering Dale has been removed by his mother and placed in the care of his grandparents, it is important to understand the way in which early intervention works. Amy can learn more about the way Dale was removed and what services he is entitled to.
Click here for more information on prevention and early intervention.
Valuing the Aboriginal Learning: Seven Living Principles
To make a true connection to Dale and his Aboriginality, Amy is recommended to follow the Seven Living Principles created by the Ojibwe Cultural Foundation listed by Toulouse (2008).
This list of principles seen below present
the links between Aboriginal students and their teachers in relation to
self-esteem and educational attainment.
Teaching Implications for Education
Respect; Having high expectations for the Aboriginal student and honouring their culture, language and world view in our schools
Love; Demonstrating our belief (as educators) that all Aboriginal student can and will succeed through our own commitment to their learning teaching styles
Bravery; Committing to change our school curriculum through including the contributions, innovations and inventions of Aboriginal people
Wisdom; Sharing effective practices in Aboriginal education through ongoing professional development and research that focuses on equity
Humility; Acknowledging that we need to learn more about the diversity of Aboriginal people and accessing key First Nation resources to enhance that state
Honesty; Accepting that we have much to learn from one another and reviewing the factors involved to encourage change in the education system (increased parental-guardian involvement, teacher education)
Truth; Developing measurable outcomes for Aboriginal student success and using them as key indicators of how inclusive our curriculum and
pedagogy really are.
Teaching Implications for Education
Respect; Having high expectations for the Aboriginal student and honouring their culture, language and world view in our schools
Love; Demonstrating our belief (as educators) that all Aboriginal student can and will succeed through our own commitment to their learning teaching styles
Bravery; Committing to change our school curriculum through including the contributions, innovations and inventions of Aboriginal people
Wisdom; Sharing effective practices in Aboriginal education through ongoing professional development and research that focuses on equity
Humility; Acknowledging that we need to learn more about the diversity of Aboriginal people and accessing key First Nation resources to enhance that state
Honesty; Accepting that we have much to learn from one another and reviewing the factors involved to encourage change in the education system (increased parental-guardian involvement, teacher education)
Truth; Developing measurable outcomes for Aboriginal student success and using them as key indicators of how inclusive our curriculum and
pedagogy really are.
How does this relate to the National Professional Standards for Teaching?
Professional Practice
Standard 1: Know students and how they learn
Focus: Strategies for teaching Aboriginal and Torres Strait Islander students
Graduate: On a graduate level, teachers are required to "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."
This Professional Teaching Standard ensures teachers are connected with their students on a cultural and linguistic level. It is vital to both establish and maintain positive relationships with Aboriginal students as they often require a number of support services during their primary (and high school) school years.
Focus: Strategies for teaching Aboriginal and Torres Strait Islander students
Graduate: On a graduate level, teachers are required to "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."
This Professional Teaching Standard ensures teachers are connected with their students on a cultural and linguistic level. It is vital to both establish and maintain positive relationships with Aboriginal students as they often require a number of support services during their primary (and high school) school years.