An Aboriginal and Torres Strait Islander community based teacher education program
Mark Linkson and Gail Mitchell
Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July.
More Aboriginal and Torres Strait Islander Teachers Initiative.
RATEP - a community based teacher education program
1. RATEP – community
based teacher
education
Adelaide, Tues 10 July 2012
Gail Mitchell - RATEP State Coordinator, Queensland
Department of Education Training and Employment
Mark Linkson - Coordinator, RATEP Diploma of Education
(ATSI) 39241QLD, Tropical North Queensland TAFE
3. RATEP – community
based teacher
education
1. Define RATEP: its aims, rationale,
structure and procedures
2. Explore the cultural contexts of
TAFE RATEP delivery
3. Identify barriers to study success
and delivery positives from TAFE
RATEP student destinations survey
4. What is RATEP?
RATEP is a community based
Aboriginal and Torres Strait Islander
teacher education program
5. Rationale for RATEP
RATEP originated in 1990 as a direct response
by government to the wishes of many remote
QLD Indigenous communities for teacher
training.
Given isolation, dispersed nature and the small
size of many remote Indigenous communities
(and the likelihood of low numbers of students
seeking enrolment in the program), a unique
model of access and delivery was developed by
EQ, JCU and Cairns TAFE. It was known as
RATEP. The Remote Area Teacher Education
Program. (York & Henderson: 2003)
Poruma, Torres Strait
6. Rationale for RATEP
Since 1990, RATEP has produced over
800 TAFE graduates and 150 JCU B.Ed.s!
TNQTAFE graduation 2010
7. Aims of RATEP
• To increase access to further and higher
education for Aboriginal and Torres Strait
Islander people
• To increase the number of Aboriginal &
Torres Strait Islander teachers in Qld
schools
▲ RATEP Diploma Graduate ▲ Justin working as a classroom teacher.
2003, Justin Washington He is now Principal of Thallon SS.
8. Key Performance Indicators
Similar to any long term strategic planning
process and are frequently monitored:
• Participating student numbers
• Number of sites
• Retention rates
• Exiting student numbers / proportion
• Increased employment of Indigenous
registered teaching staff.
9. Structure of RATEP
Certificate III in Education (ATSI)
TNQTAFE – Years 11 & 12 (2 yrs)
Students
enter at the
Certificate IV in Education (ATSI) appropriate
TNQTAFE - 8 months (Mar-Nov) level
depending on
ability and
Diploma of Education (ATSI)
intention.
TNQTAFE - 1 year fulltime (Jan- Dec)
Bachelor of Education (Primary)
JCU – 3.5 years full time
10. OFF-SITE MODEL OVERVIEW
• Certificate IV in Education
• Targeted at currently employed Teacher Aides
• Small student cohort
• ‘Elluminate’ training & use
• Online assessment – training & use
• ‘Linked school’ commitment
• Part-time Support Tutor access
• Dedicated Teacher Coordinator(distance)
• Set block residential workshops
• If pilot year successful, may expand to Diploma in 2013
11. Teacher Coordinators
(TCs)
DETE employs qualified teachers at each site who
support students:
• Teaching
• Course Organisation
• Administration
• Student Support
TCs are pivotal to the success of RATEP
12. Boigu Is.
Poruma
Bamaga Remote
Some Aurukun
Lockhart River
RATEP site with TC
past &
Visiting TC
Kowanyama
presen Doomadgee
Innisfail
Regional
t Dajarra
RATEP Rockhampton
sites
Woorabinda
Rural
Birdsville
Maryborough
1990 -
2012
13. How does RATEP work?
Teleconferences
Virtual classrooms
Residentials
Printed learning guides
Online chats and forums
On-site teachers / tutors
Practicums
Field trip
Most RATEP sites are in primary
schools, some in high schools
14. Indigenous cultures intrinsic
Our stakeholders expect and demand that RATEP
graduates will bring more to their communities, schools
and classrooms than just effective teaching practices
and curriculum knowledge.
They want competent teachers who are strong in
pedagogy and also strong in culture.
RATEP graduates should be secure in their identities;
and able to use and promote the use of Indigenous
understandings and ways of knowing.
RATEP delivery must affirm that “the education
system” values their cultures and ways of knowing.
16. Cultural contexts at TAFE
TAFE RATEP aims to deliver Indigenous
people the skills and knowledge to work as
culturally relevant and aware teachers. We
do this through:
• Three teacher education themed VET
level courses initiated by Qld Indigenous
education stakeholders
• Indigenous specific units
• Culturally relevant delivery
• Continuous improvement
17. TAFE RATEP awards
We deliver specifically created VET level
programs of study:
39239QLD Certificate III in Education (ATSI)
39240QLD Certificate IV in Education (ATSI)
39241QLD Diploma of Education (ATSI)
These three awards were initiated by Indigenous
education stakeholders in 2002 and written specifically
for Indigenous people wishing to become teachers.
18. RATEP Vs Education Support
Certificate III in Education Certificate III in Education Support
Certificate IV in Education Certificate IV in Education Support
Diploma of Education Diploma of Education Support
1. Aims to increase the number of Indigenous Aims to increase the number of trained teacher
teachers in Queensland government schools. aides in Australian schools
2. Delivers and assesses the skills of teaching Delivers and assesses the skills of teacher
aiding
3. Targets Indigenous people in order to
Targets all Australians wishing to work in
respond to government policies that look to
schools as Teacher Aides
improve workplace participation of Indigenous
Australians.
4. Indigenous identity and cultural perspectives Indigenous identity and cultural perspectives are
are intrinsic to many of the core competencies available in some elective competencies
(pre-fixed AIED) and some of the electives
19. RATEP Vs Education Support
Certificate III in Education Certificate III in Education Support
Certificate IV in Education Certificate IV in Education Support
Diploma of Education Diploma of Education Support
5. Indigenous identity and culture is embraced Indigenous identity and culture is not a priority
and referenced throughout the courses including
assessments and vocational placements
(practicums). Indigenous knowledge is valued.
6. Literacy and numeracy units are CORE. The Literacy and numeracy units are ELECTIVES.
teaching and learning of literacy and numeracy Students of CHC08 may complete their studies
must be a priority for any program aiming to train without explicit attention to, or improvement of,
future classroom teachers. their own literacy and numeracy skills.
7. A Community Advisory Board comprising No CAB
Indigenous stakeholders MUST convene
regularly to consider the cultural appropriateness
of all aspects of delivery.
20. Indigenous specific
units of competency
Cert IV in Education
AIED403B Develop and apply knowledge of
science
Task 1: Demonstrate understanding
of two Indigenous science concepts
Employment of an Elder as informant
and assessor is encouraged
21. AIED504B Develop and apply
knowledge of alternative educational
pedagogies Student
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22. Culturally relevant delivery
• Indigenous staff as teachers / support officers
provide role models and mentors for students
• Indigenous specific units of competency
• Learning Guides written by experienced, culturally-aware
teachers that include references to diverse Indigenous
lives and contexts. Regularly reviewed by the CAB.
• All students have at least 2 teachers allocated to their
studies, their EQ TC and the TAFE Coordinator of their
course + subject teachers.
• All the latest communication technology: SMS, online
task submission and Elluminate (Blackboard)
24. Recruitment
Potential RATEP students can include high school
students, EQ staff (mostly Teacher Aides) and
members of the local Indigenous Australian
community.
•RATEP TC promotes within their community
and school
•Word of mouth from students, families, school
staff and community members
•Jobs Expos and school careers nights
•Advertising in local newspapers
•TAFE RATEP always fielding enquiries
•Systemic news items and publicity
25. Recruitment
For 2012, TNQTAFE accepted over 200
applications for Cert III, IV and Diploma.
All applicants must sit a Literacy and
Numeracy pre-assessment. Levelled to
ACSF Levels 3 and 4.
Of those, over 150 were interviewed.
Interviews occurred mainly face-to-face with
TAFE and local school staff including a
community member.
Of those, around 100 were offered places.
26. Destinations survey
TNQTAFE graduates CIII, IV, Dip
Six years from 2005 - 2010
• 298 graduates who received 374 awards
• 197 Diplomas, 124 Cert IV, 53 Cert III
• 9 gained 3 awards, 58 gained 2 awards and 124 singles
• 88% female (262), 12% male (36)
• Half were over 30yrs old when first enrolled
June 2012: 25 B.Ed. (4 more by end of year).
This gives a B.Ed. success rate for Diploma graduates
of approximately 15%
27. Destinations survey
TNQTAFE graduates CIII, IV, Dip
Six years from 2005 - 2010
298 graduates: 124 participated in the survey.
Significantly for the B.Ed. success rate, how many
decided to access the guaranteed articulation pathway
to JCU?
124 interviewed: 56 began JCU studies (about half)
This gives a B.Ed. success rate for those TAFE
graduates who decide to continue studies with JCU of
approximately 30%
28. Destinations survey
B.Ed. success rate of 30%
How acceptable is this figure of 30% success for
all TAFE graduates who attempt JCU studies?
25 Qld Indigenous adults living in rural, regional and
remote areas have gained their B.Eds since 2009.
Without RATEP this number may well have been zero.
Therefore the success rate of RATEP must be judged
against the alternative; which for most of our students
means NOT studying.
29. Destinations survey
2011 JCU RATEP B.Ed. graduates
Pamai Gimini of Badu Island (Cert IV 2006, Diploma 2007) and
MaryAnn Tamwoy of Darnley Island (Cert III 2005, Cert IV 2006,
Diploma 2007). NB: nine other graduates in 2011
30. JCU Graduates
Where are they now?
Roles Number of people
Teacher 85
Principal / Head of Campus / 10
Deputy Principal
Project roles 6
Other Ed Qld roles 6
Other 44
Total 151 graduates
31. Destinations survey
B.Ed. success rate of 30%
Factors which must be taken into account when
assessing this success rate:
3.Many students will take longer than 3.5 years to
complete the B.Ed., so 2010 Diploma graduates may not
complete until 2015+
4.There are many barriers to success for our students
which make this rate quite reasonable
5.Some Diploma graduates deferred – which means
they may still eventually graduate
4. Some Diploma graduates enrolled in other Bachelor
level courses (and lower) elsewhere
32. Destinations survey
Barriers which inhibit success for our TAFE
students furthering their studies to JCU
1. Family responsibilities
2. Financial difficulties
3. Literacy and numeracy challenges
4. Community responsibilities
5. Attending residentials
73% of students worked while studying; this is
probably the most significant factor in slowing or
stopping successful study.
33. Destinations survey
TNQTAFE graduates CIII, IV, Dip
Six years from 2005 - 2010
What happened to the other half of the TAFE graduates
who did NOT attempt to go onto further tertiary studies?
Of the 124 interviewed, 91 were currently employed and 7
were seeking employment. 50 of those were working with
Education Queensland. That’s an employment rate of 75%
This is a fantastic result for an initiative which at its core
is an employment program!
34. Destinations survey
Positive factors assisting study
1. Support from family and friends
2. One-on-one support from TC
3. Proximity to the RATEP site
Motivations to study
1. Desire to become a teacher
2. Want to do their jobs better
3. Get a job
4. Attain permanency in the school
5. Act as a role model
6. Earn more income
35. Destinations survey
Positive impact of RATEP studies
• Improvement in self-confidence
• More employable
• Increased professionalism (in education)
• Positive attitude to further study
• Developed a broader understanding of the world
• Increased community capacity building
• Positive intergenerational impact (role models)
• Combatted stereotypes
• Improved parenting
36. Success factors in RATEP
1. On-site teachers (or at the very least tutors) based
in the communities
2. Students have multiple layers of support (family, TC,
peers at site, peers around the state, teachers and
support officers)
3. Indigenous community aspirations and interests are
central to all aspects of delivery and management
4. Overt documented school and community support
before and during the life of each community site
5. Quality of the learning materials, delivery teams and
approaches used (culturally relevant and academically
rigorous)
38. Issues for discussion
• financial support for students is critical but highly
complex to administer and potentially very expensive
• RATEP predominantly attracts women in the middle
years of life: how do we encourage younger people and
especially males?
• what actions could address the 50% of TAFE graduates
who do not continue their studies?
• how might VET competency based training be tailored to
mimic the academic study approaches of university?
• how does the assumed 30% B.Ed. success rate for TAFE
graduates compare with results for similar programs
elsewhere?
39. Student Residentials
Teacher –
directed
and
learner -
centred
workshops
with time to
enjoy various
tasks and
form bonds
with students
and staff.
42. To learn more about RATEP
You can contact the project team:
Gail Mitchell Helen McDonald
State Coordinator RATEP, DETE Director RATEP, JCU
Gail.Mitchell@dete.qld.gov.au Helen.McDonald@jcu.edu.au
Ian Hodges Mark Linkson
Coordinator RATEP, TNQTAFE Coordinator Diploma, TNQTAFE
Ian.Hodges@dete.qld.gov.au Mark.Linkson@dete.qld.gov.au
www.ratep.eq.edu.au
43. Quality Indigenous teacher edn.
is evidenced by an institution that:
• has Aboriginal and Torres Strait Islander people in
positions relating to governance, leadership and
management
• provides academic support for students
• provides financial support for students, including
scholarships
• provides personal support for students through
counselling and advisory services
• provides a culturally safe place to study
• has high pass and retention rates that are the same for
Aboriginal, Torres Strait Islander and other students
• has Aboriginal and Torres Strait Islander cultures as
highly visible and valued parts of the Institution
• employs Aboriginal and Torres Strait Islander staff
• employs and trains skilled staff to be culturally
competent. (M.Bat, PhD thesis 2011)
44. Quality Indigenous teacher edn.
is evidenced by a curriculum that:
• is accredited by the appropriate authority
• has alternative entry pathways
• has equitable entry selection processes
• enrols people who are suitable to become teachers
• has self-determination and emancipation as key
outcomes
• caters to a diverse range of Aboriginal and Torres Strait
Islander Australians
• is distinctly different from other degrees
• is designed to be equitable in delivery not just in graduate
outcomes
• connects with the community at all levels of development
and delivery
• includes innovative practices that are aimed to increase
engagement
• is adequately resourced (M.Bat, PhD thesis 2011)
45. Quality Indigenous teacher edn.
is evidenced by curriculum content that:
• has Aboriginal and Torres Strait Islander
knowledges and cultures at its core
• has Aboriginal and Torres Strait Islander languages
as
part of the instruction
• has a good balance between theory and practice
• is focused on pedagogy
• has a strong emphasis on curriculum planning and skills
for reflection on practice
• has a strong emphasis on literacy
• teaches both phonics and whole language approaches to
reading
• has a strong emphasis on numeracy
• has a strong emphasis on assessment
• has a strong emphasis on teaching skills
• has a strong emphasis on classroom management