effective leadership for early years educators of indigenous students
TRANSCRIPT
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Effective Leadershipfor Early Years educators of
Indigenous students
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“The most important of all voyages is the discovery of self,
and without it, all the rest are not only useless,
but disastrous” Thomas Merton – American Author 1915-1968
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Understanding ourselvesis central to leadership
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What traditional significance dosnakes or serpents
have for Aboriginal Cultures?
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What is the artist sayingby depicting the snake
in a specimen jar ?
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Identifying Critical Factors
Pertinent Learning for
Indigenous Children
in The Early Years
(3-8 years of age)
What do you consider to be critical elementsfor successful learning in the Early Years?
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Recognised ‘Critical Factors’
• Identifying, acknowledging, valuing/respecting Cultures
• Strong family and community partnerships
• Effective home ‘school’ connections
• Curriculum & Pedagogy (A holistic approach)
Source: “Foundations for Success:Guidelines for an early learning program in
Aboriginal and Torres Strait Islander communities”
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Identifying, acknowledging, valuing/ respecting Cultures
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The Language
Sounds WordsMeanings
Intonation / stress Grammar
Text Structure & Form
The WAY language is used (The Pragmatics)
Two-Way Englishrole of listener & speaker
economy of wordsrules for speaking
social protocolassumed knowledge
questioningtime and measurement
The World ViewValues Beliefs Attitudes
What the Aboriginal child brings to the classroom.
Language is a carrier of world view
(Konigsberg & Collard,2000) -Ways of being, Ways of Talk page 91;Department of Education WA 2002
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Identifying, acknowledging, valuing/ respecting Cultures
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Group Activity: (optional)
• spilt into groups
• each group discussing one of
the quotes provided
• share ideas with whole group
(ie a jigsaw activity - putting
the learning together)
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Identifying, acknowledging, valuing/ respecting Cultures
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When leaders are credible and inspiring they build …
Leaders learn
Leaders support and influence others to build …
Leaders manage
a culture of respect and high expectations for all
• about self
• about Cultures
• from Community
understanding and respect for Cultures
in a collaborative and inclusive way
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Identifying, acknowledging, valuing/ respecting Cultures
Leadership is about influencing others
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How can the leadership group ensurethat the learning opportunities providedin the Early Years are not dominated
by mainstream culture?
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Identifying, acknowledging, valuing/ respecting Cultures
The leadership group is responsible for managing curriculum
What does the leadership group need to know and do to make sure the curriculum is culturally comprehensive and appropriate?
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Strong family and community partnerships
Credible leadership involves reciprocal learning with families and community members to
develop strong partnerships.
Identify the critical factors involved for leaders to develop and maintain quality reciprocal partnerships
with family and community members.
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Effective home ‘school’ connections
Leaders need to connect with families within
the community to establish credibility and to
ensure that people feel that they can trust their
children will be physically and spiritually ‘safe’
at the learning centre.
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Curriculum & Pedagogy: (A holistic approach)
Leaders have a responsibility to develop a rich learning environment
What infrastructure do the leaders need to establish to achieve this?
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Questions
• What new information would you consider important to incorporate into your work?
• Has anything in our session today challenged previously held values?
• A question that an Aboriginal parent could ask the teacher:
How comfortable are you in giving Aboriginal children opportunities
to be successful at school whilst totally retaining their cultural identity?
• Has this presentation helped in answering this question?
• How comfortable do you think Aboriginal parents would feel about ‘handing over’ the responsibility of their children to educators who were committed to the principles involved in this presentation?
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AcknowledgementThe following resources were directly used
in the compilation of this presentation
• ‘Foundations for Success:Guidelines for an early learning program in Aboriginal and Torres Strait Islander communities’ http://education.qld.gov.au/schools/indigenous/projects/foundations.html
• ‘The Absorbent Mind’ Dr. Maria Montessori
• ‘Australian Research Alliance for Children and Youth’ web-site (www.aracy.org.au)
• ‘Charter for Victoria’ www.education.vic.gov.au/aboriginalcharter http://www.aracy.org.au/publicationDocuments/TOP_Engaging_Indigenous_Families_in_Preparing_Children_for_School_2008.pdf
• Principals Australia Pre-School Checklist
• ‘L5 School Leadership frame’
• ‘L5 At Work Module: Leading schools in Aboriginal & Torres Strait Islander education’
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Acknowledging resources: (continued)
• Kanyini DVD
• ESL Scales (Curriculum Corporation)• http://www.det.wa.edu.au/education/esl/esd1.htm
• http://www.aracy.org.au/publicationDocuments/TOP_Engaging_Indigenous_Families_in_Preparing_Children_for_School_2008.pdf
• Western Australian Health Institute’s work by Fiona Stanley www.ichr.uwa.edu.au Refer to booklet “Social and Emotional Well-being of
Aboriginal children.”
• Fraser Mustard’s Thinkers in Residence report. (Google:)
• ‘Early Years Learning Framework:- Knowing, Being and Becoming’ www.deewr.gov.au/.../Policy.../EarlyYearsLearningFramework.aspx • Australian Research Alliance for Children & Youth
‘Engaging Indigenous Families in Preparing Children for School’ www.aracy.org.au/