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MATSITI Evaluation
Evaluation Panel
• Peter Johnson
• Professor Brenda Cherednichenko
• Professor Mark Rose
• Supported by...
Project Objectives
 Increase the number of Aboriginal and Torres Strait Islander people in
teaching positions in schools
...
Scope of Evaluation
• Progress of workforce reforms designed to increase the number and
capacity of Indigenous teachers
• ...
Key Evaluation Findings
• Categories of Projects
MATSITI Evaluation
Promotional 12
Leadership 10
Aboriginal and Torres Str...
Key Evaluation Findings
• Categories of Projects
MATSITI Evaluation
School to university pathways 4
Professional experienc...
Key Evaluation Findings
• Talking and listening to Aboriginal and Torres Strait Islander people and
involving them in the ...
Key Evaluation Findings
• MATSITI funding initiated projects which the project partners are
committed to continue
- Queens...
Key Evaluation Findings
• Only about one third of Aboriginal and Torres Strait Islander teacher
education students graduat...
Key Evaluation Findings
• Factors contributing to Aboriginal and Torres Strait Islander teacher education
students’ high r...
Key Evaluation Findings
• Strategies to support the retention of Aboriginal and Torres Strait Islander
teacher education s...
Key Evaluation Findings
• Exit surveys are useful if they are coupled with a retention strategy
- University of New Englan...
Key Evaluation Findings
• Professional experience can be a ‘walking point’ for Aboriginal and Torres
Strait Islander teach...
Evaluation Recommendation 9
• A suite of strategies aimed at significantly increasing the completion rates
of Aboriginal a...
Key Evaluation Finding
• Promoting teaching as a career to Aboriginal and Torres Strait Islander
people
- NSW Department o...
Evaluation Recommendation 5
• A national strategy of promoting teaching as a career to Aboriginal and
Torres Strait Island...
Key Evaluation Finding
• Aboriginal and Torres Strait Islander teachers as leaders
- NSW DE - Aboriginal and Torres Strait...
Evaluation Recommendation 6
• A comprehensive national leadership strategy for Aboriginal and Torres
Strait Islander teach...
MATSITI Evaluation
MATSITI Evaluation
Indigenous Teaching Workforce Data
• 1,660 employed in 2012 and 2015 - identifying as Indigenous
• 743 ...
MATSITI Evaluation
Indigenous Students
1990 2015
Indigenous 64735 198799
% Indigenous 2.1% 5.3%
2001 2011
Apparent retenti...
MATSITI Evaluation
Births and Mortality
1975 2010
Indigenous total fertility rate 2.58
All Australian TTR 2.15 1.89
2006 -...
MATSITI Evaluation
Indigenous Teaching Workforce Data
2012 2015 New
% primary 53% 57% 52%
% secondary 29% 32% 33%
% combin...
MATSITI Evaluation
Qualifications
2012 2015
Bachelor degree and above 77.0% 80.4%
Masters 5.7% 5.3%
Graduate Diploma 13.2%...
MATSITI Evaluation
Demographics and Employment Status
2012 2015
Median age 41 years 40 years
% Female 76% 75%
% Full-time ...
MATSITI Evaluation
Change in Employment Status
• Average age full-time to part-time – 33 years
• Average age part-time to ...
MATSITI Evaluation
Recommendations
 Publicising successful strategies and communicating the broader
achievements - “what ...
MATSITI Evaluation
Recommendations
 National Indigenous leadership strategy
 Identified positions in targeted schools
 ...
MATSITI Evaluation
Recommendations
 School employers to provide for Indigenous self-identification, recording
and reporti...
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MATSITI Evaluation; Final stakeholder forum, Adelaide 16 June 2016

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Evaluation panel presentation on the effectiveness and impact of the MATSITI initiative.

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MATSITI Evaluation; Final stakeholder forum, Adelaide 16 June 2016

  1. 1. MATSITI Evaluation Evaluation Panel • Peter Johnson • Professor Brenda Cherednichenko • Professor Mark Rose • Supported by  Annie Hollander  MATSITI project team
  2. 2. Project Objectives  Increase the number of Aboriginal and Torres Strait Islander people in teaching positions in schools  Increase the capacity of Aboriginal and Torres Strait Islander teachers  Increase the retention of Aboriginal and Torres Strait Islander teachers in teaching positions in schools MATSITI Evaluation
  3. 3. Scope of Evaluation • Progress of workforce reforms designed to increase the number and capacity of Indigenous teachers • Effectiveness and impact of the MATSITI initiative, and effectiveness of the models of workforce interventions through the partnership agreements • Recommendations for future Indigenous teacher employment reforms and targets MATSITI Evaluation
  4. 4. Key Evaluation Findings • Categories of Projects MATSITI Evaluation Promotional 12 Leadership 10 Aboriginal and Torres Strait Islander education workers to teachers 5 Mentor strategies 5
  5. 5. Key Evaluation Findings • Categories of Projects MATSITI Evaluation School to university pathways 4 Professional experience 3 Teacher education student exit factors 2 Other 12 Total 53
  6. 6. Key Evaluation Findings • Talking and listening to Aboriginal and Torres Strait Islander people and involving them in the project - Catholic Education Commission of NSW - Aboriginal and Torres Strait Islander teachers forum - University of New England – Quantitative and Qualitative Exit Survey MATSITI Evaluation
  7. 7. Key Evaluation Findings • MATSITI funding initiated projects which the project partners are committed to continue - Queensland Department of Education and Training – Deadly Teachers Make a Difference - Catholic Education Western Australia - Aboriginal and Torres Strait Islander School Leadership Pilot MATSITI Evaluation
  8. 8. Key Evaluation Findings • Only about one third of Aboriginal and Torres Strait Islander teacher education students graduate - Australian Council of Deans of Education (ACDE) - Retention and Graduation of Aboriginal and Torres Strait Islander Students in Initial Teacher Education (Phase 1) - Australian Council of Deans of Education (ACDE) – Engagement and Success (Phase 2) MATSITI Evaluation
  9. 9. Key Evaluation Findings • Factors contributing to Aboriginal and Torres Strait Islander teacher education students’ high rate of exit - Family and community obligations - Feelings of isolation - Financial pressures - Needing assistance with course work - Institutional racism and white, western power structures of universities - Professional experience in schools with low levels of cultural competence and awareness, and consequent lack of cultural safety - Lack of valuing Aboriginal and Torres Strait Islander knowledges and languages MATSITI Evaluation
  10. 10. Key Evaluation Findings • Strategies to support the retention of Aboriginal and Torres Strait Islander teacher education students - Reach out to Aboriginal and Torres Strait Islander students and work with IHECs - Professional development to enhance cultural awareness - Publicise available support to Aboriginal and Torres Strait Islander students - Course completion times are flexible - Contact Aboriginal and Torres Strait Islander students who have left and encourage them to return - Include Aboriginal and Torres Strait Islander perspectives in their teaching and involve community - Facilitate networking for Aboriginal and Torres Strait Islander students - Professional experience placements in culturally sensitive schools MATSITI Evaluation
  11. 11. Key Evaluation Findings • Exit surveys are useful if they are coupled with a retention strategy - University of New England – Quantitative and Qualitative Exit Survey MATSITI Evaluation
  12. 12. Key Evaluation Findings • Professional experience can be a ‘walking point’ for Aboriginal and Torres Strait Islander teacher education students - University of the Sunshine Coast – School-university partnerships for professional practice MATSITI Evaluation
  13. 13. Evaluation Recommendation 9 • A suite of strategies aimed at significantly increasing the completion rates of Aboriginal and Torres Strait Islander ITE students be implemented by universities. MATSITI Evaluation
  14. 14. Key Evaluation Finding • Promoting teaching as a career to Aboriginal and Torres Strait Islander people - NSW Department of Education – Join Our Mob careers forum - https://www.teach.nsw.edu.au/ MATSITI Evaluation
  15. 15. Evaluation Recommendation 5 • A national strategy of promoting teaching as a career to Aboriginal and Torres Strait Islander peoples be developed, launched and monitored. Evaluation Recommendation 8 • A national scholarship program of an annual 100 scholarships for Aboriginal and Torres Strait Islander teacher education students be launched. MATSITI Evaluation
  16. 16. Key Evaluation Finding • Aboriginal and Torres Strait Islander teachers as leaders - NSW DE - Aboriginal and Torres Strait Islander leaders are under- represented in all promotional positions except secondary principal - Aboriginal and Torres Strait Islander principals can form strong links with community - Aboriginal and Torres Strait Islander education leaders are role models for other Aboriginal and Torres Strait Islander teachers MATSITI Evaluation
  17. 17. Evaluation Recommendation 6 • A comprehensive national leadership strategy for Aboriginal and Torres Strait Islander teachers be developed and implemented. Evaluation Recommendation 7 • Leadership and teaching positions in schools with significant Aboriginal and Torres Strait Islander student enrolments be targeted or identified for filling by suitably qualified Aboriginal and Torres Strait Islander educators. MATSITI Evaluation
  18. 18. MATSITI Evaluation
  19. 19. MATSITI Evaluation Indigenous Teaching Workforce Data • 1,660 employed in 2012 and 2015 - identifying as Indigenous • 743 employed in 2012 and 2015 – identifying as Indigenous in 2015 • 697 newly appointed after 2012 – showing in 2015 only • TOTAL 3,100 teachers identifying in 2015 • 1,001 in 2012 not found in 2015 • Net increase 439 teachers
  20. 20. MATSITI Evaluation Indigenous Students 1990 2015 Indigenous 64735 198799 % Indigenous 2.1% 5.3% 2001 2011 Apparent retention 7/8  12 36% 49%
  21. 21. MATSITI Evaluation Births and Mortality 1975 2010 Indigenous total fertility rate 2.58 All Australian TTR 2.15 1.89 2006 - 2010 Indigenous child mortality rate (1-4) 34.6 – 69.6 Non-Indigenous CMR 17.2 – 22.3
  22. 22. MATSITI Evaluation Indigenous Teaching Workforce Data 2012 2015 New % primary 53% 57% 52% % secondary 29% 32% 33% % combined 18% 11% 15% % major city 44% 49% % remote/very remote 15% 10%
  23. 23. MATSITI Evaluation Qualifications 2012 2015 Bachelor degree and above 77.0% 80.4% Masters 5.7% 5.3% Graduate Diploma 13.2% 6.4% Bachelor 55.8% 67.2% Diploma 18.5% 12.7% Certificate III & IV 1.5% 3.8%
  24. 24. MATSITI Evaluation Demographics and Employment Status 2012 2015 Median age 41 years 40 years % Female 76% 75% % Full-time 85% 83% Ongoing contract 78% 80% Fixed term contract 15% 17%
  25. 25. MATSITI Evaluation Change in Employment Status • Average age full-time to part-time – 33 years • Average age part-time to full-time – 40 years • 151 teachers  full-time to part-time • 100 teachers  part-time to full-time • 17 female principals left • Median age of female principals who left  54
  26. 26. MATSITI Evaluation Recommendations  Publicising successful strategies and communicating the broader achievements - “what works”  4 more years of MATSITI – Indigenous leadership  Evidenced based projects – using 2012-2015 experience  Embed MATSITI objectives in regulatory framework and operational context  National promotional campaign to train and recruit Indigenous teachers
  27. 27. MATSITI Evaluation Recommendations  National Indigenous leadership strategy  Identified positions in targeted schools  National program of 100 teacher education scholarships each year  Strategies to increase Indigenous completion rates in teacher education  Pathways to teaching for Indigenous Education Workers  School employers to report on implementation of cultural knowledge and practices towards culturally safe environments
  28. 28. MATSITI Evaluation Recommendations  School employers to provide for Indigenous self-identification, recording and reporting  Teacher regulatory bodies to provide for Indigenous self-identification, recording and reporting  Teacher unions and Commonwealth to agree on preference clauses for future industrial agreements  Amendments to Commonwealth legislation to facilitate preference for employment

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