Strong Strides Together
Strong Strides Together: Meeting the educational goals for Aboriginal and/or Torres Strait Islander students
Rationale
Schools play a central role in the day-to-day educational experiences of Aboriginal and/or Torres Strait Islander students. The commitment of teachers and school leaders to sustained positive change is a critical factor in ensuring Aboriginal and/or Torres Strait Islander students have access to high-quality learning environments. This paper has been developed by the Centre for Education Statistics and Evaluation (CESE) in collaboration with Aboriginal Outcomes and Partnerships Directorate to support teachers and school leaders to enact this commitment.
The paper outlines current policies and frameworks that should inform teachers and school leaders when working with Aboriginal and/or Torres Strait Islander students. These policies and frameworks provide the foundation for promoting the success of Aboriginal and/or Torres Strait Islander students in school. The paper then outlines the evidence for four underlying themes that can support teachers and school leaders to create high-quality learning environments and meet the educational goals for Aboriginal and/or Torres Strait Islander students (Kindergarten to Year 12): culturally safe schools, culturally responsive teaching, positive relationships and personalised learning. A summary of the evidence for each theme is accompanied by practical pathways that teachers and school leaders can implement in their schools.
Timeframe and Instructions for use:
This paper can be used by schools to inform processes and practices to meet commitments to Aboriginal and/or Torres Strait Islander students under the NSW Department of Education's Aboriginal Education Policy (the policy) and the NSW Aboriginal Education Consultative Group (AECG) and the NSW Department of Eduction Partnership Agreement 2020‑2030: Walking Together, Working Together (the Partnership Agreement). School leaders and teachers can use this paper in combination with the School Excellence Framework, the Turning Policy into Action guide, the Australian Professional Standards for Teachers and the What works best 2020 update to inform continuous school improvement planning around enacting the policy and the partnership agreement.
Intended audience:
School leaders and teachers of students in Kindergarten to Year 12.
Evidence base:
This paper identifies four themes from the literature that, when implemented holistically, create and maintain learning environments for Aboriginal and/or Torres Strait Islander students that enable student success and achievement.
Alignment to system priorities and/or needs:
NSW Plan for Education: To advance equitable outcomes, opportunities and experiences.
Closing the Gap:
Aboriginal and/or Torres Strait Islander children thrive in their early years, Aboriginal and/or Torres Strait Islander youth are engaged in employment or education, Aboriginal and/or Torres Strait Islander students achieve their full learning potential.
Alignment to School Excellence Framework:
Learning Domain – Learning culture, Wellbeing, Curriculum, Reporting; Teaching domain – Effective classroom practice, Professional Standards, Learning and development; Leading domain – Educational leadership, School planning, implementation and reporting.
Consulted with:
This publication was produced in collaboration with the Aboriginal Outcomes and Partnerships Directorate and the Centre for Education Statistics and Evaluation (CESE).
Reviewed by:
Aboriginal Outcomes and Partnerships.
Created/last updated:
January 2024.
Anticipated resource review date:
Aboriginal Outcomes and Partnerships Directorate has committed to review the resources in December 2024 as part of the annual evaluation strategy. To ensure ongoing improvement of this resource, feedback on this resource can be provided via the survey or QR code below.
Resource Download
Strong Strides Together: Summary and discussion guide
Rationale
Schools play a central role in the day-to-day educational experiences of Aboriginal and/or Torres Strait Islander students. The commitment of teachers and school leaders to sustained positive change is a critical factor in ensuring Aboriginal and/or Torres Strait Islander students have access to high-quality learning environments. This summary and discussion guide has been developed by the Centre for Education Statistics and Evaluation (CESE) in collaboration with Aboriginal Outcomes and Partnerships to complement the Strong strides together evidence paper (the evidence paper). It provides a high‑level overview of the evidence paper, and questions designed to prompt reflection and promote conversations about the evidence paper among school leaders and teachers.
Timeframe and Instructions for use:
This summary and discussion guide can be used by schools to inform processes and practices to meet commitments to Aboriginal and/or Torres Strait Islander students under the NSW Department of Education's Aboriginal Education Policy (the policy) and the NSW Aboriginal Education Consultative Group (NSW AECG) and the NSW Department of Education Partnership Agreement 2020‑2030: Walking Together, Working Together (the Partnership Agreement). School leaders and teachers can use the evidence paper and this summary and discussion guide in combination with the School Excellence Framework, the Turning Policy into Action guide, the Australian Professional Standards for Teachers, and the What works best 2020 update to inform continuous school improvement planning around enacting the policy and the Partnership Agreement.
Intended audience:
School leaders and teachers of students in Kindergarten to Year 12.
Evidence base:
This summary and discussion guide provides an overview of the Strong strides together evidence paper and questions to prompt reflection and conversations about the evidence paper among school leaders and teachers. The evidence paper identifies four themes from the literature that, when implemented holistically, create and maintain learning environments for Aboriginal and/or Torres Strait Islander students that enable student success and achievement.
Alignment to system priorities and/or needs:
NSW Plan for Public Education: To advance equitable outcomes, opportunities and experiences.
Closing the Gap:
Aboriginal and/or Torres Strait Islander children thrive in their early years, Aboriginal and/or Torres Strait Islander youth are engaged in employment or education and Aboriginal and/or Torres Strait Islander students achieve their full learning potential.
Alignment to School Excellence Framework:
Learning Domain – Learning culture, Wellbeing, Curriculum, Reporting; Teaching domain – Effective classroom practice, Professional Standards, Learning and development; Leading domain – Educational leadership, School planning, implementation and reporting.
Consulted with:
This publication was produced in collaboration with the Aboriginal Outcomes and Partnerships Directorate and the Centre for Education Statistics and Evaluation (CESE).
Reviewed by:
Aboriginal Outcomes and Partnerships.
Created/last updated:
January 2024.
Anticipated resource review date:
Aboriginal Outcomes and Partnerships Directorate has committed to review the resources in December 2024 as part of the annual evaluation strategy. To ensure ongoing improvement of this resource, feedback on this resource can be provided via the survey or QR code below.
