Effective Leadershipfor Early Years educators of

Indigenous students

“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

What traditional significance dosnakes or serpents

have for Aboriginal Cultures?

4

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”

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

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)

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

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?

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?

13

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.

17

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/