Classroom Intensive Program

Keryl GortonPrincipal ConsultantEquity and DiversityEducation Department Western Australia

#OurMobTeach Conference, 30 September 2015

CLASSROOM INTENSIVE PROGRAM

A new program for Aboriginal educators in closing the gap between teaching theory and practice.

Introduced by the Department of Education Western Australia in 2014 to assist Aboriginal employees to obtain classroom experience while in their final year of a Bachelor of Education or Graduate Diploma in Teaching.

The ProgramAboriginal employees in their final year of teaching studies were released from their duties to work in a classroom for one term alongside mentor teachers while fulfilling study requirements.

Five AIEOs participated in 20142 - metropolitan 3 - regional

Program AimBoost course completion rates

Close the gap between teaching theory and practice

Assist graduate teachers to gain employment.

Expected BenefitsDeveloped the CIP to raise the level of support and strengthen the

existing approach to ensuring Aboriginal employees in their fourth year of teaching studies:

were better prepared to participate in final practicum, while also successfully completing studies

increased classroom readinessdeveloped mentoring and coaching relationships increased confidence and capacity on graduation

The TimelineFive AIEOs in their final year of studies:

released from duties to work alongside mentor classroom teacher for ten weeks in Term 1 2014 (Phase 1)

final practicum Term 3, 2014 (Phase 2) graduate employment, Term 1 2015 (Phase 3)

Program evaluationCIP evaluated using survey information from each of the three phases: Phase 1: at end of intensive classroom experience; Phase 2: at end of practicum Phase 3: at end of first term of graduate employment

Principals, mentor teachers and participants were surveyed

Survey questions focussed in context of Australian Professional Standards for Teachers.Evaluation Report submitted to MATSITI

#OurMobTeach

Evaluation –what did it tell us? Increased classroom readiness

Participants considered strongly that they had done so Mentor teachers and principals indicated participants had improved but like all graduating teachers they are still on a pathway

to develop Developed mentoring and coaching relationships

Participants, mentor teachers and principals positive responses highlighted growth in professional engagement and application of the knowledge and skills received from coaching by mentor teacher

Increased confidence and capacity for their practicum Participants, mentor teachers and principals positive responses indicating their observed ongoing confidence

Facilitated completion of study commitments All participants retained in course

Three of five participants completed within the timeframe Two required additional time to demonstrate competency

Increased confidence and capacity on graduation 60% graduated (3 participants) 66% (2 of 3 participants) Small survey sample during Phase 3 which reflected/consistent

responses with previous surveys

What have we learned? Additional time to strengthen readiness to graduate links positively to the impact of the CIP in

building confidence and motivation to continue and complete studies (as evidenced by the retention of the remaining 40%).

CIP experience conducted in home school provided an opportunity for participants to demonstrate

their capacity to develop and transition into the teacher role resulting in a subsequent offer of employment – both graduates employed offered a fixed term contract in their home school. This may be significant in a pathway to employment.

Principal advocacy is essential. All participants were well support by their schools and principals throughout their studies and in seeking graduate employment.

Coaching complemented CIP and supported participants particularly in their studies and practicum.

Conclusion – what works?CIP has shown that employees stay engaged and complete teaching studies and go on to graduate if: they are well supported during the academically challenging final year of

studyhave access to specialist coaching support from trained coaches with

recent teaching experienceextra time/flexibility is available to:

observe in the classroom from a teacher perspectiveextend final practicum (if required) to demonstrate teaching

knowledge and skill.

Narelle Ryder… artist, CIP graduate Ms Ryder recently created an artwork (pictured right) to thank the CIP program for the opportunity to

participate and said that each item on the painting represented a part of her learning journey. “My artwork is about me in my future teaching role being a proud Aboriginal woman,” Ms Ryder said. “The eight white circles are the eight learning areas of the Australian Curriculum. The footprints are the unique

students, mentors, teachers, principals and significant others who have walked in and out my life and, more importantly, left footprints embedded into this learning journey.

“The boomerangs represent my elders who are watching over me and supporting me through this journey. “The red, black and yellow lines coming from my head and passing through the white circles symbolise that I

teach my students in an Aboriginal way. “Finally, the lines, patterns, dots and designs within my head are my way of constructing, deconstructing and

organising my knowledge. “They represent my professional values, my unique leadership qualities and me being a role model to myself,

my family, my community and my people.”

Discussion:what works?so what?what’s next?