MATSITI EvaluationEvaluation Panel• Peter Johnson• Professor Brenda Cherednichenko• Professor Mark Rose • Supported by

Annie Hollander MATSITI project team

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

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

Key Evaluation Findings• Categories of Projects

MATSITI Evaluation

Promotional 12Leadership 10Aboriginal and Torres Strait Islander education workers to teachers 5

Mentor strategies 5

Key Evaluation Findings• Categories of Projects

MATSITI Evaluation

School to university pathways 4Professional experience 3Teacher education student exit factors 2Other 12Total 53

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

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

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

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

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

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

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

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

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

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

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

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

MATSITI Evaluation

46664 4274399.9436

MATSITI EvaluationIndigenous 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

MATSITI EvaluationIndigenous Students

1990 2015

Indigenous 64735 198799

% Indigenous 2.1% 5.3%

2001 2011

Apparent retention 7/8 12 36% 49%

MATSITI EvaluationBirths 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

MATSITI EvaluationIndigenous 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%

MATSITI EvaluationQualifications

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%

MATSITI EvaluationDemographics 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%

MATSITI EvaluationChange 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

MATSITI EvaluationRecommendationsPublicising successful strategies and communicating the broader

achievements - “what works”4 more years of MATSITI – Indigenous leadershipEvidenced based projects – using 2012-2015 experienceEmbed MATSITI objectives in regulatory framework and operational

contextNational promotional campaign to train and recruit Indigenous teachers

MATSITI EvaluationRecommendationsNational Indigenous leadership strategy Identified positions in targeted schoolsNational program of 100 teacher education scholarships each yearStrategies to increase Indigenous completion rates in teacher educationPathways to teaching for Indigenous Education WorkersSchool employers to report on implementation of cultural knowledge and

practices towards culturally safe environments

MATSITI EvaluationRecommendationsSchool employers to provide for Indigenous self-identification, recording and

reportingTeacher regulatory bodies to provide for Indigenous self-identification,

recording and reportingTeacher unions and Commonwealth to agree on preference clauses for future

industrial agreementsAmendments to Commonwealth legislation to facilitate preference for

employment