RATEP – community RATEP – community based teacher based teacher

educationeducation

Adelaide, Tues 10 July 2012

Gail Mitchell - RATEP State Coordinator, Queensland Department of Education Training and Employment

Mark Linkson - Coordinator, RATEP Diploma of Education (ATSI) 39241QLD, Tropical North Queensland TAFE

My journey so far…

RATEP – community RATEP – community based teacher based teacher

educationeducation1. Define RATEP: its aims, rationale, structure and procedures

2. Explore the cultural contexts of TAFE RATEP delivery

3. Identify barriers to study success and delivery positives from TAFE RATEP student destinations survey

What is RATEP?What is RATEP?RATEP is a community based

Aboriginal and Torres Strait Islander teacher education program

Rationale for RATEPRationale for RATEPRATEP originated in 1990 as a direct response by government to the wishes of many remote QLD Indigenous communities for teacher training.

Poruma, Torres Strait

Given isolation, dispersed nature and the small size of many remote Indigenous communities (and the likelihood of low numbers of students seeking enrolment in the program), a unique model of access and delivery was developed by EQ, JCU and Cairns TAFE. It was known as RATEP. The Remote Area Teacher Education Program. (York & Henderson: 2003)

Rationale for RATEPRationale for RATEPSince 1990, RATEP has produced over 800 TAFE graduates and 150 JCU B.Ed.s!

TNQTAFE graduation 2010

Aims of RATEPAims of RATEP

▲ Justin working as a classroom teacher. He is now Principal of Thallon SS.

• To increase access to further and higher education for Aboriginal and Torres Strait Islander people

• To increase the number of Aboriginal & Torres Strait Islander teachers in Qld schools

▲ RATEP Diploma Graduate

2003, Justin Washington

Key Performance Indicators

Similar to any long term strategic planning process and are frequently monitored:

• Participating student numbers • Number of sites • Retention rates • Exiting student numbers / proportion • Increased employment of Indigenous registered teaching staff.

Structure of RATEPStructure of RATEP

Certificate III in Education (ATSI)TNQTAFE – Years 11 & 12 (2 yrs)

Certificate IV in Education (ATSI)TNQTAFE - 8 months (Mar-Nov)

Diploma of Education (ATSI)TNQTAFE - 1 year fulltime (Jan- Dec)

Bachelor of Education (Primary)JCU – 3.5 years full time

Students enter at the appropriate

level depending on

ability and intention.

OFF-SITE MODEL OVERVIEW

• Certificate IV in Education

• Targeted at currently employed Teacher Aides

• Small student cohort

• ‘Elluminate’ training & use

• Online assessment – training & use

• ‘Linked school’ commitment

• Part-time Support Tutor access

• Dedicated Teacher Coordinator(distance)

• Set block residential workshops

• If pilot year successful, may expand to Diploma in 2013

Teacher Coordinators Teacher Coordinators (TCs)(TCs)

DETE employs qualified teachers at each site who support students:

• Teaching

• Course Organisation

• Administration

• Student Support

TCs are pivotal to the success of RATEP

Some Some past & past & preseprese

nt nt RATEP RATEP sitessites1990 - 1990 - 20122012

Bamaga

Lockhart River

Kowanyama

DoomadgeeInnisfail

Poruma

Rockhampton

Maryborough

Boigu Is.

Aurukun

Woorabinda

Remote

Regional

Rural

Dajarra

RATEP site with TC

Visiting TC

Birdsville

How does RATEP How does RATEP work?work?

TeleconferencesVirtual classroomsResidentialsPrinted learning guidesOnline chats and forumsOn-site teachers / tutorsPracticumsField trip

Most RATEP sites are in primary schools, some in high schools

Indigenous cultures intrinsic

Our stakeholders expect and demand that RATEP graduates will bring more to their communities, schools and classrooms than just effective teaching practices and curriculum knowledge.  They want competent teachers who are strong in pedagogy and also strong in culture.

RATEP graduates should be secure in their identities; and able to use and promote the use of Indigenous understandings and ways of knowing.

RATEP delivery must affirm that “the education system” values their cultures and ways of knowing.

Valuable Indigenous community input•Applicant interview panels

(EQ + TAFE + community)

•Site Advisory Committees (EQ + RATEP students + community)

•Community Advisory Board (TAFE + EQ + community)

•Course Development Advisory Committee (all partners incl. community)

•RATEP Management Committee(all partners incl. community)

Cultural contexts at TAFE

TAFE RATEP aims to deliver Indigenous people the skills and knowledge to work as culturally relevant and aware teachers. We do this through:

• Three teacher education themed VET level courses initiated by Qld Indigenous education stakeholders

• Indigenous specific units

• Culturally relevant delivery

• Continuous improvement

TAFE RATEP awardsTAFE RATEP awardsWe deliver specifically created VET level

programs of study:

These three awards were initiated by Indigenous education stakeholders in 2002 and written specifically for Indigenous people wishing to become teachers.

39239QLD Certificate III in Education (ATSI)

39240QLD Certificate IV in Education (ATSI)

39241QLD Diploma of Education (ATSI)

RATEP VsCertificate III in EducationCertificate IV in Education

Diploma of Education

Education SupportCertificate III in Education SupportCertificate IV in Education Support

Diploma of Education Support

1. Aims to increase the number of Indigenous

teachers in Queensland government schools.

Aims to increase the number of trained teacher aides in Australian schools

2. Delivers and assesses the skills of teaching Delivers and assesses the skills of teacher aiding

3. Targets Indigenous people in order to

respond to government policies that look to improve workplace participation of Indigenous Australians.

Targets all Australians wishing to work in schools as Teacher Aides

4. Indigenous identity and cultural perspectives

are intrinsic to many of the core competencies (pre-fixed AIED) and some of the electives

Indigenous identity and cultural perspectives are available in some elective competencies

RATEP VsCertificate III in EducationCertificate IV in Education

Diploma of Education

Education SupportCertificate III in Education SupportCertificate IV in Education Support

Diploma of Education Support

5. Indigenous identity and culture is embraced

and referenced throughout the courses including assessments and vocational placements (practicums). Indigenous knowledge is valued.

Indigenous identity and culture is not a priority

6. Literacy and numeracy units are CORE. The

teaching and learning of literacy and numeracy must be a priority for any program aiming to train future classroom teachers.

Literacy and numeracy units are ELECTIVES. Students of CHC08 may complete their studies without explicit attention to, or improvement of, their own literacy and numeracy skills.

7. A Community Advisory Board comprising Indigenous stakeholders MUST convene regularly to consider the cultural appropriateness of all aspects of delivery.

No CAB

Indigenous specific units of competency

Cert IV in EducationAIED403B Develop and apply knowledge of science

Task 1: Demonstrate understanding of two Indigenous science concepts

Employment of an Elder as informant and assessor is encouraged

AIED504B Develop and apply knowledge of alternative educational pedagogies

I use that experience, when

I talk with Aboriginal

Education workers, about

some people’s struggles;

teaches you not to give up

It made me realise there is more to teaching than just teaching…

I gained a lot, I found out more about

myself. The NT trip was eye-opening

culturally and rewarding to see that

English really is a second language

The NT trip was a life changing experience, I realised that what I went through was trivial. Was inspiring

Student Student commentscomments

Culturally relevant delivery • Indigenous staff as teachers / support officers provide role models and mentors for students

• Indigenous specific units of competency

• Learning Guides written by experienced, culturally-aware teachers that include references to diverse Indigenous lives and contexts. Regularly reviewed by the CAB.

• All students have at least 2 teachers allocated to their studies, their EQ TC and the TAFE Coordinator of their course + subject teachers.

• All the latest communication technology: SMS, online task submission and Elluminate (Blackboard)

Continuous improvement

OUTCOME: In 2012, improved results reported by JCU for screened Diploma graduates entering B.Ed course.

RecruitmentPotential RATEP students can include high school students, EQ staff (mostly Teacher Aides) and members of the local Indigenous Australian community.

•RATEP TC promotes within their community and school

•Word of mouth from students, families, school staff and community members

•Jobs Expos and school careers nights

•Advertising in local newspapers

•TAFE RATEP always fielding enquiries

•Systemic news items and publicity

Recruitment

For 2012, TNQTAFE accepted over 200 applications for Cert III, IV and Diploma.

All applicants must sit a Literacy and Numeracy pre-assessment. Levelled to ACSF Levels 3 and 4.

Of those, over 150 were interviewed. Interviews occurred mainly face-to-face with TAFE and local school staff including a community member.

Of those, around 100 were offered places.

Destinations surveyTNQTAFE graduates CIII, IV, DipSix years from 2005 - 2010

• 298 graduates who received 374 awards • 197 Diplomas, 124 Cert IV, 53 Cert III• 9 gained 3 awards, 58 gained 2 awards and 124 singles • 88% female (262), 12% male (36)• Half were over 30yrs old when first enrolled

June 2012: 25 B.Ed. (4 more by end of year).

This gives a B.Ed. success rate for Diploma graduates of approximately 15%

Destinations surveyTNQTAFE graduates CIII, IV, DipSix years from 2005 - 2010

298 graduates: 124 participated in the survey.

Significantly for the B.Ed. success rate, how many decided to access the guaranteed articulation pathway to JCU?

124 interviewed: 56 began JCU studies (about half)

This gives a B.Ed. success rate for those TAFE graduates who decide to continue studies with JCU of approximately 30%

Destinations survey

B.Ed. success rate of 30%

How acceptable is this figure of 30% success for all TAFE graduates who attempt JCU studies?

25 Qld Indigenous adults living in rural, regional and remote areas have gained their B.Eds since 2009.

Without RATEP this number may well have been zero. Therefore the success rate of RATEP must be judged against the alternative; which for most of our students means NOT studying.

Destinations survey

2011 JCU RATEP B.Ed. graduates

Pamai Gimini of Badu Island (Cert IV 2006, Diploma 2007) and MaryAnn Tamwoy of Darnley Island (Cert III 2005, Cert IV 2006, Diploma 2007). NB: nine other graduates in 2011

JCU GraduatesWhere are they now?

Roles Number of people

Teacher 85

Principal / Head of Campus / Deputy Principal

10

Project roles 6

Other Ed Qld roles 6

Other 44

Total 151 graduates

Destinations survey

B.Ed. success rate of 30%

Factors which must be taken into account when assessing this success rate:

1.Many students will take longer than 3.5 years to complete the B.Ed., so 2010 Diploma graduates may not complete until 2015+2.There are many barriers to success for our students which make this rate quite reasonable3.Some Diploma graduates deferred – which means they may still eventually graduate4. Some Diploma graduates enrolled in other Bachelor level courses (and lower) elsewhere

Destinations survey

Barriers which inhibit success for our TAFE students furthering their studies to JCU

1. Family responsibilities 2. Financial difficulties 3. Literacy and numeracy challenges 4. Community responsibilities 5. Attending residentials

73% of students worked while studying; this is probably the most significant factor in slowing or stopping successful study.

Destinations surveyTNQTAFE graduates CIII, IV, DipSix years from 2005 - 2010

What happened to the other half of the TAFE graduates who did NOT attempt to go onto further tertiary studies?

This is a fantastic result for an initiative which at its core is an employment program!

Of the 124 interviewed, 91 were currently employed and 7 were seeking employment. 50 of those were working with Education Queensland. That’s an employment rate of 75%

Destinations survey

Positive factors assisting study 1. Support from family and friends

2. One-on-one support from TC3. Proximity to the RATEP site

Motivations to study

1. Desire to become a teacher2. Want to do their jobs better3. Get a job4. Attain permanency in the school5. Act as a role model6. Earn more income

Destinations survey

Positive impact of RATEP studies

• Improvement in self-confidence• More employable• Increased professionalism (in education)• Positive attitude to further study• Developed a broader understanding of the world• Increased community capacity building• Positive intergenerational impact (role models)• Combatted stereotypes• Improved parenting

Success factors in RATEP1. On-site teachers (or at the very least tutors) based in the communities

2. Students have multiple layers of support (family, TC, peers at site, peers around the state, teachers and support officers)

3. Indigenous community aspirations and interests are central to all aspects of delivery and management

4. Overt documented school and community support before and during the life of each community site

5. Quality of the learning materials, delivery teams and approaches used (culturally relevant and academically rigorous)

Micheal BealeMicheal Beale

Graduate teacher 2011

Issues for discussion

• financial support for students is critical but highly complex to administer and potentially very expensive

• RATEP predominantly attracts women in the middle years of life: how do we encourage younger people and especially males?

• what actions could address the 50% of TAFE graduates who do not continue their studies?

• how might VET competency based training be tailored to mimic the academic study approaches of university?

• how does the assumed 30% B.Ed. success rate for TAFE graduates compare with results for similar programs elsewhere?

Student ResidentialsStudent Residentials

with time to enjoy various tasks and form bonds with students and staff.

Teacher –directed and learner - centred workshops

Classroom Experiences

RATEP Diploma field trip Thursday Island and Badu Island 2011

To learn more about RATEP

You can contact the project team:

Gail Mitchell

State Coordinator RATEP, DETE

Gail.Mitchell@dete.qld.gov.au

Ian Hodges

Coordinator RATEP, TNQTAFE

Ian.Hodges@dete.qld.gov.au

Helen McDonald

Director RATEP, JCU

Helen.McDonald@jcu.edu.au

Mark Linkson

Coordinator Diploma, TNQTAFE

Mark.Linkson@dete.qld.gov.au

www.ratep.eq.edu.au

Quality Indigenous teacher edn. is evidenced by an institution that: • has Aboriginal and Torres Strait Islander people in positions relating to governance, leadership and management • provides academic support for students • provides financial support for students, including scholarships • provides personal support for students through counselling and advisory services • provides a culturally safe place to study • has high pass and retention rates that are the same for Aboriginal, Torres Strait Islander and other students• has Aboriginal and Torres Strait Islander cultures as highly visible and valued parts of the Institution • employs Aboriginal and Torres Strait Islander staff • employs and trains skilled staff to be culturally competent. (M.Bat, PhD thesis 2011)

Quality Indigenous teacher edn. is evidenced by a curriculum that: • is accredited by the appropriate authority • has alternative entry pathways • has equitable entry selection processes • enrols people who are suitable to become teachers • has self-determination and emancipation as key outcomes • caters to a diverse range of Aboriginal and Torres Strait Islander Australians• is distinctly different from other degrees• is designed to be equitable in delivery not just in graduate outcomes• connects with the community at all levels of development and delivery • includes innovative practices that are aimed to increase engagement • is adequately resourced (M.Bat, PhD thesis 2011)

Quality Indigenous teacher edn. is evidenced by curriculum content that: • has Aboriginal and Torres Strait Islander knowledges and cultures at its core • has Aboriginal and Torres Strait Islander languages as part of the instruction • has a good balance between theory and practice • is focused on pedagogy • has a strong emphasis on curriculum planning and skills for reflection on practice• has a strong emphasis on literacy• teaches both phonics and whole language approaches to reading• has a strong emphasis on numeracy• has a strong emphasis on assessment • has a strong emphasis on teaching skills • has a strong emphasis on classroom management (M.Bat, PhD thesis 2011)

Recruitment

Recruitment