National Report on Schooling in Australia 2012

Aboriginal and Torres Strait Islander education

7.5 Leadership, quality teaching and workforce development

The Aboriginal and Torres Strait Islander Education Action Plan 2010–2014 states the following:

It is important that all Aboriginal and Torres Strait Islander students are taught by high quality teachers in schools led by effective and supportive principals … Building a well-qualified Aboriginal and Torres Strait Islander educator workforce is an important way of potentially reducing the impact of high teacher turnover in school communities with Aboriginal and Torres Strait Islander students.

Educational leadership by principals that acknowledges and embraces Aboriginal and Torres Strait Islander leadership is also central to establishing and maintaining cultures of learning that are inclusive of Aboriginal and Torres Strait Islander students and their families and enables and celebrates student achievement.¹

The action plan specifies three performance indicators under this domain:

  • Number of professional development hours on Aboriginal and Torres Strait Islander education and cultural and linguistic competence training undertaken by principals and teachers.
  • Number and full-time equivalents (FTEs) of Aboriginal and Torres Strait Islander principals, teachers and education workers (AIEWs and equivalents).
  • Average length of service of principals and teachers in focus schools with high enrolments of Aboriginal and Torres Strait Islander students

There are no national level data for these performance indicators for 2012. The Aboriginal and Torres Strait Islander Education Action Plan 2010–2014: 2012 Annual Report provides information on them at state and territory level.

 

 

 


¹ Aboriginal and Torres Strait Islander Education Action Plan 2010–2014, p. 22