An inv itat ion to Abor iginal people and Torres Strait Islanders to work with the NSW Department of Educat ion and Training

Contents

Promoting opportunities for a career in education ................................................ page 02

Sid Domic: my message to you ........................................................................... page 03

Aboriginal Employment Unit - Staffing Services ..................................................... page 04

Teaching: a career with great benefits ................................................................... page 06

Teaching scholarships just for you ......................................................................... page 09

Other career pathways in education ..................................................................... page 10

Improving career opportunities for Aboriginal people ........................................... page 12

Roles in educational leadership ............................................................................ page 14

More than one pathway to a successful education career .................................... page 16

Getting qualifications through university or TAFE ................................................. page 19

Supporting your career .......................................................................................... page 20

Regional support centres ....................................................................................... page 22

Other useful contacts ............................................................................................. page 24

3

Promoting opportu n it ies for a career i n education

As Director of Staffing Services in

the Department’s Human Resources

Directorate I am keen to promote

the opportunities for employment of

Aboriginal and Torres Strait Islander

people in NSW Public Schools.

In recent years the participation and

engagement of Aboriginal and Torres

Strait Islander people in permanent,

temporary and casual roles in

NSW public schools has increased

significantly.

More than 600 Aboriginal teachers and

executives occupy permanent positions

in NSW public schools complemented

by regional teams and state office staff.

School Administrative and Support Staff

positions continue to be identified for

Aboriginal and Torres Strait Islander

people.

Our Aboriginal employment team is

actively promoting employment and

training opportunities across the

community, at careers events in schools

and universities, encouraging those

people wishing to pursue a career in the

NSW public school system.

The Department provides teacher

education scholarships to support our

teachers of the future with at least

80 available each year for Aboriginal

and Torres Strait Islander applicants.

Generous financial incentives are

available to provide assistance while you

study with a guarantee of permanent

employment in NSW public schools.

Current teachers who were supported

with a scholarship are featured in this

booklet.

Human Resources Directorate works

in collaboration with the Aboriginal

Education and Training Directorate

and the Aboriginal Education and

Consultative Group Incorporated (NSW

AECG) to maximise learning outcomes

for Aboriginal students in our schools.

The presence of Aboriginal employees

in schools has a direct impact on

the engagement of Aboriginal and

Torres Strait Islander students in their

education.

I am proud to promote the opportunities

available for Aboriginal and Torres Strait

Islander people in NSW public schools.

This Join Our Mob booklet provides

some insight for you into the successes

of some of our current employees and

you will also learn more about the range

of roles occupied by Aboriginal and

Torres Strait Islander employees in our

schools.

Peter Johnson

Director, Staffing Services

4

Sid Domic: my message to you

I was born and raised in Rockhampton

where the local Aboriginal people are the

Darumbal. After some years I discovered I

was linked to the Kalkadoon people from

Mt Isa, where my grandmother is from.

For six years I was fortunate enough to

live in the UK playing rugby league.

As I am also an Aboriginal artist, it wasn’t

too long before I was asked by one of the

primary schools in that country to speak

to the children about my art and the

beautiful culture of my people.

I had visited schools in Australia and

enjoyed the experience and it was the

same in England. The children were

amazed to discover that the paintings

told stories and were very excited, and

showed great respect for what I had to

tell them.

I left the school with a good feeling about

that visit. But it was only when I returned

a couple of weeks later and saw all the

great art pieces that the children had

completed, that I realised how successful

my visit had been. They were so proud of

themselves and so grateful for the time I

had taken to teach them.

I went on to visit many schools in the UK

and on my return to Australia, I applied at

a local primary school to tutor Indigenous

students. I now work with special needs

children at a school in Bundaberg.

In my new position I come across

challenges every day. It has been tough

moving from one profession to another

but just like rugby league, I have come

into a profession that I really enjoy.

I am very fortunate that I had the

opportunity to live out my dream of

playing professional rugby league. I know

I could not have achieved all I have if it

wasn’t for all the wonderful mentors who

helped me along my journey: my family,

friends, coaches and teachers.

In my new role I get a sense of

contributing to my community and to the

children I am involved with.

I believe every child has the potential

to achieve their dream if they have the

hunger to apply themselves and strong

mentors to support them and guide them

along their way.

Sid Domic

5

Abor ig i na l Employment Un it - Staff i ng Serv ices

When it comes to providing support and

assistance for Aboriginal staff in schools,

the Aboriginal Employment Unit – Staffing

Services, in the Human Resources

Directorate, is on hand and ready to assist

you on matters relating to your career:

including promotion, recruitment and

retention.

You can contact us at:

Aboriginal.Employment@det.nsw.edu.au or

call (02) 9836 9103.

Read on to find out a little more about who

we are, where we are from and what we

do.

Janine French

Aboriginal Liaison Officer, Staffing Services

Hi, I am a descendent of the Gamilaroi

people. I come from Moree, in northwest

NSW. As the Senior Education Officer

- Aboriginal Liaison Officer, within the

Aboriginal Employment Unit - School

Staffing, I work across the board to liaise

with Aboriginal teachers and students

on matters relating to recruitment and

retention of Aboriginal teachers. This

involves supporting Aboriginal teachers

to get their teaching approvals, finding

permanent jobs and transfers. I also play

a major role in promoting the Teacher

Education Scholarship Program.

Prior to getting this position I have had

various roles throughout the Department.

As a Bachelor of Education graduate

I have been a classroom teacher and

reading tutor. I have also taken on roles

of Aboriginal Education Officer, Aboriginal

Languages Project Officer, and Aboriginal

Studies Project Officer. These roles

have given me great insight into various

positions within the Department and across

different sections, and a range of hands-

on experiences including assisting in the

classroom, teaching my own classes and

working in state office positions.

For any questions about becoming a

teacher including our scholarship program

please contact me:

Phone: (02) 9836 9263

Email: janine.french@det.nsw.edu.au

6

Annie Austin

Staffing Project Officer (Aboriginal) School

Administrative and Support Staff

Hi, I am a descendent of the Gamillaraay

people. I come from Toomelah/Boggabilla

in NSW. As the Aboriginal Project Officer

I support Aboriginal staff in non-teaching

positions such as Aboriginal Education

Officers (AEOs), School Learning Support

Officers (SLSOs), School Administrative

Officers (SAOs) and General Assistants

(GAs).

A major part of my role is the identification,

recruitment and retention of newly

appointed Aboriginal school administrative

and support staff recruited under

Recommendation 55 of the Aboriginal

Education Review (2004). Under the

recommendation, the Department identifies

vacant school administrative and support

staff positions in schools with a significant

number of Aboriginal students as positions

requiring Aboriginality. I also play a major

role in supporting the employment and

retention of all AEOs across the State.

Prior to this role I worked as an Aboriginal

Education Officer for eight years. Having

this in-school experience has given me a

great understanding of the issues faced by

administrative and support staff in schools.

For any questions relating to non-teaching

Aboriginal positions in schools, please

contact me:

Phone: (02) 9836 9849

Email: annette.austin@det.nsw.edu.au

Jayden Webb

Aboriginal Project Officer

Hi, I am a descendent of the Gumbaynggirr

people. I come from Grafton in the

Northern Rivers region of New South

Wales.

My role is to provide support and

assistance to Janine and Annie and to

support Aboriginal staff in NSW public

school.

I attend promotional events which occur

across the state at schools, universities

and community events. As the newest

member of the unit I am excited by the

opportunities my role provides.

I can be contacted on:

Telephone: (02) 9836 9103

Email: Jayden.Webb@det.nsw.edu.au

Veronica Willmott

Assistant Director, Staffing Services

I am fortunate to be in a position where I

support our Aboriginal Employment Unit

and work with principals, teachers, school

administrative and support staff, regional

teams and state office staff.

We continue to build on recent successes

which have seen significant increases

in the positions and roles available for

Aboriginal staff. We promote engagement

in education which can lead to so many

other opportunities across the education

and training sector.

Current students in schools and

universities and community members can

see the diverse range of roles available

and share in the successes of people

you may even know. This booklet shines

the light on these opportunities with the

key message that the NSW Department

of Education and Training values and

supports our Aboriginal and Torres Strait

Islander employees.

I hope this booklet, the career stories

inside and the opportunities available

in NSW public schools inspire you, or

someone you know to join us. 7

Teach ing : a career with g reat benef its

If you are an Aboriginal person looking

for a rewarding career and the chance to

make a difference to your mob, you should

consider training to become a teacher.

We are committed to increasing the

numbers of Aboriginal teachers in our

schools, and to that end have put in

place a number of initiatives. If you are an

Aboriginal person looking for a rewarding

career and the chance to make a difference

to your mob, why not consider training to

become a teacher?

As a teacher, you have a unique

opportunity to make a real difference

to many young lives, and especially to

Aboriginal students and communities. At

the same time you’ll be helping all students

develop a stronger awareness and

understanding of Aboriginal people and

their cultures.

If you want to inspire your community

and pass your skills and knowledge on

to the next generation, there is no more

meaningful way to do it than as a teacher.

When you are a newly appointed Aboriginal

teacher you will receive, in addition to the

usual school-based induction programs,

support through local and regional

networks, mentoring during your first

year of teaching and regular contact with

Aboriginal human resources officers.

Rewards and opportunities

NSW public school teachers enjoy a

whole range of benefits, opportunities and

flexible working conditions.

For a start, there is the high commencing

salary, $56,829 from January 2011 - one

of the highest of any profession. Teachers

who join us after working as Aboriginal

Education Officers, Aboriginal Community

Liaison Officers and other positions with

the Department may be entitled to start on

a higher commencing salary depending on

experience.

Then there is the range of promotional and

career development pathways open to you:

an advantage unique to being part of one

of the largest education employers in the

southern hemisphere.

Your opportunities to take on leadership and

management roles are greatly enhanced in a

network of over 2,200 locations. Executive

and principal positions are advertised

regularly through the online recruitment site

Jobs@DET, and will give you many options

to further your career.

As a teacher in the NSW public education

system, you get to play a diversity of roles

that explore the full range of your skills

and talents both inside and outside the

classroom. Sports coaching, drama and

performing arts events, organising social

and community activities - the possibilities

are endless, and diverse.

Extra benefits and incentives

If you choose to teach in certain non-

coastal rural locations, you may be

entitled to an additional range of benefits,

allowances and incentives that, in some

locations, could add up to a few thousand

dollars extra in your pay packet. Just some

of these incentives include:

• rental subsidy of 70% - 90%

• hot or cold climatic allowance

• isolation from goods and services

allowance

• motor vehicle depreciation allowance

• reimbursement of medical and dental

expenses

• vacation travel allowance

• an extra week of summer vacation, and

• extra personal leave and training and

development time.

8

THE INSPIRATION OF STRONG WOMEN

Kathy Frost reveals with pride that she was the second person in her family to attend university. “My inspiration was my aunt who was already a teacher, and I can remember wanting to be just like her and to follow in her footsteps.”

Follow she did – and today, Kathy is assistant principal at Pottsville Beach Public School on the North Coast.

“I always tell people how lucky I am that I’ve had very strong

women in my life who were such inspirational female role models,” she says. “My mother was my first major influence; even more so because she was able to provide opportunities for me and my siblings that she herself never had.

“For my mother, education was a huge factor that was really important and she encouraged us [to get an education] from the very beginning.”

An additional fillip was the example provided by her teacher-aunt. “Seeing her actually in the

profession and having such enthusiasm and joy for it, made it that much easier for me to project myself into the role.

“My teaching career means so much to me,” Kathy enthuses. “I feel so privileged because as a teacher I have the ability to impact on so many people’s lives: not just my students, but their parents and grandparents as well.

“In lots of ways, my teaching career defines me.

“I see myself as someone my

own children and my siblings can look up to. As the eldest child I’ve always tried to lead by example.”

9

DOING MORE FOR AbORIGINAl EDucATION

Dyonne Anderson describes herself as “a very proud Bundjalung woman”, from the nation in the far

north coast of NSW close to the Queensland border.

Currently the principal of Cabbage Tree Island Public School, a small school in the Bundjalung nation with an Aboriginal student population of about 30, Dyonne has been in the role for some years and can boast some excellent results during her tenure, including a recent national “Dare to Lead” award of excellence recognising the school’s high academic results, leadership and collaboration with its community.

During her long education career, Dyonne has packed quite a few achievements under her belt. As a

teacher at Lismore Heights Public School in the early ‘90s, she helped establish the State’s first Aboriginal language program.

“The Bundjalung language program was about making a connection for the kids culturally, giving them an opportunity to experience language and culture firsthand from community members.”

Determined to do more for Aboriginal education, Dyonne decided to take on non-school based positions where she felt she could have an influence on curriculum and policy formulation. At various points in her career, she was: curriculum adviser for

Aboriginal Studies Preschool to Year 12; HSIE Consultant; and Science and Technology Consultant.

“I’m very passionate about ensuring that education is equitable and accessible to everyone,” she explains. “We really need to ensure that Aboriginal students have the opportunity to relate to the curriculum they are taught.”

Right now, in addition to her duties as Principal, she has also taken on a role as executive on the national Aboriginal and Torres Strait Islander Principals’ Association. “I think it’s extremely important that we have a voice on the national agenda [of Aboriginal education],” she says.

A VERy REWARDING cAREER

Rodney Wright started his career in education as an Aboriginal Education Officer at Dubbo College, Delroy Campus. “In doing that role, I became aware that I had a great connection with children,” he recounts. “I was also encouraged by teachers at the school to take up a teaching degree, as they thought I would succeed in this field.”

And so he has. Rodney is now a teacher at Batemans Bay Public School, and looks forward to a long career in education.

Rodney’s studies received a significant boost with his successful application for a teacher education scholarship, which he heard about when a teach.NSW team visited his university.

“The first thing that drew me to the scholarship was the benefit of financial assistance throughout my studies,” says Rodney. “But further into the program many other benefits became evident – not the least of which was the guarantee of a permanent job when I graduated.”

About his decision to become a teacher, Rodney has absolutely

ScHOlARSHIP OFFERS AN APPEAlING PROSPEcT

At the start of her working career Belinda Murdoch worked at a day care/preschool centre, running playgroups for underprivileged children in her local area in inner Sydney. “I was working with young Indigenous kids as well as those from low socio-economic families in Redfern, Glebe and Waterloo.”

With the experience, she found her calling. Shortly afterward she began her teaching degree at the University of Sydney. She found out about the Department’s teacher education scholarships when

she was in her first year at uni, when a teach.NSW presentation team came to talk to students about the program.

“The scholarship was a very appealing prospect, not just because of the financial assistance it offered but also because of the guarantee of a job when you graduated,” says Belinda. “I knew I didn’t have to stress about looking for work.”

As a graduate scholar, Belinda got a posting at Alexandria Park Community School teaching subjects such as history/geography, commerce and business studies to students from Year 8 to Year 12. “I really enjoy it, and have no regrets at all [about choosing a teaching career],” she says.

Belinda aims to continue establishing a connection with her students, including the Aboriginal children in her classes. “My aim is to know them, understand where they’re coming from in terms of their cultural history and family background, and help them see that they can succeed in their future.”

10

Teach ing scho larsh ips j ust for you

Of the 300 teacher education scholarships

offered by the Department each year,

at least 80 are set aside exclusively for

Aboriginal and Torres Strait Islander

students.

These scholarships enable you to train as a

teacher in primary or any agreed secondary

subject area.

This is in keeping with our commitment to

increase the number of Aboriginal teachers

in our public schools.

Our scholarships provide you with the

following:

• $5,000 a year in financial assistance.

Over four years, the normal duration of

study, this amounts to $20,000 in your

pocket

• another $3,000 as a one-off grant when

you get your first permanent teaching

appointment, and

• a guaranteed job in an agreed location

when you graduate.

As a teacher, you will also be eligible

for the HECS-HELP benefit from the

Commonwealth Government.

Aboriginal scholarship holders can look

forward to a full range of support initiatives

including on-campus visits and ongoing

contact with and assistance from our

Aboriginal Liaison Officers and Aboriginal

Project Officers.

Teacher education scholarships open for

applications around mid-year.

For more information and to check out

when applications open this year,

go to www.teach.nsw.edu.au/scholarships

or email us at

Aboriginal.Employment@det.nsw.edu.au.

no regrets. “My experience has been overwhelming. I have to say it’s a very, very rewarding career.

“The best thing about it is when your students suddenly ‘get’ a learning concept they may have been struggling with throughout the week. Seeing their face light up at that moment is a really great experience.”

Rodney adds, “I’d like to think that I’m a role model for my students, because they can look at me and realise that there are career opportunities for Aboriginal kids out there.”

11

Other career pathways i n education

These positions provide invaluable support

for both executive staff and students in

the orderly running and administration of

schools, and are a vital part of the school

community.

AbORIGINAl EDucATION OFFIcER

(AEO)

Aboriginal Education Officers are

responsible to the principal or delegate

for providing assistance to teachers,

Aboriginal students and their families to

support improved learning outcomes for

Aboriginal students.

AEOs are the primary link between the

school and parents, extended families and

communities. They encourage parents to

be part of the school community and be

fully engaged in their child’s education

and decision making within the school.

AEOs liaise with the principal and staff and

interact with the Aboriginal community in

relation to staff and Aboriginal students

in the school and Aboriginal education

activities.

AEOs work with teachers to assist Aboriginal

students in all school activities including:

• joining in excursions

• discussing the educational progress of

their children with Aboriginal parents

• identifying and developing resources

to support the learning outcomes of

Aboriginal students

• assisting in the development and

implementation of personalised learning

plans for Aboriginal students

• supporting Aboriginal cultural awareness

for all students with particular reference

to Aboriginal students

• helping to maintain effective relationships

among Aboriginal parents, the Aboriginal

community and school staff.

Below are positions which may be specifically

identified for Aboriginal people, in schools

with significant Aboriginal enrolments. See

Page 12 for further details on the process of

identification of these positions for Aboriginal

people.

ScHOOl ADMINISTRATIVE MANAGER

(SAM)

This role is responsible to the principal for

the efficient management of the school’s

financial and administrative functions and

the supervision and training of school

administrative officers, as well as providing

assistance in school routines and working

with teachers.

ScHOOl ADMINISTRATIVE OFFIcER

(SAO)

This role is responsible to the principal for

assisting in a range of school, classroom

and office activities eg. record keeping,

bookkeeping and other clerical duties,

reception; operating and maintaining

classroom and office equipment;

purchasing; preparing and maintaining

stock and resource materials.

ScHOOl lEARNING SuPPORT OFFIcER

(SlSO)

Duties focus primarily on assisting

teachers in the implementation of

individual educational programs and

individual transition programs and

also assisting teachers in providing

opportunities for children with special

needs to develop personal, social,

domestic and pre-vocational skills and

attending to the personal care needs of

children. Duties may also include the

operation of audiovisual aids, duplicating,

issuing of learning materials and other

clerical duties.

ScHOOl lEARNING SuPPORT OFFIcER

(PREScHOOl)

Duties focus primarily on assisting

teachers with daily preschool activities 12

AN AcTIVE ROlE IN HElPING THE cOMMuNITy

Before discovering a career in education, colin Appo worked in a variety of trades: from hospitality worker (following in his pastry chef father’s footsteps) to a roof tiler. But what he really wanted was a career where he could play an active role in helping his community.

He took up Aboriginal and Torres Strait Islander health at TAFE, intending to make his mark as a health worker. But then he got the opportunity to work as an Aboriginal Education Officer, and he hasn’t looked back since.

Colin has now been working as an AEO at Kingscliff High School, in the Tweed Heads/Ballina area, for the last four years, and has even been acting in the role of Aboriginal Community Liaison Officer (ACLO) in the last two.

“The role of an AEO is threefold,”

Colin explains. “It involves supporting Aboriginal students in all aspects of education. It involves community support and being a link between families and the school, explaining school policies and procedures to the community.

“Lastly, it involves supporting teachers and staff within the school, providing knowledge about Aboriginal culture, and how teachers can engage Aboriginal students.”

In his acting ACLO role, this responsibility is expanded outside the community, to the 61 schools Colin looks after within the Tweed Heads/Ballina district. “These include schools that don’t have Aboriginal enrolments, or don’t have a large Aboriginal community, but are still keen to implement Aboriginal education policy,” says Colin. “And that’s really important that they have this commitment, because Aboriginal education policy means educating all – not just Aboriginal students – about Aboriginal Australia.”

including setting up and clearing of the

playroom and playground, cleaning of

equipment and issue of learning materials.

Duties may also include the operation of

audiovisual aids duplicating and other

clerical duties.

ScHOOl lEARNING SuPPORT OFFIcER

– AbORIGINAl STuDENTS

This role is responsible to the principal or

supervisor for working with teachers who

are implementing education programs to

support improved learning outcomes of

Aboriginal students. This role also assists

teachers to engage Aboriginal students

more fully in learning programs, school

activities and in school routines by:

• setting up equipment for classroom

activities

• gathering learning materials, including

culturally appropriate materials

• helping individual and/or small groups

of Aboriginal students with their learning

tasks, and

• participating in appropriate classroom

and school wide Aboriginal education

activities.

GENERAl ASSISTANT (GA)

Duties may include minor maintenance of

buildings, plant and equipment; moving

school lawns and playing fields; receipt

and distribution of stores and other duties

as directed. 13

I mprov ing career opportu n it ies for Abor ig i na l people

The Department is committed to improving not just educational

outcomes for Aboriginal students, but also career opportunities

for Aboriginal people.

A recent review of Aboriginal education and recruitment

strategies conducted by the Department together with the NSW

Aboriginal Education Consultative Group, Inc (AECG) resulted

in comprehensive recommendations to achieve sustainable

improvements in education, employment and participation of

Aboriginal people.

A key recruitment strategy of the Aboriginal Human Resource

Development Plan 2009-2011 (AHRD Plan) is the designation

of School Administrative and Support (SAS) staff positions

for Aboriginal people in schools with significant Aboriginal

enrolments.

Called Recommendation 55, this initiative enables designated

schools to fill the following as Aboriginal identified positions:

• School Administrative Officer

• School Learning Support Officer

• General Assistant

• School Administrative Manager.

If you would like to find out more about this career opportunity,

call the Aboriginal Employment Unit on (02) 9836 9103 or email

Aboriginal.Employment@det.nsw.edu.au.

For full details on the AHRD Plan, go to

https://www.teach.nsw.edu.au/documents/ahrdplan0911/pdf.

14

THIS HOcKEy MuM bElIEVES IN EDucATION

lorelle Morrissey wields a mean hockey stick, having played for Australia’s national team and even now playing for the Australian veterans’ side. But her proudest role has been as mum to her two children.

That, and her current job as School Administrative Officer at Kingscliff High School.

Lorelle has been working in NSW public education for the past couple of years, and previously worked as a preschool assistant in the ACT education department when she lived in the territory. “I’ve always loved being involved in education,” she says.

Obtaining her current position through Recommendation 55, a Department initiative which targets selected school administrative staff positions for Aboriginal persons, Lorelle is happy to be “an Indigenous face at the school that students, parents and the community can relate to”.

“I definitely see myself as a role model for students at the school,” she says. “To them, I represent an example of what they can achieve by working in the field of education.”

15

Roles i n educationa l leadersh ip

These positions provide support at a senior

level in the greater community.

The department isn’t just schools.

Aboriginal people are employed in various

positions in State and regional offices

all over NSW. Staff employed in State

and regional offices are often referred

to as corporate staff. A number of these

roles have been specifically identified for

Aboriginal people. Some of these are:

REGIONAl cONSulTANT, AbORIGINAl

EDucATION AND ENGAGEMENT

These teacher qualified positions provide

a high level of support to regional support

centres.

AbORIGINAl EDucATION cONSulTANT

(AEc)

Teacher qualified AECs provide advice and

support to schools across the region on

the organisation and implementation of

Aboriginal education policies and programs.

AbORIGINAl STuDENT lIAISON

OFFIcER (ASlO)

Operating across staffing areas, ASLOs

work with Aboriginal students, their

families and schools to assist with student

welfare and restoring regular school

attendance of Aboriginal students.

AbORIGINAl cOMMuNITy lIAISON

OFFIcER (AclO)

ACLOs support and develop consultative

links between the Aboriginal community

and the Department at school, regional and

state office levels.

AbORIGINAl EDucATION AND

TRAINING MANAGER

Aboriginal Education and Training

Managers are responsible for co-ordinating

and promoting Aboriginal education and

training throughout TAFE NSW Institutes,

and providing a strategic planning focus

for Aboriginal programs. Aboriginal

Development Managers also provide

Institute Directors with professional advice

on budgets, course provision, staffing

and management of Aboriginal education

and training provision within TAFE NSW

Institutes. Whilst Aboriginal Development

Managers are TAFE based they may

be able to provide you with assistance

with your teaching and can help you

make contact with the local Aboriginal

community and community elders.

THE IMPORTANcE OF EDucATION: bRINGING HOME THE MESSAGE

Throughout her career, Gail Sampson has championed the cause of Aboriginal education. She worked with the Department as an Aboriginal Education Officer at Courallie High School in Moree for 13 years.

“I really enjoyed that job because it involved getting out into the community and trying to encourage more parents to get their kids to school every day,” she says.

When she became Aboriginal Community Liaison Officer, it gave her the opportunity to expand this role. Now, as Aboriginal School Liaison Officer, Gail is doing what she loves best: working with schools and families in the Aboriginal community to improve school attendance of Aboriginal youth.

As an ASLO in the Moree school staffing area Gail also liaises with government departments to find means to raise awareness among young Aboriginal kids and their families of the value of getting an education.

“We’ve devised lots of ways to encourage these kids to come to school, such as reward systems – Aboriginal designed attendance certificates to make them proud of their achievements – and also school raffles, as well as student engagement camps where we talk to the kids about all the 16

positive aspects of school, of getting an education, and how it can improve their future.

“I’m very proud of what I’ve done in my career,” Gail says. “My three children are all working in education. My eldest son is a teacher, my younger son is an Aboriginal Education Officer, and my daughter works in the Human Resources Directorate as Aboriginal Liaison Officer.

“They’ve done really well in their careers, and this is what I’m hoping for Aboriginal kids today to achieve.”

FORMulATING POlIcy AS AN

AbORIGINAl EDucATION lEADER

cathy Waters-Trindall’s career trajectory

has taken her from an Aboriginal teachers

aide in the ‘80s, to primary teacher in the

next decade, to consultancy positions

helping to formulate Aboriginal education

policy in units like the NSW Aboriginal

Education Consultative Group, Inc.

Today Cathy is the Quality Teaching

Indigenous Education Consultant at

Tamworth regional office, overseeing

Aboriginal education development and

implementation throughout 125 schools in

the New England region.

“I have a team of seven people who support

me in bringing Aboriginal education to higher

levels,” says Cathy.

A main aspect of her role is to assist

schools in embedding Aboriginal cultural

perspectives into their Aboriginal education

training policy, and to advise principals on

how they can make Aboriginal education

more relevant, and the Aboriginal community

more engaged in their children’s education.

“I try to ensure that Aboriginal education

is everyone’s responsibility,” she adds.

“By forming partnerships across different

portfolios, we ensure that we have a team

approach to what we do.”

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More tha n one pathway to a suc cessfu l education career

“While working as an Aboriginal Education Officer I decided to become a teacher myself and completed a Bachelor of Arts in Education degree. I’m now assistant principal at Woy

Woy South Public School, where I have been teaching for the past 15 years. I consider myself a role model for the Aboriginal community and students.”

Steven collins

casey-lee Smith

“When I finished Year 12 I deferred further studies for a year and worked, but I soon realised that I wanted to make something more of myself. I also wanted to make a difference to Indigenous

kids so that they know that they can grow up and be whatever they want. I’m now teaching at Darlington Public School near Redfern, and I absolutely love teaching, it’s my passion.”

“Doing the role of an Aboriginal Education Officer made me realise that I wanted to teach and would probably be good at it. I’m now in my third year as a teacher at Batemans Bay

Public School. The experience so far has been overwhelming; it’s been a very rewarding career. I’d like to think I’m a role model for my students.”

Rodney Wright

Gail Sampson

“I worked as an Aboriginal Education Officer in Moree for 13 years, a job I really enjoyed. Now, as Aboriginal School Liaison Officer, I’m doing what I love best: working

with schools and families in the Aboriginal community to help instil in their kids the value of getting an education. I’m very proud of what I’ve done in my career.”

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“I’ve played hockey for the Australian national team, but my proudest role is as mum to my two children. As School Administrative Officer at Kingscliffe High

School, I’m happy to be an Indigenous face at the school that students, parents and the community can relate to.”

lorelle Morrissey

Glen cook

Starting out as an Aboriginal Education Officer, I completed my teaching degree studying part-time. I started teaching at Tabulam Public School, then became Aboriginal Education Consultant for the Lismore district before becoming

principal at Cabbage Tree Island Public School. After five years, I decided to take up the assistant principal’s position at Evans River Community School, where I am now, to be closer to home.

“I took on various roles in education including administrative work in the front office at school, and as an in-class tutor. I then got the opportunity to relieve as an Aboriginal Community Liaison Officer, which led to the position I now hold, as Aboriginal Student

Liaison Officer. I have responsibility for 60 schools in the Wilson and Richmond Valley network areas. When I see students who are happy and finding success in their school, and are proud of who they are, it’s a very rewarding feeling.”

Kylie caldwellEli Pietens

“I started in education as a teachers’ aide and a mentor to students. After completing a Bachelor of Education majoring in Indigenous

Studies, I’m now an English teacher at Casino High School. My teaching career is brilliant; teaching English is my passion.”

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20“We’re very passionate about ensuring that

education is equitable and accessible to everyone.”

Gain ing qua l i f icat ions th rough u n ivers ity or TAFE

Each university recognises the specific

educational needs of Aboriginal

people and Torres Strait Islanders with

Indigenous education centres. They

work to empower and inform Aboriginal

students by providing a point of contact

for them with a focus on academic,

personal and cultural support.

They each also offer special admission

programs and pathways into mainstream

university courses. Through these

programs individuals of Aboriginal or

Torres Strait Islander heritage and who

are accepted as such by their community,

can apply for alternative entry pathways.

Prospective students who apply to

universities through these alternative

entry schemes are often asked to

attend an interview. The entry process

gives consideration to the fact that the

educational experiences of Aboriginal

people, coupled with individual

aspirations and skills, may meet the

criteria for entry. Take the time to

research which university and course

meets your needs and offers the best

level of support.

There are some TAFE and university

courses that are approved by the

Department that may assist in furthering

your knowledge and increasing your

chances of obtaining a job, including:

• Certificate III Aboriginal Education

Assistants (TAFE)

• Diploma in Aboriginal and Torres Strait

Islander Education – Australian Catholic

University

• Bachelor of Teaching (Primary)

(Aboriginal and Torres Strait Islander

Studies) – Australian Catholic

University

• Bachelor or Education (Primary)

(Aboriginal and Torres Strait Islander

Studies) – Australian Catholic

University

• Bachelor of Education (Secondary)

(Indigenous Studies) – Australian

Catholic University

• Diploma in Education (Aboriginal) –

The University of Sydney

• Bachelor of Education (Secondary:

Aboriginal Studies) – The University of

Sydney

• Bachelor of Education (Primary)

(AREP) – University of Western

Sydney

• Diploma in Indigenous Australian

Community Studies (AREP) – University

of Western Sydney (no longer offered as

a stand alone program but subsumed

within the above UWS bachelor degree

program)

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Supporti ng you r career

The Aboriginal Education and Training Directorate was

established in 2005 as a direct response to the Aboriginal

Education Review. It coordinates key initiatives to improve literacy

and numeracy outcomes and attendance and retention rates for

Aboriginal students in NSW public schools and TAFE institutes,

including Commonwealth education and training programs.

The Aboriginal Education and Training strategy 2009-2012 is

a corporate strategy for the Department with specific actions

for TAFE NSW Institutes, colleges, campuses and community

colleges, regions, schools, corporate portfolio areas and the

Aboriginal Education and Training Directorate.

The Directorate:

• provides a strategic framework for the development of state-

wide policies for Aboriginal education and training

• provides leadership, advocacy and advice in relation to

education and training for Aboriginal students

• develops culturally appropriate resources to support quality

teaching and learning

• administers and monitors Commonwealth funding for Aboriginal

education and training

• supports the provision of the professional development of

Aboriginal education workers and targeted Departmental staff.

Contact the Aboriginal Education and Training Directorate on

(02) 9244 5640 or email aboriginal.programs@det.nsw.edu.au.

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“Aboriginal education is everyone’s

responsibility. We try to form partnerships

across different portfolios to ensure that

we have a team approach to what we do.”

The NSW Aboriginal Education

consultative Group, Inc (AEcG) is an

Aboriginal community-based organisation

made up of volunteer members who are

involved in Local and Regional AECGs

throughout NSW. The NSW AECG, Inc.

is recognised as the principal source

of advice on behalf of Aboriginal

communities on issues relating to

education and training. Its vision is to

provide advice on all matters relevant to

education and training with the mandate

that this advice represents the Aboriginal

community viewpoint.

The 2010-2020 Partnership Agreement

between the NSW Department of

Education and Training and the NSW

Aboriginal Education Consultative

Group, Inc is based on the principles of

respect, commitment, collaboration

and accountability in order to improve

educational and training outcomes for

Aboriginal learners.

The Partnership Agreement is based

on a genuine and practical approach to

working together to improve outcomes for

Aboriginal learners by ensuring that they

have access to an education and training

system that values their cultural heritage

and identity and supports their learning

and career development through quality

teaching practices, relevant policies and

strategies and inclusive curriculum and

training programs.

The Aboriginal Education Consultative

Group, Inc aims to:

• increase the active involvement of

Aboriginal communities to strengthen

networks at a local level

• advocate that all students and

educators understand and have

knowledge of the significant issues and

events in history of relations between

Aboriginal and non-Aboriginal people,

from the viewpoint of Aboriginal people

• provide appropriate training to members

to enhance knowledge and skills

on issues that impact on Aboriginal

peoples’ access to and participation in

education and training

• enhance involvement of members in all

decision-making through collaborative

processes

• establish and maintain partnerships

with relevant providers to ensure

improved outcomes are achieved in the

education and training of Aboriginal

students.

Parent involvement and that of ALL

the community is critical to improving

education and training of Aboriginal

students.

You are encouraged, as an Aboriginal

person, to become involved in your

local AECG which can assist in making

connections with your local Aboriginal

community and community elders.

For further information about the NSW

Aboriginal Education Consultative Group,

Inc, advice on Aboriginal education and

training, or how to set up and become

involved in local AECG activities, contact

the secretariat at:

37 Cavendish Street

Stanmore NSW 2048

Phone: (02) 9550 5666

Web: www.aecg.nsw.edu.au

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“My teaching career means so much. I feel so privileged to

have the ability to impact on so many people’s lives.”

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Photographs in this booklet were taken on location at Alexandria Park Community School and Goonellabah Public School. Our thanks to the staff, students and parents of both schools for their assistance. Particular thanks to our featured staff who proudly shared their stories for this booklet.

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