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“There is no place in any educational jurisdiction for educators with stifled perceptions of

who Indigenous students are, or what they can achieve”

Dr Chris Sarra – Closing the Gap Report, 2017 (Australian Government, p.35)

Educators are continually learning and reflecting on their own knowledge and beliefs. As

teachers we are always working towards an improved system of strategies to cater for all student

needs. Chris Sarra is the executive director of the Stronger Smarter Institute, a leadership

program that will be explored thoroughly within this essay. Investigating Dr Sarra’s approach of

Indigenous Education draws focus to the emphasis of teacher perceptions as stressed in the quote

above, and how this may or may not effectively address Aboriginal student achievement within

schools. Furthermore, in reflection of my own teaching pedagogy I will critically analyse the

challenges and limitations within the Stronger Smarter philosophy, and argue the strategies of the

Stronger Smarter (SS) models success in relation to the issues within the ‘Closing the Gap’

report.

Understanding of Content

The ‘Stronger Smarter’ Institute (SSI) is a program that focuses on strategies for improving

Indigenous education within Australian schools by enhancing the educational outcomes for

Indigenous students. The SSI professional learning modules create an opportunity for educators to

understand the philosophy and approach behind the program, whilst reflecting on their own

cultural competence and awareness of a range of strategies that will improve the success of

Indigenous students. (“An Introduction to Stronger Smarter”, 2017). The philosophy of the

Stronger Smarter (SS) program supports the ‘Closing the Gap’ (CTG) report in improving the
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relationship between Indigenous and non-Indigenous Australians. As justified through the

opportunities for “cultural acceptance, employment, economic development and wellbeing of

Indigenous Australians within our education system.” (Australian Government, 2017) This is

shown through particular SS modules that introduce high-expectations relationships that “honour

the humanity of others, acknowledge strengths, the capacity and human rights to emancipating

opportunities” for Indigenous education (“High-expectations relationships”, 2017).

The SS program introduces the notion of high expectations within schools and educators to widen

the perspective that the school culture might have on the students (“Summary: High-expectations

leadership”, 2017). In order of widening the perspective of educators and improving the school’s

culture, intercultural understanding is incorporated to enable better experiences for all students

through “exploring, understanding and working with other cultures”. ‘Learning communities’ are

valuable in providing the relationship of leadership and cultural renewal to enhance individuals’

competence in dealing with complex inter-cultural challenges. (Gorringe & Spillman, 2008)

As referred to within the Aboriginal Education (AE) Policy, the NSW Department of Education’s

commitment to collaborating with Aboriginal communities is to unify both Indigenous and non-

Indigenous education as one. The policy objectives identify that the improvement of educational

outcomes and wellbeing of Aboriginal and Torres Strait Islander students is to draw focus to the

issues highlighted within the Closing the Gap report. These issues involve strategizing for better

outcomes in accordance to the attendance, literacy and numeracy skills and higher education of

Indigenous Students. (Australian Government, 2017) The AE policy states that ‘the body of schools’

should instate the following aspects of refining outcomes by “increasing cultural knowledge and

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understanding of histories, cultures and experiences of the Aboriginal and Torres Strait Islander

people” to ‘refine the gap’ within Australia’s education (NSW Department of Education, 2016).

Emphasis on Teacher Perceptions

The importance of teacher perceptions and Indigenous education is vital to creating change

within the school culture. As Dr Sarra states “there is no place for educators with stifled

perceptions of who Indigenous students are or what they can achieve” (Australian Government,

2017) as explored within the SS module: Changing Deficit Conversations. According to the

module, educators should take action to close down the discourse of disabling conversations

relative to Indigenous students’ ability and identity. In taking a stance against disabling

discussions we are creating a “strength-based approach to conversations” and highlighting the

“out of awareness’ of low expectations of educators towards Indigenous children” as stated by the

Stronger Smarter Institute (“Deficit Conversations”, 2017). The educators’ beliefs are reflective

amongst the school culture and assist in constructing negative messages to the students and the

community. This disabling attitude can encourage the use of destructive stereotypes allowing

self-restrictive behaviours to occur within ‘positive’ learning environments including the

classroom, playground and school setting.

“Education involves life-long learning and requires teachers to be attuned to both the individual

needs of learners and the effectiveness of their own contribution in preparing those learners to

operate in a future world.” (Herbert, 2015) Therefore, to create change for Indigenous education

an educator should embrace the identity, history, culture and remaining society of Indigenous

Australians to allow learners the chance for future opportunities. Consequently, teachers

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understanding and knowledge of Aboriginal and Torres Strait Islanders histories and cultures is

limited and needs to be further explored. An example is undertaking SSI modules to highlight the

low expectations and perceptions in order to change our mindset to creating high expectations

through deeper understanding and knowledge of Indigenous identity, culture and history. So forth

supporting the emphasis on teacher perceptions is the AE policy objective, “1.1.9: Aboriginal

education and training is core business for all staff” (NSW Department of Education, 2016). As

Jeannie Herbert discusses achieving ‘good practice’ as an educator, relies on the teacher’s

willingness to reach the better outcomes for Indigenous education. Teacher’s that commit their

teaching strategies in creating a respectful learning environment that is engaging for Indigenous

students are not only making a difference by improving educational outcomes but are also

contributing to the promise of education and equality for all Australians. (Herbert, 2015)

The Aboriginal Education and training Policy: Turning Policy into Action (TPA) (NSW

Government: Education & Communities, 2008) provides components for effective

implementation within each school and everyday workplace. The TPA highlights “the need for all

staff to focus on three guiding elements for its effective implementation” (NSW Government:

Education & Communities, 2008, 2) These components are relationships, engagement and

ongoing learning. These concepts are explored in the Stronger Smarter Approach through

identifying the importance of teachers’ high expectation relationships, engagement with

Indigenous Students, and the ongoing learning of educators, principals and the community. The

SS approach recognises developing strategies for the teacher, school and community in way of

improving the identity of Indigenous students and their educational outcomes.

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Teacher perceptions and the expectations of Teaching Standards

As stated within the Closing the Gap report, “Well trained, skilled and knowledgeable teachers

provide the foundation for a high quality education system and quality teaching is essential to

lifting student outcomes.” (Australian Government, 2017) The Stronger Smarter approach

recognizes the features of the Quality Teaching (QT) Framework and accompanies the ‘Standards

for Teaching’ from the Australian Institute for Teaching and School Leadership (AITSL) as an

ongoing learning experience to contribute towards the educators’ professional learning

development. An educator should be reflexive of their practice and meet the challenges of high

expectations for all students. The AITSL provides these standards for all teachers to gain

professional knowledge in understanding and meeting the requirements of each focus area to

widen teacher perceptions on areas like Indigenous education. For Example, focus areas 1.4 and

2.4.

Firstly, “1.4: Demonstrate broad knowledge and understanding of the impact of culture, cultural

identity and linguistic background on the education of students from Aboriginal and Torres Strait

Islander backgrounds.” (Australian Institute for Teaching and School Leadership, 2011)

In order of meeting standard 1.4 the Stronger Smarter Institute provides strategies for teaching

Aboriginal and Torres Strait Islander students by promoting Meta-Strategy 1: Positive Student

Identity (“Meta-strategy 1: Positive student identity”, 2017). This meta-strategy aims to eliminate

deficit conversations within the school culture and broadens educators’ beliefs of Indigenous

students’; while highlighting the importance of understanding the impact of culture, cultural

identity and linguistic background of the students. As an educator to achieve the focus area of 1.4

through the SS: Meta-Strategy 1 a presence of importance in creating a positive sense of student

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cultural identity within the students’ learning and classroom teaching is essential. In order of

improving teaching pedagogy: lessons need to allow Indigenous cultural understanding of the

impact of culture and cultural identity. Educators could imply the quality teaching elements from

the QT framework (NSW Department of Education & Training, 2008) of cultural knowledge,

engagement, knowledge integration, connectedness and inclusivity to promote positive student

identity within Indigenous and non-Indigenous students.

Secondly, “2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote

reconciliation between Indigenous and non-Indigenous Australians” (Australian Institute for

Teaching and School Leadership, 2011)

This standard is recognised by the SSI through meta-strategy 1: positive student identity, since

promoting a respectful school culture involves high expectation relationships. For educators this

means removing stifled perceptions to gain personal knowledge and a respected understanding of

Indigenous Australian histories, cultures and languages. This knowledge gained should be

contributed to all students teaching programs as it is beneficial for all students and can create

opportunities for the understanding and respect of Aboriginal and Torres Strait Islander culture,

histories and languages in future society. Some quality teaching elements that can be

implemented for effective teaching pedagogy are high expectations, engagement, background

knowledge, deep understanding and metalanguage (NSW Department of Education & Training,

2008). These elements can create a wider understanding and respect for Indigenous students

within the school culture with contributing factors to positive teacher perceptions and effective

teaching pedagogies.

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The effectiveness of Stronger Smarter and Aboriginal student’s achievement.

“Effective communication is a critical component in any teacher’s capacity to deliver on the

promise of education, and especially to influence Indigenous educational achievement” (Herbert,

2015) Stronger Smarter highlights the educators' capability in creating change and strategic

actions towards ‘closing the gap’ through leadership relationships with the Indigenous

community, school and Indigenous students. The five SS meta-strategies created embrace and

acknowledge a positive sense of Indigenous student identity and Indigenous leadership in

schools and school communities. They promote high expectations relationships allowing for

adequate use of QT elements like ‘knowledge integration’ within the classroom environment to

develop strong and positive teacher-student relationships and leadership.

“Attaining excellence in learning for Indigenous children requires significant school community

transformation.” (Gorringe & Spillman, 2008) The ‘Closing the Gap’ report (Australian

Government, 2017) and the SS meta-strategies four and five (“Meta-strategies 4 and 5:

Innovative school models”, 2017) draw focus to the implementation of improving the three issues

from the CTG report. In effectively achieving success all parties within the school community

must take part in ‘shaping the school structure to make sure what needs to be done gets done”

(What Works Core Issue 1: Setting up for success, 2011). Setting up for success as mention

within the What Works site involves a supportive leadership that provides positive, public and

consistent support. A working plan and partnership with personnel, the students’ parents and the

Indigenous communities. Lastly an action informed by learning should be employed and should

implement structured professional learning opportunities for all staff to support Indigenous

student’s success. The ‘what works site’ is referred to within the SSI meta-strategies for effective

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implementation. The SSI supports the learning and wellbeing development of Indigenous

students by increasing the knowledge of educators’ interactions and pedagogies, with the

intention to improve achievement success in Indigenous education. The effectiveness of the SS

approach towards Indigenous student achievement relies on the relationships created between the

school community and wider community. The action of the SSI, the supporting policies and

curriculum provide a real institutional change in advancing outcomes for Indigenous education.

Reflexivity of my teaching pedagogy and the Stronger Smarter philosophy

The Stronger Smarter approach and other readings has opened my awareness to the gap between

Indigenous and non-Indigenous education. In reflection of my own teaching pedagogy the SS

approach has allowed me to understand the meaning of expecting more out of ourselves and our

communities. I have found through the SS approach that the challenges I’ll face involve creating

high expectations for all, challenging disabling conversations and gaining a deeper understanding

and knowledge of Aboriginal and Torres Strait Islanders culture, history and society. As a future

teacher, I acknowledge the multiple actions suggested by the SS approach in order of improving

student achievement and will ensure to promote a positive sense of identity within my students

by promoting high expectations within my classroom and through the involvement of parents’

participation among student learning. I hope by dedicating change within my teaching pedagogy

that I can assist in providing a positive and friendly school culture.

Through the SS meta-strategies, I aim to explore in depth positive student identity, Indigenous

leadership and high expectations. This will be a challenge as within the future I hope I have the

chance to work with colleagues, the school and Indigenous community in providing

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opportunities for better outcomes in Indigenous education. I realise my biggest limitation is that I

am not Indigenous and therefore have little knowledge of the Aboriginal and Torres Strait

Islander traditions, culture and history. Therefore, stressing an on-going learning experience that

I will need to develop on throughout my professional learning career. I understand the

importance of maintaining positive quality relationships with Aboriginal students and families as

stated within the report on the review of aboriginal education (NSW Department of Education

and Training, 2004, 190); and will commit my pedagogical strategies for teaching on improving

my ability to obtain high expectation relationships and leadership with my students, and

adequately meeting the mandatory requirements expected from higher institutions and personal

reflexivity.

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References

An introduction to Stronger Smarter. (2017). Strongersmarterplm.edu.au. Retrieved 19

December 2017, from http://www.strongersmarterplm.edu.au/content/index
Australian Government. (2017). Closing the Gap: Prime Minister's Report 2017 (pp. 34-51).
Australia: Commonwealth of Australia, Department of the Prime Minister and Cabinet.
Australian Institute for Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers (pp. 9, 11). Education Services Australia.
Deficit conversations. (2017). Strongersmarterplm.edu.au. Retrieved 19 December 2017, from
http://www.strongersmarterplm.edu.au/content/index/deficit-conversations
Gorringe, S., & Spillman, D. (2008). Creating Stronger Smarter learning communities: The role
fo culturally competent leadership. World Indigenous Peoples Conference - Education, 2-5.
Retrieved from
http://qutss.cms.live.esa.edu.au//verve/_resources/Culturally_Competent_Leadership_by_G
orringe_and_Spillman_for_WIPCE_2008.pdf
Herbert, J. (2015). Delivering the promise: empowering teachers to empower students. In K.
Price, Aboriginal and Torres Strait Islander Education: An introduction for the teaching
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2017, from http://www.strongersmarterplm.edu.au/content/index/high-expectations-
relationships
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Retrieved 19 December 2017, from
http://www.strongersmarterplm.edu.au/content/index/meta-strategy-4-5
Meta-strategy 1: Positive student identity. (2017). Strongersmarterplm.edu.au. Retrieved 19
December 2017, from http://www.strongersmarterplm.edu.au/content/index/meta-strategy-1
NSW Department of Education. (2016). Aboriginal Education Policy. Sydney: NSW
Government.
NSW Department of Education and Training. (2004) (p. 190). Darlinghurst, NSW.
NSW Department of Education and Training. (2008). Quality Teaching to support the NSW
Professional Teaching Standards. Sydney: NSW Government.
NSW Government: Education & Communities. (2008). Aboriginal Education and Training
Policy: Turning Policy into Action (pp. 2-4). Sydney: NSW Government.
Price, K. (2015). Aboriginal and Torres Strait Islander Education: An introduction for the
teaching profession. (2nd ed.). Port Melbourne, Australia: Cambridge University Press.
Summary: High-expectations leadership. (2017). Strongersmarterplm.edu.au. Retrieved 19
December 2017, from http://www.strongersmarterplm.edu.au/content/index/summary3

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What Works Core Issues 1: Setting up for success. (2011) (2nd ed.). Abbotsford, Victoria.
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