Guidelines to assist graduates with better understanding of the requirements of each criterion
Graduates seeking employment in schools with a significant Aboriginal student enrolment are required to address the criteria to demonstrate their suitability to teach in those schools. Requirements for each criterion have been explained in detail to assist graduates to gain a better understanding of the criteria.
You are encouraged to read these guidelines before addressing the selection criteria. These criteria should be unique to this initiative.
Cultural and contextual understanding
- empathy with and understanding of Aboriginal culture
- understanding of your own culture
- knowledge of Aboriginal history and the impact of colonisation on Aboriginal people
- awareness of students' family and home backgrounds
- understanding of individual differences in students including the self sufficiency and self reliance of Aboriginal students
- understanding of family responsibilities of Aboriginal students
- awareness of racism and bias and how this affects one's expectations of and relationships with students and the community
Effective relationship and communication skills
- negotiation, listening and speaking skills
- flexibility, resilience and creativity
- ability to develop and sustain good relationships with students and their families
- consistency and fairness in dealing with all members of the school and community
Demonstrated ability to work in and be part of a community
- able to fit in and be part of the community in an active and positive way
- able to assist students to develop a strong sense of their Aboriginal identity
- understanding of the context in which they work including rural education and rural life, isolation and climate and/or the needs of urban Aboriginal students
Sound pedagogical knowledge and understanding
- ability to work as a team member
- high expectations of students and self
- ability to relate to needs of students, their culture and to create a future for Aboriginal students
- comprehensive knowledge of curriculum, quality teaching frameworks and student centred learning
- widespread teaching strategies including the use of technology and human and material resources
- willingness to learn and to develop new professional skills and capabilities
Sound behaviour management skills and knowledge
- ability to analyse the classroom environment and make decisions and adjustments in management practices to enhance relationships, student motivation and engagement
- ability to implement a range of flexible strategies which incorporate culturally sensitive practices, positive reinforcement, consistency and fairness
- ability to be empathetic with and sympathetic to students in stressful situations and encounters
- understanding of the power and impact of verbal and non verbal communication.
