Professional engagement with community representatives

Published on by Michelle

This is one of 7 parts of a task addressing the Graduate Australian Professional Standards for Teachers (AITSL, 2017) for the unit Aboriginal & Culturally Responsive Pedagogies TEAC7001, co-ordinated by Shirley Gilbert (2022) at Western Sydney University.
Standard 1 | Standard 2 | Standard 3 | Standard 4 | Standard 5 | Standard 6 | Standard 7

Graduate Standard 7: Engage professionally with colleagues, parents/carers and the community

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

(AITSL, 2017)

Professional Understanding

Consultation with local Aboriginal communities and organisations such as the AECG, is key to culturally responsive education. Educators are guided by the Board of Studies (2008) protocols for community consultation, involvement and respectful cultivation of relationship. Community consultation acknowledges the traditional custodians of the land, culture and knowledge we engage with. Within the  Western Sydney context I will be consulting with department representatives, Elders and community representatives of the Darug and D’harawal community. Community representatives should be involved in the decision-making process around Aboriginal education, processes, implementation, community engagement and teaching of Aboriginal knowledge and local languages supported by educators and teaching staff (Troy, 2019; Wooltorton, 2020).

(8 Ways, n.d.)

Evidence

Module 2 readings include the Board of Studies protocol around community consultation. This key documentation has been collected within my library of teaching resources for future community engagement. Additionally week 2 also provided me with the opportunity to consult with Aunty Jean South, the Western Sydney University Elder in residence, about the presentation of my painted gum leaf from the tutorial activities.

Where to next

I aim to increase my engagement with local Aboriginal communities and students through the Professional Experience units which I will undertake in 2023, strengthen my understanding of Dharug communities where I reside, and continue ongoing professional development and consultationto develop understanding of the land and people I work with throughout my teaching career. I have subscribed to newsletters from the AECG to stay up to date about future professional development and engagement opportunities. 

Figure 1: Working with Aboriginal Community

References

Australian Institute for Teaching and School Leadership. (2017). Teacher Standards. Retrieved April 22, 2022, from
https://www.aitsl.edu.au/standards

Board of Studies NSW. (2008). Working with Aboriginal Communities, A Guide to Community Consultation and Protocols (Revised 2008 ed.). https://ab-ed.nesa.nsw.edu.au/files/working- with- aboriginalcommunities.pdf

Troy, J. (2019). Language and Literacy. In K. Price & J. Rogers (Eds.), Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (3rd ed., pp. 229-249). Cambridge University Press.

Wooltorton, S., Collard, L., Horwitz, P., Poelina, A., & Palmer, D. (2020). Sharing a place-based indigenous methodology and learnings. Environmental Education Research, 26(7), 917-934. https://doi.org/10.1080/13504622.2020.1773407