National Professional Standards For Teachers

1.4 STRATEGIES FOR TEACHING ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 

Meta-Strategy 1:  Positive Student Identity 

Graduate or proficient teacher 

As a Stronger Smarter practitioner, you will understand 

• how your own beliefs and assumptions might impact on your teaching 
• the importance of understanding of the cultural background  of the students in your class/ school 
• the impact of culture, cultural identity and linguistic background on your students 
• pact of aspects of your school culture on your student’s learning 
• the importance for student learning of promoting a positive sense of student cultural identity throughout your classroom teaching 

Highly accomplished or Lead teacher:   

Additionally, as a Stronger Smarter leader you will have the skills and understanding to 

• support your colleagues and lead them in initiatives to promote an enabling school culture and a positive student identity 

1.4 STRATEGIES FOR TEACHING ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 

Meta-Strategy 1:  Positive Student Identity 

Graduate or proficient teacher 

As a Stronger Smarter practitioner, you will understand 

• how your own beliefs and assumptions might impact on your teaching 
• the importance of understanding of the cultural background  of the students in your class/ school 
• the impact of culture, cultural identity and linguistic background on your students 
• pact of aspects of your school culture on your student’s learning 
• the importance for student learning of promoting a positive sense of student cultural identity throughout your classroom teaching 

Highly accomplished or Lead teacher:   

Additionally, as a Stronger Smarter leader you will have the skills and understanding to 

• support your colleagues and lead them in initiatives to promote an enabling school culture and a positive student identity 

2.4 UNDERSTAND AND RESPECT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE TO PROMOTE RECONCILIATION BETWEEN INDIGENOUS AND NON-INDIGENOUS AUSTRALIANS 

Meta-strategy 1:  Positive Student Identity 

Graduate or proficient teacher 

As a Stronger Smarter practitioner you will understand 

• the importance of your ensuring a personal knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages as they relate to your particular context 
• the impact for all students of teaching programs that provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages can benefit all students 

Highly accomplished or Lead teacher 

Additionally, as a Stronger Smarter leader you will have the skills and understanding to 

• support your colleagues and lead them in initiatives to develop opportunities in the curriculum for students to develop understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 
• establish collaborative relationships with local Indigenous leadership and use the knowledge and support of community representatives in developing teaching programs 

3.1 ESTABLISH CHALLENGING LEARNING GOALS 

Meta-strategy 3:  High expectations leadership 

Graduate or proficient teacher 

As a Stronger Smarter practitioner you will understand 

• the importance of ‘high expectations’ for all student learning 
• how ‘high expectations’ can be promoted in your classroom through setting learning goals that provide achievable challenges for students of varying abilities and characteristics 

Highly accomplished or Lead teacher 

Additionally, as a Stronger Smarter leader you will have the skills and understanding to 

• develop a culture of high expectations for all students by modelling and setting challenging learning goals 
• support and lead colleagues to encourage all students to pursue challenging goals in all aspects of their education 

6.3  ENGAGE WITH COLLEAGUES AND IMPROVE PRACTICE 

PRINCIPAL STANDARD 2.  DEVELOPING SELF AND OTHERS 

Meta-strategy 3:  High expectations 

Graduate or proficient teacher 

As a Stronger Smarter practitioner you will understand 

• the importance of developing high expectations relationships with your colleagues 
• the benefits of collegial discussions to improve professional knowledge and practice 

Highly accomplished or Lead teacher 

Additionally, as a Stronger Smarter leader you will have the skills and understanding to 

• initiate and engage in professional discussions with colleagues to challenge disabling attitudes or behaviours 
• implement professional dialogue within the school to create school-wide strategies to improve the educational outcomes of all students 
• use feedback, analysis of current research, and practice to inform these dialogues  
• develop leadership in others and build teams to achieve school goals based on high expectations and a positive sense of student identity 

7.3  ENGAGE WITH PARENTS AND CARERS 

3.7  ENGAGE PARENTS/ CARERS IN THE EDUCATIVE PROCESS 

Meta-strategy 2:  Embrace positive Indigenous leadership 

Meta-strategy 3:  High expectations relationships 

Graduate or proficient teacher 

As a Stronger Smarter practitioner you will understand 

• the importance of engaging parents and carers in their children’s learning 
• ways to develop high expectations relationships that incorporate strategies to work effectively, sensitively and confidentially with parents and carers from different cultural backgrounds 
• some simple strategies to embrace positive Indigenous leadership and provide contextually relevant opportunities for parents/ carers to be involved in their children’s learning  
• ways to engage Indigenous leaders to provide local input into programs that develop understanding of Aboriginal and Torres Strait Islander histories, cultures and languages 

Highly accomplished or Lead teacher 

Additionally, as a Stronger Smarter leader you will have the skills and understanding to 

• support and lead colleagues in providing contextually relevant opportunities to embrace positive Indigenous leadership  
• initiate opportunities to engage parents and carers in the educational priorities of the school 

3.  LEADING IMPROVEMENT, INNOVATION AND CHANGE 

Meta-strategy 5:  Innovative school models 

Highly accomplished or Lead teacher 

As a Stronger Smarter leader you will have the skills and understanding to 

• develop a school vision based on high expectations and ensure this vision is shared, understood and acted on effectively by all 
• develop partnerships with community to establish creative and innovative school models that support particular contexts and communities  

5.  ENGAGING AND WORKING WITH THE COMMUNITY 

Meta-strategy 4:  Innovative staffing models 

Meta-strategy 5:  Innovative school models 

Highly accomplished or Lead teacher 

As a Stronger Smarter leader you will have the skills and understanding to 

• build a culture of high expectations that creates an ethos of respect and takes account of the richness and diversity of the school’s wider community and the education systems and sectors 
• develop innovative school models and school staffing models that recognise the diverse linguistic and cultural resources in the school community 
• develop school models that recognise and support the needs of students, families and carers from communities facing complex challenges. 
• develop school models that create effective partnerships with families and carers and facilitate the community’s participation in student learning