National Professional Standards for Teachers
The Stronger Smarter Approach puts an Indigenous lens across the National Professional Standards for Teachers. Our programs provide practical strategies to support the Standards.
For more information see: Putting an Indigenous lens over the National Standards for Teachers | Stronger Smarter
Stronger Smarter Practitioner
The Introduction to Stronger Smarter Online Module introduces skills to become a Stronger Smarter Practitioner. Participants are encouraged to reflect on their own collaborative and cultural competence and capacity to make a difference. The module examines critical elements of practice in schools working to enhance education outcomes for Aboriginal and Torres Strait Islander students.
Stronger Smarter Leader
The Stronger Smarter Leadership Program provides a more in depth understanding to become a Stronger Smarter Leader. Through this program you will acquire skills and strategies that can be used at a whole of school level to lead change and engage and motivate staff in the change process.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander studentsMeta-Strategy 1: Positive Student Identity |
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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 AustraliansMeta-strategy 1: Positive Student Identity |
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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 goalsMeta-strategy 3: High expectations leadership |
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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 practicePrincipal Standard 2. Developing self and othersMeta-strategy 3: High expectations |
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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 carers3.7 Engage parents/ carers in the educative processMeta-strategy 2: Embrace positive Indigenous leadership Meta-strategy 3: High expectations relationships |
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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 changeMeta-strategy 5: Innovative school models |
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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 |
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5. Engaging and working with the communityMeta-strategy 4: Innovative staffing models Meta-strategy 5: Innovative school models |
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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 |