The Stronger Smarter Approach begins with an understanding by every educator of their role in enacting change. This asks educators to examine their own beliefs and mindsets and look at their out-of-awareness assumptions.
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The Stronger Smarter Approach is grounded in the belief that every educator has the power to make a meaningful difference, especially for Aboriginal and Torres Strait Islander students. Responsibility for change begins with recognising that transformation starts within—by reflecting on our own beliefs, assumptions, and practices. This isn’t about guilt or blame; it’s about owning our influence and choosing to act with purpose and integrity.
Many educators who engage with the Stronger Smarter Leadership Program (SSLP) describe a profound shift in how they see themselves and their role in education. It’s a revitalising experience—like planting a seed that grows into a new way of viewing the world. This renewed sense of purpose often leads to a deep commitment to lead change, driven by the realisation that the status quo has not served all students equally. Once this awareness is sparked, it becomes impossible to ignore the need to do things differently
While change begins with the individual, the Stronger Smarter Approach emphasises the power of collective commitment. Schools thrive when staff share a common vision grounded in high expectations, cultural responsiveness, and relational strength. This shared ethos creates a culture of trust and accountability, where educators support one another in challenging deficit thinking and promoting equity.
The Stronger Smarter Approach encourages educators to move beyond surface-level strategies and embrace deeper understandings that may not be immediately obvious. It challenges assumptions and promotes open, honest self-reflection. This process is refreshing and liberating, often leading to a rejuvenated energy and appetite for change. When educators unite around these principles, they create learning environments where every student feels valued, capable, and expected to succeed.
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Challenging the status quo is central to the Stronger Smarter Approach. The SSLP uses provocations such as “When challenged, how do you respond?” to help participants reflect on their own values, thoughts, and behaviours. This reflection is not about feeling guilty—it’s about recognising the power we have to shift our thinking and actions. The biggest influence we can have is on ourselves.
Educators are encouraged to “unlearn” practices and beliefs that have contributed to exclusion or low expectations for Aboriginal and Torres Strait Islander students. This process can be uncomfortable, but it’s also empowering. It leads to a cultural shift that promotes cultural proficiency and a renewed commitment to equity. Barriers will always exist, but how we view and respond to those barriers determines whether we become agents of change or maintain the status quo.
Read our Blogs on Responsibility for Change
This Reading Review provides a summary and review of a 2014 paper by Bruce Torff where he analyses several research studies about teacher beliefs around curriculum for low-advantage and high-advantage students in the USA.
Collie and Martin (2017) undertook an analysis of surveys of Australian teachers on the positive and negative dimensions of teacher motivation.