Cape York Aboriginal Australian Academy

119 Pages·2009·3.34 MB·English

the
most
reform
important
Cape York Aboriginal Australian Academy
BBuussiinneessss CCaassee
A case for complementing ‘learning demand’ side reforms effected by the Cape York
Welfare Reforms with ‘teaching supply’ side reforms, through the establishment of a
specialist K–7 remote schools provider under the aegis of a statutory board led by Noel
Pearson which has legislative delegation within the Queensland public schools system to
provide education where parent communities support alternative provisioning
November 2009
Cape York Partnerships for Welfare Reform
At a glance
At a glance
Welfare Reforms addressing education ‘demand’ side issues such
complementing Cape York Welfare Reforms
as school attendance and parental responsibilities are underway
in Aurukun, Coen, Hope Vale and Mossman Gorge. The plan is to
complementthese reforms with ‘supply’ side reforms to schooling
specialist K–7 remote schools provider The schools would take responsibility for bothearly childhood and
primary education, but not secondary education
NNooeell PPeeaarrssoonn hhaass lleedd tthhee ddeevveellooppmmeenntt ooff tthheeddeemmaanndd ssiiddee rreeffoorrmmss
and led the development of thesesupply side reforms and
board to be led by Noel Pearson
proposes to lead their implementation with the authority of a
statutory board
The proposed school board would be authorisedby the Queensland
legislative delegation within the Queensland
Government to provide the governance of these schools which would
public schools system
remain part of the public system
parent communities support alternative These schools would operate where parent communities support
provisioning moving to this alternative provisioning
Cape York Partnerships for Welfare Reform 2
The vision
We are determined to ensure that our younger generations achieve their
full potential, talent and creativity and have the confidence and
capacity for hard work so that they can orbit between two worlds and
eennjjooyy tthhee bbeesstt ooff bbootthh
Cape York Partnerships for Welfare Reform 3
Acknowledgements
Table of Contents
The business case was made possible through the
generous funding and support of the Vincent Fairfax
Family Foundation
Westpac Banking Corporation have supported Cape York Partnerships with our early
education development work through Computer Culture and Every Child Is Special over an
eight year period. We are grateful to Westpac and St George Bank for providing key
personnel to assist with development of this business plan
We also thank Indigenous Enterprise Partnerships, Blake Dawson Lawyers
and IBM for their contributions
Our mission is to lead and enable reform by building innovative partnerships between Indigenous individuals and families, government and the
philanthropic and corporate sectors
Cape York Partnerships for Welfare Reform 4
Endorsements
““II hhaavvee nneevveerr sseeeenn aa ppllaann ssoo tthhoorroouugghhllyy rreesseeaarrcchheedd aanndd hhiigghhllyy ddeevveellooppeedd ccoonncceerrnniinngg aa ttaasskk ssoo
mmoonnuummeennttaall aass mmaajjoorr eedduuccaattiioonnaall rreeffoorrmm ffoorr AAuussttrraalliiaa’’ss rreemmoottee IInnddiiggeennoouuss ccoommmmuunniittiieess.. TThhiiss ppllaann
rreepprreesseennttss tthhee ffiirrsstt ttiimmee II hhaavvee aalllloowweedd mmyysseellff ttoo bbee hhooppeeffuull aabboouutt aa wwaayy ffoorrwwaarrdd ttoo bbrreeaakkiinngg tthhee ccyyccllee ooff
ddiissaaddvvaannttaaggee ffoorr IInnddiiggeennoouuss AAuussttrraalliiaannss””
DDiivvoonnnnee HHoollmmeess àà CCoouurrtt,, CCEEOO ooff tthhee SSmmaarrtt PPooppuullaattiioonn FFoouunnddaattiioonn,, AAuussttrraalliiaa
““TThhiiss iiss aa vveerryy ggoooodd eexxaammppllee ooff eevviiddeennccee--bbaasseedd ppoolliiccyy ddeevveellooppmmeenntt.. TThhee aapppprrooaacchh ttaakkeenn ttoo tteeaacchhiinngg ––
iinnvvoollvviinngg ppaarreennttss,, tthhee ccoommmmuunniittyy aanndd tthhee sscchhooooll oorrggaanniissaattiioonn –– iiss bbaacckkeedd uupp bbyy rreesseeaarrcchh aanndd pprraaccttiiccaall
eeeexxxxppppeeeerrrriiiieeeennnncccceeee iiiinnnn ooootttthhhheeeerrrr ddddiiiissssaaaaddddvvvvaaaannnnttttaaaaggggeeeedddd sssscccchhhhoooooooollllssss””””
KKKKiiiimmmm BBBBaaaannnnnnnniiiikkkkooooffffffff,,,, DDDDiiiirrrreeeeccccttttoooorrrr ooooffff tttthhhheeee QQQQuuuueeeeeeeennnnssssllllaaaannnndddd SSSSttttuuuuddddiiiieeeessss AAAAuuuutttthhhhoooorrrriiiittttyyyy
““OOvveerraallll,, tthhee ppllaann llooookkss vveerryy iimmpprreessssiivvee.. IItt ccoovveerrss aallll tthhee iimmppoorrttaanntt iinntteerrvveennttiioonn ppooiinnttss tthhaatt rreesseeaarrcchh hhaass
hhiigghhlliigghhtteedd.. IItt''ss aann eexxcciittiinngg pprroojjeecctt””
KKeerrrryy HHeemmppeennssttaallll,, AAssssoocciiaattee PPrrooffeessssoorr,, RRMMIITT UUnniivveerrssiittyy,, VViiccttoorriiaa
““AAfftteerr 3300 yyeeaarrss ooff eexxppeerriieennccee aass aa PPrriinncciippaall,, ffrruussttrraatteedd bbyy pprroojjeecctt ffaadd oorr HHeerrccuulleeaann--eeffffoorrtt aapppprrooaacchheess,, mmyy
TToorrrreess SSttrraaiitt eexxppeerriieennccee hhaass ttaauugghhtt mmee tthhaatt ssuuppppllyy mmuusstt bbee bbaasseedd oonn eexxpplliicciitt iinnssttrruuccttiioonn aanndd ccoommmmuunniittyy
ddeemmaanndd mmuusstt bbee ggeennuuiinneellyy rreessppeecctteedd aanndd rreessoouurrcceedd.. TThhiiss pprrooppoossaall iiss aa ccoommpprreehheennssiivvee ppaacckkaaggee
aaddddrreessssiinngg bbootthh eedduuccaattiioonn ssuuppppllyy aanndd ddeemmaanndd,, tthhee oonnllyy oonnee II hhaavvee eevveerr sseeeenn ooff ssuucchh aa nnaattuurree.. TThhiiss iiss wwhhyy
II ffuullllyy ssuuppppoorrtt iitt aanndd wwhhyy iitt nneeeeddss ttoo bbee iimmpplleemmeenntteedd””
DDoonn AAnnddeerrssoonn,, EExxeeccuuttiivvee PPrriinncciippaall,, TTaaggaaiiSSttaattee CCoolllleeggee,, TToorrrreess SSttrraaiitt
Cape York Partnerships for Welfare Reform 5
Table of contents
Table of Contents
Introduction 08
Instruction 27
Supply side elements
School governance 34
School leaders 48
Teachers 54
Demand side elements
Students 61
Parents 67
Welfare Reform 74
Community 81
Three learning domains
Class 86
Culture 96
Club 101
Funding 107
Implementation 112
Cape York Partnerships for Welfare Reform 6
This document
Jan ’09 Feb ’09 Mar ’09 Apr ’09 May ’09 Jun ’09 Jul ’09 Aug ’09 Sep ’09 Oct ’09 Nov ’09 Dec ’09
J F M A M J J A S O N D
Position Paper
Business Case
An extensive
policy paper
Consultation with governments
tthhaatt mmaakkeess tthhee
case for reform,
sets out an
education Detailed design Implementation
agenda and
shows
alignment with
current
government
education A detailed business case setting out
policies plans for the establishment of an
alternative school provider
TThhiiss bbuussiinneessss ccaassee sseettss oouutt aa mmooddeell ffoorr sscchhooooll rreeffoorrmm iinn sseelleecctteedd WWeellffaarree RReeffoorrmm ccoommmmuunniittiieess
ffoorr pprreesseennttaattiioonn ttoo tthhee QQuueeeennssllaanndd aanndd AAuussttrraalliiaann ggoovveerrnnmmeennttss
Cape York Partnerships for Welfare Reform 7
IInnttrroodduuccttiioonn
Cape York Partnerships for Welfare Reform 8
This school reform model is based on development work
at Coen State School
2001–2007
• Family and community development approach to school –community partnership
• Use of digital culture to enable cultural transmission
• Digital cultural transmission enables community engagement
• Promotion of opportunities for community educational leadership
• Innovative programs aimed at parental responsibility for school attendance (Case
Management), school readiness and financial support for children's education (Student
Education Trusts)
• Remedial literacy intervention based on explicit instruction (MULTILIT)
• Breakthrough policy concepts on the purpose of remote Indigenous education (bi-cultural
capabilities, mobility and orbits, viability of remote communities)
• Breakthrough school reform model incorporating mainstream education imperatives, cultural
transmission and extracurricular development opportunities
2008–2011
• Implementation of Case Management of school attendance and school readiness
• Implementation of Student Education Trusts (SETs)
• Implementation of MULTILIT literacy intervention including teacher training in explicit
instruction methods
• Family Responsibilities Commission mandates and supports key parental responsibilities
WWhhiicchh nnooww ffoorrmm tthhee bbaassiiss ooff tthhee CCaappee YYoorrkk WWeellffaarree RReeffoorrmm ttrriiaall iinn AAuurruukkuunn,, CCooeenn,, HHooppee VVaallee
aanndd MMoossssmmaann GGoorrggee
Cape York Partnerships for Welfare Reform 9
The progress at Coen testifies to this reform model
Emerging results from Aurukun, Hope Vale and Mossman Gorge also show promise
Student Education Trusts, June 2009
In Coen today
Community # childrensigned up % childrensigned up Balances ($)
(cid:1) 2008 NAPLAN results show all Year 7 students are at or Aurukun 84 23% $63,875
above the national minimum standard in writing,
Coen 115 100% $187,652
spelling and numeracy
HopeVale 85 31% $40,406
Mossman 74 24% $70,152
• 95.3% attendance rate in Term 1, 2009 which is higher
TOTAL 358 34% $362,085
than the state average
MULTILIT in Cape York Schools, 2ndsemester 2008*
• Majority of children are regularly school-ready
Community MULTILIT Progress
Coen MULTILIT and MINILIT studentsread 52% and 100% more words correctly
• 100% of children under age of 18 have Student per minute
Education Trusts established by their parents HopeVale MULTILIT studentsread an average of 21% more words correctly per minute
Mossman MULTILIT students made an average 16-month gain in phonological
recoding in just 16 weeks of instruction and read 27% more words correctly
• Every student has at least one parent attend parent
per minute
teacher nights
Attendance Case Management, Term 1 2009*
• Families spent $13,600 on books and educational toys Community Status
for their children in 2008 (average $150 per child)
Coen An increase in school attendance rates from 91.3% in Term 1, 2008 to 95.3%
in Term 1, 2009
• Majority of students wear the full school uniform Hope Vale An increase in school attendance rates from 80.6% in Term1, 2008 to 88.2%
in Term 1, 2009
Mossman An increase in school attendance rates from 60.9% in Term 2, 2008 to 80.1%
in Term 1, 2009*
*The earliest data available on school attendance in Mossman Gorge is from Term 2, 2008.
(Quarterly Report on key indicators in Queensland’s discrete Indigenous communities,
January –March 2009). Implementation of Attendance Case Management Framework and
MULTILIT in Cape York Schools was a year behind schedule in Aurukun. Its implementation
commenced in March 2009. Cape York Partnerships for Welfare Reform 10