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Introduction and Context

There are many educational institutions in Australia that pre-service primary teachers can consider
when seeking a first job. There are also numerous different contexts in which these institutions run
schools. I will be analysing the context of rural schools run by Education Queensland (EQ), with a
high percentage of indigenous students. More than half the schools run by Education Queensland
are in a rural or remote area, making the context an optimal option for jobs (Department of
Education, Training and Employment, 2011a). Having grown up in rural primary schools in the
Northern Territory and overseas, it is my ambition to be an educator in this context to increase and
refine my teaching skills and to have a positive impact on learning. I will analyse four important
components of the context so I can understand what it would be like teaching in a rural, indigenous
community for EQ. The four components are:
1. Curriculum, assessment and pedagogical expectations
2. Student diversity and various learning needs
3. Engagement with students, families and communities
4. Approaches to professional learning
The above four elements will be analysed to see if they link with EQs philosophical underpinning. I
will be basing the philosophical underpinning on the values stated in EQs Strategic Plan 2013-2017
(DETE, 2011d). The document outlines five values, the first one being customer focus. This value is
about creating positive experiences for children, students, families, communities and industry
through enabling choice, being responsive and providing inclusive services (DETE, 2011d). Valued
second is innovation for improved outcomes (DETE, 2011d). High performance is the third value
which focuses on high expectations to work efficiently with everyone in the school community
(DETE, 2011d). The forth value surrounds accountability through evidence-based decisions (DETE,
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2011d). Lastly is the value our people which centres around building relationships based on trust,
respect and valuing diversity (DETE, 2011d). Personally, I believe these values would be important
to implement in a school community in all contexts to create a positive and welcoming learning
environment where each person in the community is valued.
Curriculum, Assessment and Pedagogical Expectations

Each institution and school has expectations surrounding curriculum, assessment and pedagogy. It is
important to consider how these expectations fit a rural, indigenous community and the
philosophical underpinning of EQ.
EQ has two important documents that state mandatory requirements for each school in terms of
curriculum, assessment and pedagogical expectations for all contexts. The Pedagogical Framework
has six systemic principles that each school must implement and develop with the school community
(DETE, 2013d). When implemented, the principles align directly with the P-12 Curriculum,
Assessment and Reporting Framework through curriculum provision, quality assessment and
reporting to parents (DETE, 2013b). Both of these documents reflect EQs values surrounding
customer focus, innovation, high performance, accountability and our people through the
principles stated in the Pedagogical Framework (DETE, 2011d; 2013d).
In the Australian Curriculum there are three cross-curriculum priorities that need to be addressed
across all learning areas (Australian Curriculum, Assessment and Reporting Authority, 2012). In an
indigenous, rural community it would be vital to embed the priority of Aboriginal and Torres Strait
Islander histories and cultures to nurture indigenous students sense of identity and belonging
(Australian Curriculum, Assessment and Reporting Authority, 2012). According to the document
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools, it is important to embed and
involve indigenous perspectives and communities into all elements of learning including planning,
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implementing and evaluating units of work (DETE, 2011c). This links to Bartholomaeus (2013)
understanding of place-based education. Place-based education allows indigenous rural students to
engage in and connect their learning to their lives and the community to then further connect ideas
to places beyond the community (Bartholomaeus, 2013). I believe it is highly important to use place-
based education and pedagogy to make the curriculum and assessment relevant to indigenous, rural
students in a meaningful way.
Student Diversity and Various Learning Needs

In a rural and indigenous context it is important to consider how student diversity and various
learning needs are catered for. EQ states that every student has the ability to learn and should be
able to demonstrate ongoing progress (DETE, 2013e).
EQ looks at differentiated teaching and learning for students with diverse needs through numerous
components. These are differentiation and focussed and intensive teaching to assist those who need
more explicit teaching across all learning areas (DETE, 2013e). Individual Learning Plans are also a
tool that is utilised in schools to provide different year level curriculum to particular students for
certain learning areas (DETE, 2013e). EQ also believes high expectations and targets will challenge all
students towards a positive increase in success, based on their own learning needs (DETE, 2013e).
Cultural and linguistic background also comes under the umbrella of diversity of learning needs
(DETE, 2013e). EQ recognises this and I believe this a crucial consideration in a rural, indigenous
context. Most indigenous children are English Additional Language (EAL) learners which need to be
considered when teaching in the classroom (DETE, 2013a). Support for EAL learners depends on the
particular language needs of the student (DETE, 2013a). Educators will need to plan engaging
activities to suit the students language abilities and monitor their progress through EQ Bandscales
(DETE, 2013a).
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I believe differentiation of learning is a modern educational priority that should be integral in all
classrooms. I, as an educator, need to have a positive vision of inclusive education. I believe inclusion
is important so each student feels worthwhile and achieves success. Maher (2011) supports the
need for teachers to value diversity in the classroom through challenging students and having an
inclusive pedagogical approach. This is emphasised through the policy documents for EQ that I
outlined above. These allow teachers to consider procedures to assist students to have
individualised learning. The documents also assist educators to follow the values of EQ that are
reflected in the policies.
Engagement with Students, Families and Communities

A schools engagement with students, families and communities is highly important in all educational
contexts if maximum student success is to be achieved. This is reflected in EQs values and focus for
the future (DETE, 2011d).
EQ outlines five elements of communication, learning partnerships, community collaborations,
decision-making and participation to create a positive difference in *the+ students education
(DETE, 2013c). These elements need to be adapted to suit an indigenous, rural community where
engagement and partnerships with families and the community are essential. Embedding Aboriginal
and Torres Strait Islander Perspectives in Schools has many suggestions for engaging positively with
indigenous communities. Families should be encouraged to be involved in the planning,
implementing and evaluating process of units to ensure the embedment of indigenous perspectives
at a school and classroom level (DETE, 2011c). Elliott-Hall (2012) supports this view by discussing
that successful learning occurs when units are built upon traditions and cultures of families living in
the community. Educators should also work towards having a positive presence in the community to
build personal relationships with families and people within the community (DETE, 2011c). In the
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school context, using an open door policy allows parents and community to be involved in classroom
with the students (DETE, 2011c).
When I teach in this context in the future, it will be my responsibility to welcome families and the
wider community into my classroom, to have a positive impact on my future students success.
Having the community and family links in the classroom helps make learning more engaging through
relation to real life.
Approaches to Professional Learning

The DETE (2009) has standards for professional development for educators. These standards where
produced so that organisers of professional development could ensure that sessions can provide
maximum learning (DETE, 2009). They also link to the professional development requirements for
Queensland College of Teachers re-registration (DETE, 2009). One particular standard is beneficial
for educators teaching in the context of a rural, indigenous community. This standard is context for
content where content is altered to consider the context to provide relevant professional
development (DETE, 2009).

The Aboriginal and Torres Strait Islander Education Action Plan 2012-2014 has six focal indicators to
close the gap in Aboriginal and Torres Strait Islander student outcomes (DETE, 2010). One of the
indicators is leadership, quality teaching and workforce development (DETE, 2010). This indicator
has a target for increasing the hours of professional development concerning Aboriginal and Torres
Strait Islander education and cultural and linguistic competence training (DETE, 2010). Along with
indicator, the Closing the Gap: Education Strategy lists a number of programs for professional
development in the area of indigenous education (DETE, 2011b). A number of the programs are as
follows:
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English Second Language Indigenous Language Speaking Students Initiative
Deadly Maths
Indigenous Education Support Structure (IESS) range of services
Lets Stay Put for literacy and numeracy
Indigenous Education Leadership Institute programs
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools
I believe these programs would have a positive impact on the provision of curriculum and learning
support for indigenous students. Dixon (2013) supports that professional development for educators
have a major effect on student achievement. Overall, professional development is important, not
only for me as a pre-service teacher but for all teachers, to keep up with current issues to develop
and alter teaching to suit the learner and context.
Conclusion

When considering a potential job in a particular context it is important to research and consider all
elements of the context and institution to decide whether it is the correct context for you as a
professional. I analysed the provision of curriculum, assessment and pedagogical expectations,
student diversity and various learning needs, engagement with students, families and the
community and professional development. By analysing these components I noticed that all these
elements are crucial in all school contexts and are ultimately all intrinsically linked to one another.


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References
Australian Curriculum, Assessment and Reporting Authority. (2012). Aboriginal and Torres Strait
Islander histories and cultures. Retrieved from
http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-
Strait-Islander-histories-and-cultures
Bartholomaeus, P. (2013). Educating for sustainable rural futures. Australian and International
Journal of Rural Education, 23(2), 101-103. Retrieved from Informit.
Department of Education, Training and Employment. (2009). Standards for professional
development. Retrieved from
http://education.qld.gov.au/staff/development/standards/provision.html
Department of Education, Training and Employment. (2011a). Action plan for rural and remote
education 2011-2015. Retrieved from http://education.qld.gov.au/ruralandremote/
Department of Education, Training and Employment. (2011b). Closing the gap education strategy.
Retrieved from http://deta.qld.gov.au/indigenous/strategies/closing-gap.html
Department of Education, Training and Employment. (2011c). Embedding Aboriginal and Torres
Strait Islander Perspectives in Schools: A guide for school learning communities. Retrieved
from https://indigenousportal.eq.edu.au/school/schools/Pages/default.aspx
Department of Education, Training and Employment. (2011d). Strategic plan summary 2013-2017.
Retrieved from http://deta.qld.gov.au/publications/strategic/
Department of Education, Training and Employment. (2013a). English as an additional language or
dialect (EAL/D) learners. Retrieved from
http://education.qld.gov.au/curriculum/framework/p-12/
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Department of Education, Training and Employment. (2013b). P-12 curriculum, assessment and
reporting framework. Retrieved from http://education.qld.gov.au/curriculum/framework/p-
12/index.html
Department of Education, Training and Employment. (2013c). Parent and community engagement
framework. Retrieved from http://education.qld.gov.au/schools/parent-community-
engagement-framework/
Department of Education, Training and Employment. (2013d). Pedagogical framework. Retrieved
from http://education.qld.gov.au/teach/index.html
Department of Education, Training and Employment. (2013e). Supporting information: students with
diverse learning needs. Retrieved from
http://education.qld.gov.au/schools/inclusive/index.html
Dixon, R. (2013). Why engage in improving teaching quality? Australian Educational Leader, 35(1),
38-42. Retrieved from Informit.
Elliott-Hall, G. (2012). Connecting with families in very remote communities. Every Child, 18(1), 32-
33. Retrieved from Informit.
Maher, M. (2011). Making inclusive education happen: the impact of initial teacher education in
remote Aboriginal communities. International Journal of Inclusive Education, 17(8), 839-853.
doi: 10.1080/13603116.2011.602532