2020

PROFESSIONAL CONVERSATION VALIDATION

Preservice teacher Professional Experience Course Date
Madeleine Green EDUC 4206: Professional 03/09/2020
Experience 4
Professional conversation with Lesson/learning experience
Aboriginal Education Officer n/a

Professional conversation focus: APST focus areas addressed:

Understanding the role of an Aboriginal Education Standard 2: Focus Area: 2.4
Officer -> especially with student in my class.

Summary of conversation

To gain a better understanding for the role and responsibilities of an Aboriginal Education Officer, I organised a meeting to discuss how I can
utilise her knowledge and skills in my class during placement. During the conversation she explained that her role in the school was to provide
assistance to teachers, Aboriginal students as well as their families to support the learning of the student. She also mentioned the role has
a strong essence upon the welfare and wellbeing outcomes for the Aboriginal students in the school environment.
She achieved these responsibilities through one-on-one sessions with the student outside the class or assisting them in class with their
learning. I asked if this was similar to the role of a Student Support Officer (SSO) and she agreed but with a stronger focus on assisting
student’s culture more than academic gain. She also mentioned that for Aboriginal students, that when their culture is accurately
recognised, their engagement to learning becomes richer.
With this in mind, I asked if she could overlook my HASS unit plan, as. I’m teaching First Fleet which has an Indigenous Australian aspect to it.
She looked over the facts that I had presented and asked how I was going to deliver the message, highlighting the importance of not
portraying the Aboriginal people has completely vulnerable to the Europeans. I asked how to get the Aboriginal student in my class involved
within the teaching-learning cycle of this topic. She suggested to encourage his participation in group discussions as he loves facts and will
always try and find an opportunity to share his knowledge.
Explanation of how this demonstrates APST focus area graduate level

Standard 2: Focus Area 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians.
Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages.

The conversation demonstrates the focus area 2.4 being achieved as I have conducted my own research to ensure I am providing authentic
learning opportunities for my students to understand and respect the history of the Aboriginal people. By talking to the Aboriginal Education
Officer of the school I am developing my knowledge and skills upon teaching programs that will promote a better understanding of the
history and culture of the Aboriginal people; which will encourage the reconciliation between Indigenous and non-Indigenous Australians.
Before this professional conversation occurred, I wasn’t aware of an Aboriginal Education Officer, nor their roles with individual students
and at a whole school approach. Moving forward, I know to always seek their knowledge and skills when commencing my teaching upon the
culture to ensure approbation and involvement for all my students. For if everyone is involved, then a true understanding will occur, and
reconciliation will be upon us.

03/09/2020 03/09/2020
Feedback provider sign/date Pre-service teacher sign/date