TASK 1

The NTs Education Act (NTEA) forms the mandates and guidelines that underpin the NT Department
of Education’s (NTDOE) purviews and are reflected in its strategic plans including the Indigenous
Education Strategy, STEM 2018-2022 Strategy and the International Education and Training Strategy.
The NTDOE has a range of strategic policy, regulatory, delivery and support responsibilities; for
example, the NTDOE operates in the wider context helping form policy as demonstrated in the
Teacher Registration (NT) Act enacted by the Teacher Registration Board (TRB).

The sections below examine how the NTEA provides the framework while the NTDEE provides
oversite and interoperation instructing Casuarina Senior Collage (CSC) how to design their budget,
planning, recruitment, learning and teaching strategies. There are nine parts to the NTEA and within
part 1 of the Act there are six objects and seven guiding principles applicable for all involved with the
Act. These will all be demonstrated and explained through their effects on and applications by CSC.
The Strategic Plan 2016 to 2018 which influenced the 2017 Annual Report is more concerned with
broader principles of successful education within the context of the curriculum. The 2017 report
used here reflects the Strategic Plan 2016 to 2018 by the NTDOE. It is worth noting that the
Education NT Strategy 2018-2022 has been reduced to a single page infographic to guide schools and
NTDOE staff with principles and goals while they are solidifying and rolling out more specific
strategies such as STEM and this can be seen influencing CSC in 2017. The CSC 2018 annual report is
in the final stages of preparation.

Following is an outline based on CSC 2017 Annual Report, student account, personal experience, the
school’s website and research from external internet-based sources as to how CSC meets these
objects and guiding principles. It is worth noting that the guiding principles are ideals prioritised in a
local context and cannot be used in civil cause or action.

Overview of the school

CSC opened in 1973 with a cohort of 200 students and complete with a designated smoking room for
seniors as a sign of maturity and adulthood. By 1975, after cyclone Tracy, it had a population of 1200
and catered for all ages including a creche. In 1976 it went back to normal operations and a music
school was established on site. Since 1977 it was considered innovative in the field of science and
this is still visible today through their investment in robotics and 3D printers guided by their
prioritisation of STEMs guiding principles. Last year they hosted Darwin’s STEM day and students
from other schools came to compete and learn.

There have been admirable attempts to engage the wider community; for example, through a radio
station, the recently closed adult night classes, mentorships in surrounding primary schools, STARS,
CLONTARF, Business and Enterprise Program, the Motley Rap Program, and allowing SEDA an
operating base within the school. They have a sister school in Japan and last year hosted an
exchange of at least 20 students. They have also introduced the VET Maritime Academy and a
vocational/education pathway service centre for students and partnered with the Australian
Institute of Personal Trainers. The centre of excellence is a select entry program which provides
students with opportunities for enrichment in their chosen pathway and into CDU including STEM.
This wide array of community engagement endeavours follows the guiding principal that ‘the best
educational outcomes for students are achieved by parents, schools, communities and non-
government organisations working together’ and that ‘Learning environments should be culturally
appropriate and reflect the diversity of the Territory.’
Education

According to the NTDEO’s report titled STEM in the Territory Strategy 2018-2022, CSC has
demonstrated community engagement by offering differentiated support for schools and school
leadership (in conjunction with programs such as the student council, prefect and business
enterprise). The key outcome of this is in achieving teacher and student excellence in STEM
education. They also offer teachers PD to gain skills in STEM education and pedagogy.

According to NTEA Part 1, Object (a), ‘to provide education programs that are appropriate for all
children and young persons in the Territory’, CSC offers Maths, English, Science, Cross Documentary
studies, VET, Visual Arts, Performing Arts including Dance, Music and Drama, Humanities, Languages,
PE, IT, Business and specialist programs. The variety of these also meet NTEA’s object (b) ‘to ensure
that education programs are responsive to the individual needs of children and young persons and
(c) as quoted above. They are second only to Darwin High School in providing such a variety of
subjects. They have recently transitioned into 1.5-hour periods to allow teachers more time to delve
into subjects and as is expected of students in higher learning environments. This follows the guiding
principal that ‘all students are entitled to an education of a quality that is capable of enabling them
to reach their potential and so maximise their achievements and contribution to the community’.

Strategies in context of Act and guidelines

Some of these programs and other aspects of the school will be contrasted below against the nine
parts, six objects and seven guiding principles of the NTEA as they are reflected through NTDEO
strategies, delivery and support responsibilities. Guided by these, the Key Priority Areas (KPA) for
CSC are Relationships, Teaching, learning and assessment, leadership development, organisational
development, planning, procedures and reputation.

Delays to the 2018 annual report addressing these KPAs are due partlyto a change in principals at
CSC and partly to implementation of the plan following the comprehensive external review held in
November of 2014 (such as the transformation to 1.5-hour periods), and partly in response to
NTDOE strategies. An interim document titled ‘Business Plan 2016-2020’ was created which defines
2016 benchmarks for the key priority areas listed above and sets goals for improvements as key
performance indicators (KPIs) in 2018 and 2020. It appears however, that the numbers were pulled
out of thin air with. For example, the benchmark for ‘relationships’ in 2016 was set at 91%, for 2018
at 92% and for 2020 at 93% and with similarly preposterous incremental increases for sub-measures
titled ‘achievable target’ and ‘stretch target’ all up taking half the document. It is obvious that most
KPIs in the Business Plan are complex and at least partly qualitative; therefore, the percentages
given only symbolise their desire for improvements in these areas.

Unfortunately, this document does not offer substance or clues as to the concrete plan for the
fulfilment of the comprehensive external review but did state that ‘this plan is an ambitious reform
agenda.’ The review is not available online, but the reviews’ recommendations included creating
specific priorities and targets, which were not apparent. I suggest the school identify measurable
aspects of KPAs from which KPI are apparent.

While working at the collage I befriended the president of the school council who did not feel he was
making a valuable contribution, with his only victory being installing water bubblers after 18 months.
I recommend allocating more power and responsibilities to the student council and setting an
academic measure to this endeavour to allow students to take leadership roles and execute their
plans as a subject.

One of the priorities of CSC is to increase the number of students who achieve the Northern
Territory Certificate of Education and Training (NTCET) called NTCET@CSC and they have enabled
students to start in year 10 with accelerated courses. CSC gains students from surrounding schools
who do not offer years 11 and 12. Furthermore, large class sizes coupled with varying literacy and
cultural backgrounds provide challenges for teachers attempting student-focused learning. The
scheme is innovative and has broad approval from stakeholders including NTDOE and NT Board of
Studies. This priority is highlighted in the NTDOE Annual Report that, ‘A record 947 government
school students attained a NT Certificate in Education and Training’ and in Object (c) of the Act which
states that ‘schools should facilitate effective transition of young persons to employment or further
education through the flexible delivery to them of education programs.’ This is also in accordance
with the guiding principal that ‘education provides the foundation for the social and economic
advancement of the Territory’.

CSC employs a councillor, defence transition mentor and an attendance officer and promotes
wellness activities that nurture an ‘R U OK?’ Culture. It operates a domestic, family violence and
sexual assault prevention program which aims to curb suicide as well as cases such as the alleged
sexual abuse of a six-year-old by peers at Woodroffe Primary School (NTNEWS 2014). This is in
accordance with NTEA Object (d) ‘to facilitate the operation of schools as safe and supportive
learning environments’ and the guiding principal that ‘students and staff of schools are entitled to a
safe environment.’

The school engages parents to contribute to development of the strategies and organises regular
parent teacher nights as well as allowing for parents to book appointments with teachers online.
This is in accordance with NTEA Object (e) to ‘provide for the involvement of parents and
communities in the governance of Government schools’ and the guiding principal that ‘parents play
a vital role in the education of their children’.

Task 2

According to the teacher registration act, a teacher wishing to work at CSC would need to be ‘fit and
proper, appropriately qualified and competent to teach.’ To do this, a teacher must be approved by
the Teacher Registration Board (TRB) established by Section 6 of the Act. The board is comprised of
12 members from across education institutions in the NT who meet periodically and can interpret
the Act and overcome any impediments to awarding the teacher accreditation. For example, at the
discretion of the TRB, if the teachers in question have significant and prioritized experience, they
may apply for provisional registration that would enable them to teach over the last semester of
their studies, before completing the required teaching degree.

To determine if a teacher can register with the board, they must be satisfied that the person holds
one of the prescribed qualifications and consider their criminal and teaching/suspension history,
behaviour, ethics and character. This is provided the teacher holds the prescribed qualifications and
used the approved form, including the prescribed documents fee. The teacher will provide referees
who are to be contacted by the TRB and who may be asked for further information. The board may
ask the teacher to appear before the board to support their case for Provisional registration and may
impose conditions. The teacher may be awarded an interim certificate if a positive outcome is likely.
The teacher may ask for a school to use ‘form C application to employ an unregistered person in the
NT’. This would aid in the teachers progress towards early registration.
Possible impediments a teacher can face in renewing their registration revolve around currency of
the conditions listed above and includes complying with any conditions such as currency of their
OCHRE cards. Timing of the lengthy application is important to note as registration must not exceed
five years (two years for provisional) and terminates at the end of a specified calendar year, when
most teachers are preoccupied with assessments.

The TRB requires registered teachers to note any name changes, provide evidence of their
registration and, if the teacher has taught overseas, they must provide evidence including an
overseas criminal history check that the teacher is in good standing. To demonstrate a commitment
to professional development, a school-based panel must agree and give examples of where the
teacher demonstrated professional knowledge, professional practice and professional engagement
based on evidence provided by the teacher. The teacher must also provide an endorsement by a
supervisor or line delegate as to their competency in meeting Australian Professional standards
within the last five years. An Australian criminal history check from Safe NT not older than 2.5 years
is also required. The teacher must make declarations such as that their registration hasn’t been
refused, cancelled or suspended and that they haven’t been dismissed due to allegations of
misconduct or incompetence or further evidence may be needed.

Task 3

Case 1: A 50-year-old teacher was found guilty of indecently dealing with two female students (ABC
2018). He pled not guilty to eight counts of indecent dealings and one count of aggravated assault on
students who were aged between 10 and 12. After a four week trial the Darwin Supreme court jury
found the man guilty of five counts of indecent dealings. He communicated with the students
instead of their parents and afterwards lied to the police. The communication was argued to be
inappropriate while the accused maintained he was checking on the students’ welfare. He was
sentenced to over three years in prison. A suspended sentence was made impossible after details
were published of the teacher’s priors, including one of assault causing bodily harm. The TRB said
that the criminal history checks failed reveal these and that they suspended the teacher when the
allegations surfaced and were reported by the police.

Case 2: Another 62 year old teacher was sentenced to four months prison for indecently dealing with
2 female students in 2012 (ABC 2016). The teacher claimed he was cleaning the students after they
got into a rubbish skip, but Justice Blokland found that the teacher’s evidence lacked credibility and
did constitute assault. The teacher had a prior conviction which could not be considered as it
occurred in 2005. The defence claimed that the behaviour was out of character and that the case
had already taken a large toll and asked not to impose a term of imprisonment and later to suspend
the sentence. The difference in the sentencing term between the two cases is mostly due to the in-
predetermination of the teachers’ intent in this case.

In relation to TCCNT, both offenders were facing a 10-year sentence as they were convicted for
indecent dealing as an assault as per section 132 (1) and (2). The definitions of assault were met as in
both cases.

In the first case the offender could be liable for imprisonment for 5 years as, in addition to assault;
the person assaulted was female and under the age of 16 while the offender was male, and an adult.
The victim was found to have been indecently assaulted as stated in section 188 section 2 (b), (C),
and (k).
In the second case the defence of the assault being a ‘rescue or resuscitation’ as defined in 187 (c).
was rejected. Both cases could have also included gross indecency as the they included the display of
public ‘objectionable obscene behaviour’ (Review of the Summary Offences Act 2010) which would
have carried a maximum sentence of two years as per section 132.

A school could organise regular sessions to help students understand the meaning of assault as well
as the gravity and importance of coming forward. This would alert would-be offenders that students
are empowered with the information. Additionally, schools can promote confidential and impartial
counselling services to detect and investigate potential offenders through warning signs and avoid
systematic abuse of power as was in case study 1, as well as bad publicity.

Task 4

The high school canteen in Darwin follows the policy and guidelines set out by the NTDOE which
were developed in response to the Australian Governments Department of Health guidelines such as
the National Healthy School Canteen Project (2010) and the Australian Dietary Guidelines set out by
the National Health and Medical research Council (2013) that promote healthy eating. The current
policy and guidelines set out by the NTDOE (2017) revolve around nutrition and only make general
references to the hygienic and safe handling of food. For this, the canteen references the Australian
Institute for Food Safety website as they are bound to the NT Department of Business and Industry’s
food safety regulations.

The Policy and Guidelines set out by NTDEO are based around rating foods. For example, foods that
are categorised as RED by the NTDOE cannot be sold in the schools. Although banning Coca Cola, it
was found that selling creaming soda was also against NTDOE policy. As such, juices and ‘moderate’
soft drinks replaced all common soft drinks as they provide some nutritional value such as 5% real
juice or added minerals. This is a loophole as many drinks still contain the same levels of sugar or
caffeine and contain no fibre. I suggested to ameliorate this, but it remains a bone of contention
with the school council attempting to meet perceived community attitudes. Fried foods had to be
planned so they contain nutritional value and reduced amounts of saturated fats. Apples are always
subsidised at 50 cents, aiming to curb the consequences of obesity and diabetes.

The canteen is involved with other aspects of the school beyond providing lunch and recess food
services. These include catering for special events such as fundraising, culturally appropriate foods,
managing allergies and special needs, newsletter inserts, specials of the day advertisements and
‘hamburger Thursday’, training staff, reward vouchers for students and promoting feedback, good
nutrition information and support for the home environment. At the discretion of staff, they now
provide water at a reduced rate or for free. This is in accordance with Section 2 of the policy
‘Business Need’.

To promote health policies and fundraise for various causes important to the students, the canteen
holds fundraisers. In the past regular BBQs were held once a week. It was discovered that foods
offered included sausages and white bread as well as soft drinks that are in the RED category
according to the policy and may promote obesity and diabetes. After consulting the document ‘Ideas
for Fundraising’, it now promotes healthier BBQ options for fundraisers.
Supporting documents by the NTDOE have recently been expanded to include supporting document
for some of the extra activities undertaken by the canteen; Based on ‘Newsletter Insert’ the canteen
set out to actively inform the school community about its adopted policy and decision making by
explaining the Green, Amber and Red categorise to parents. This strategy was initiated after I found
the canteen were in violation of the policy of ‘promoting healthy eating and good nutrition in the
classroom and with families’ which could result in resistance to implemented changes and the
attention of the NTDOE.
References

Auburn South Annual Implementation Plan (2018) Retrieved from

http://www.auburnsthps.vic.edu.au/wp-content/uploads/2013/12/Auburn-South-Primary-School-
4183-2018-Overall-Implementation-Plan-FINAL.pdf

Casuarina Senior Collage (2017) Annual Report only available via the school.

Darwin High School Annual Performance Report (2016) Retrieved from

https://darwinhigh.nt.edu.au/uploads/Resource%20Downloads/Darwin%20High%20School
%202016%20Annual%20Performance%20Report.pdf

Gregory, K (2016, march 15) Darwin Teacher guilty of indecent dealings with students sentenced to
four months jail. ABC. Case study 2 Retrieved from

https://www.abc.net.au/news/2016-03-15/nt-schoolteacher-guilty-of-indecent-dealings-with-
females/7248120

Gramens, E. (2018, October 2). Convicted teacher had criminal history and multiple alieases,
released documents show. ABC. Retrieved from

https://www.abc.net.au/news/2018-10-02/convicted-nt-teacher-criminal-history-multiple-aliases-
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Hitch, G. (2018, June 3). Former teacher found guilty of dealing with female students. ABC. Retrieved
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https://www.abc.net.au/news/2018-06-04/former-primary-teacher-nt-indecent-dealings-guilty-
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https://nt.gov.au/industry/hospitality/food-safety-and-regulations

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https://www.nemarlukschool.com.au/sites/default/files/News/NT%20SwAN%20Discussion
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https://www.education.sa.gov.au/department/about-department/strategic-plan