Training for success in Indigenous communities
MARCH 2009
By Carmel Carrick
Some 140 teachers starting jobs in remote Indigenous communities this year have hit the ground running after completing Remote Area Incentives Scheme (RAIS) induction training.
The teachers, including 13 Indigenous educators, were selected through the Partners for Success strategy to teach at schools in the Far North, Cape York, Gulf of Carpentaria and Torres Strait.
Experienced teacher Bronwynne Jones was one of those who attended the RAIS workshop in Cairns.
Western Cape College - Mapoon head of campus Adrian Baranyi with Kowanyama State School's Sarah McKee, Bronwynne Jones from Western Cape College - Aurukun, Kassandra Savage from Western Cape College - Weipa and Kowanyama State School's Ben Mahony.
Ms Jones is settling into her new role at Western Cape College - Aurukun in Cape York after accepting a 'boomerang' transfer that will see her return to her previous school following 12 months at Aurukun.
'After working overseas during my long service leave, I developed a strong interest in English as a Second Language (ESL),' she said.
'I studied for my graduate certificate in teaching English to speakers of other languages last year and discovered ESL teachers were needed in our own Indigenous communities.
'I had heard about Partners for Success and realised I would like to use my ESL skills here at home rather than overseas.
'The RAIS course was extremely relevant, stressed the high priority placed on ongoing professional development and featured speakers who spoke with great passion and enthusiasm.'
Senior teacher Kassandra Savage has moved with her family from Bamaga to teach at Western Cape College - Weipa.
She said the RAIS workshop she attended in Cairns reignited her passion for teaching.
'I want to teach in an Indigenous school because I am an Indigenous teacher committed to improving outcomes, especially for Indigenous students,' Ms Savage said.
'The RAIS workshop confirmed that the experience I bring can make a difference to the education journey of Indigenous students.'
Beginning teacher Ben Mahony arrived at Kowanyama State School in Cape York keen to work with Indigenous Australians and experience living in a remote part of the country.
'I was most looking forward to meeting the students and surviving the first day, and being part of this small remote community,' Mr Mahony said.
'The most important things I took away from the RAIS workshops were the behaviour management strategies and the advice from presenters who had previously lived and worked in communities.
'For other beginning teachers who might be considering working in a remote school, I would say look into the school you are going to and talk to people who are already there.
'It is a really great opportunity - there aren't many professions you can do this and gain the benefits we do as teachers.'
Teacher turnover in remote Indigenous communities has reduced since the introduction of targeted recruitment and selection through Partners for Success in 2001.
In 2007-08 the average time teachers stayed in Indigenous communities was 3.2 years, which is 12 months longer than the required minimum length of service.
The RAIS induction workshops at Cairns, Mount Isa and Thursday Island were held in the week before the start of the new school year.
The Far North Queensland Indigenous Schooling Support Unit ran the sessions.
For more information visit the Far North Queensland Indigenous Schooling Support Unit website 
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