Journal for Ru Gay

An Introduction to Stronger Smarter

10 Oct 2018 Compare results

I have increased in the knowledge of Indigenous culture and the importance of

engaging with the Indigenous community as it is the key to academic success for
the students. I have learned that there are practical ways that we can implement
to change the culture of the school such as co-teaching with the Indigenous
teacher, forming school council with the indigenous elders and inviting the
indigenous community into the school for planning and contributing toward the
children learning.
I’ve also learned that my attitudes towards the students are important and that I
should have an attitudes that all students are capable of learning and they can
succeed regardless of their backgrounds and abandon the stereotypical views
and focus on perceiving each students as unique human beings who can be
stronger and smarter. Also reflecting on the deficit conversations and focusing
on changing the conversation to reflect my own beliefs and practices within the
classroom. Also reflecting on my own beliefs and practices as well as the whole
school culture that enable or disable the students in the learning and actively
engage in changes the cultures to promote enabling learning.

10 Oct 2018 Self assessment

Self assessment

How much do I currently understand about the philosophy and beliefs of the Stronger
Smarter philosophy and approach?

Rating - Five/Five

How much do I understand and use the common language of Stronger Smarter?

Rating - Four/Five

How aware am I of my own assumptions about Indigenous students, their families and
their education?

Rating - Five/Five

How well do I understand myself as a cultural and unique being?

Rating - Five/Five

How aware am I of enabling and disabling practices at my school?

Rating - Five/Five

How aware am I of my own engagement with enabling or disabling practices?

Rating - Five/Five
 How much effort am I putting into changing my own disabling practices?

Rating - Five/Five

How much effort am I putting into changing the disabling practices in my school?

Rating - Four/Five

To what extent do I explicitly engage with data to track Indigenous student performance?

Rating - Four/Five

10 Oct 2018 Part 3 Summary - Strategies for change

Record an entry in your journal about some ways of addressing the challenges in
your school and redeploying existing resources in innovative ways.

We may need to bend the rules of convention education style and school system
to make the school an alienating space of the parents and the community. There
are many challenges that we need to improve in the school; academic
performance, attendance and assessment data. Students attitudes towards
school can potentially impact on their performance and attendance.
The way we allowed or not allowed the parents and community to participate also
has an impact on how they support and engage in their children academic
success journey.

Therefore, we need to rethink the way our school involve the parents and
community in the classrooms. When we build a strong and positive relationship
with the parents and the Aboriginal community, we can build a culture in the
school where the students feel that they accountable and they are responsible
for their learning and they belong in the school and there are people who
genuinely believe that they can succeed regardless of their backgrounds.

The majority of students at Granville south creative and performing arts are from
Islamic background. All of the students were participating in the Ramadan.
During the period of fasting, giving a careful and respectful consideration
towards them was needed and there were ways that the school could have
arranged to make the students feel respected and accepted for their beliefs. For
example, different timetable to accommodate for the prayer time.

Also, there were very small percentage of Indigenous students. Nonetheless, the
community involvement was needed. The school should invite the indigenous
elders and form a council in the school and they should a voice in saying who the
students are learned.

10 Oct 2018 Schooling starts at birth

Schooling starts at birth

Video: glenroi heights public school, NSW

School starts at birth that’s why some communities put a strong focus on the
preschool education and emphasise the importance of parents as an educators.
 Since toddlers children would have play dates at school thus to build resilience
and enthusiasm towards learning and school.

10 Oct 2018 Staffing approaches to address complex challenges

Staffing Approaches To Address Complex Challenges
Schools that employ Aboriginal teachers aides in a positive and respectful way
and treat them as co-educators working beside the teachers, are seeing positive
results.

When the teacher co-teach with an Indigenous teacher, students start to see the
teacher different and vice eras the teacher starts to see the indigenous students
positively and students are more motivated to learn.

Video: Muludja Remote Community School

Friendship, working respectfully and trust relationship with the community is what
contributed to the academic success of the students at this school and NAPLAN
results came back positive and all students are at above National standard
levels.
They have high expectation and all students do well because the community is
very supportive of the learning as well and highly and actively involved in the
school.

10 Oct 2018 Meaningful connections with community

Meaningful connections with community

Article: Manyalluluk School - What is at the end of that dirt road

Manyallaluk school is a small Indigenous community school in Northern Territory
with about 28-30 students from preschool to year 7.
Staffs recognised that establishing engaging relationships with the school and
the community the key success of indigenous education.
At first, parents were not aware of what their students were learning at school.
There was low community input into decisions regarding education at the school.
The school wanted to send a message to the parents that school was more than
just a place where you read and write and who the parents what their children
could be missing out if they don’t attend regularly.
The school established a “Night school” where the kids can bring their parents to
see what is going on in the school and the activities that the students are
participating in the school.
This program helped the family to feel comfortable approaching the school and
the school built positive relationship with the community in a respectful and
meaningful way.

10 Oct 2018 Meaningful connections with community

Article: Manyalluluk School - What is at the end of that dirt road
Manyallaluk school is a small Indigenous community school in Northern Territory
with about 28-30 students from preschool to year 7.
 Staffs recognised that establishing engaging relationships with the school and
the community the key success of indigenous education.
At first, parents were not aware of what their students were learning at school.
There was low community input into decisions regarding education at the school.
The school wanted to send a message to the parents that school was more than
just a place where you read and write and who the parents what their children
could be missing out if they don’t attend regularly.
The school established a “Night school” where the kids can bring their parents to
see what is going on in the school and the activities that the students are
participating in the school.
This program helped the family to feel comfortable approaching the school and
the school built positive relationship with the community in a respectful and
meaningful way.

10 Oct 2018 Meta-strategies 4 and 5: Innovative school models

Meta-Strategies 4 And 5: Innovative School Models

It is a challenging task to improve educational outcomes for Indigenous students

and there is no set rules for this. However, with high-expectation classroom,
embracing cultural identity and indigenous leadership, we have a higher chance
of improving educational outcomes for the Indigenous students.

10 Oct 2018 Monitoring performance

Using school data is useful for establishing high-expectation classrooms. Use
school data and the analysis of the school culture to understand where you are
currently and what you might want to achieve.
- decide on what data you will collect
- highlight the areas of concern
- celebrate the progress (big or small)
- evaluate the progress and set new goals.

We can use data such as school attendance, school performance such as

NAPLAN tests data and students academic transcript and assessment data to
find out where we need to focus and how we can go about improving students
engagement in the classroom and in the school community. In this we will
consider challenging deficit conversation, developing high-expectation
relationships and classrooms and build positive sense of student identity.

10 Oct 2018 Supporting Teachers

Supporting Teachers
The role of the school leader is to create and maintain a culture of “can do”
where the teachers are confident to take risks to change practices. These are
the things that the leader should foster
provide professional development and mentoring for teachers
broker relationships between teachers and indigenous staff, and
Identify and share teacher expertise.
 Video: Badu Island State School, Torres Strait, Queensland
Steve Foster, former Principal, Badu Island State School outlines programs for
new staffs so that they understand the protocols and cultural backgrounds of
their students.

Steve Foster, former Principal, Badu Island State School talks about how the
teachers need to have views that their students can succeed.

Tom Byrnes, Principal, Inala State School discuss how they provide a resource
centre for teacher who are teaching indigenous perspectives.

10 Oct 2018 High-expectations relationships

High-Expectations Relationships

Creating high-expectations classrooms means building quality relationships with

students, colleagues and the community.

High-expectation relationship in the stronger smarter school community means

that it is a professional relationship where you have the compassion to be fair by
engaging in acknowledging and enabling processes but also being firm and
challenging on your self and others. Having this high-expectation relationship in
a school community make you take your job more seriously and more personally.

Video: Quality outcomes in schools need quality relationships

Chris Sarra talks about the need to develop respectful, meaningful, positive and
equal relationships to develop significantly improved quality outcomes.

When we want an exception outcomes in learning we have to treat the

indigenous people and students in our learning community respectfully,
meaningfully and positively to produce exceptional outcomes.

10 Oct 2018 High-expectations relationships

High-Expectations Relationships

Creating high-expectations classrooms means building quality relationships with

students, colleagues and the community.

High-expectation relationship in the stronger smarter school community means

that it is a professional relationship where you have the compassion to be fair by
engaging in acknowledging and enabling processes but also being firm and
challenging on your self and others. Having this high-expectation relationship in
a school community make you take your job more seriously and more personally.
 Video: Quality outcomes in schools need quality relationships

Chris Sarra talks about the need to develop respectful, meaningful, positive and
equal relationships to develop significantly improved quality outcomes.

When we want an exception outcomes in learning we have to treat the

indigenous people and students in our learning community respectfully,
meaningfully and positively to produce exceptional outcomes.

10 Oct 2018 High-expectations relationships

High-Expectations Relationships

Creating high-expectations classrooms means building quality relationships with

students, colleagues and the community.

High-expectation relationship in the stronger smarter school community means

that it is a professional relationship where you have the compassion to be fair by
engaging in acknowledging and enabling processes but also being firm and
challenging on your self and others. Having this high-expectation relationship in
a school community make you take your job more seriously and more personally.

Video: Quality outcomes in schools need quality relationships

Chris Sarra talks about the need to develop respectful, meaningful, positive and
equal relationships to develop significantly improved quality outcomes.

When we want an exception outcomes in learning we have to treat the

indigenous people and students in our learning community respectfully,
meaningfully and positively to produce exceptional outcomes.

10 Oct 2018 High-expectations classrooms

High-Expectations Classrooms
What is ‘high expectation’ means to your classrooms? The high expectations we
set for our school need to be explicit and consistent.

Video: Rokeby State School, Tasmania

One of the personal challenge in the school today is some conversation are
difficulty to have and turning them into a possibility conversation and not turn into
a conflict conversation but focusing on the strengths-based conversation.

9 Oct 2018 Meta-strategy 3: High-expectations leadership

Meta-Strategy 3: High-Expectations Leadership
High expectation leadership means expecting more of ourselves, setting high
expectation for the relationships with the students, staff and the community.
Teacher claims to have high expectations agenda but unconsciously they lower
 their expectations when working with the Aboriginal Student.

High expectations leadership

Really believing in your heart that indigenous kid can succeed
What do I really believe about the indigenous kids ability to learn
some teachers believe that Indigenous students have the same ability to
succeed as other students but because of their family situation, their ability is
reduced. This is definitely not the case.
When we believe that indigenous kids ability to succeed has ben compromised
because of their family background, we disempower ourselves because we
display the belief we don’t have the capacity in ourself to help the indigenous
students achieve success.
We say we have high expectations for all the students but in reality, we ignored
this belief and lower our expectation for the Aboriginal students.

9 Oct 2018 Meta-strategy 3: High-expectations leadership

eta-Strategy 3: High-Expectations Leadership
High expectation leadership means expecting more of ourselves, setting high
expectation for the relationships with the students, staff and the community.
Teacher claims to have high expectations agenda but unconsciously they lower
their expectations when working with the Aboriginal Student.

High expectations leadership

Really believing in your heart that indigenous kid can succeed
What do I really believe about the indigenous kids ability to learn
some teachers believe that Indigenous students have the same ability to
succeed as other students but because of their family situation, their ability is
reduced. This is definitely not the case.
When we believe that indigenous kids ability to succeed has ben compromised
because of their family background, we disempower ourselves because we
display the belief we don’t have the capacity in ourself to help the indigenous
students achieve success.

9 Oct 2018 Summary: Embracing positive Indigenous leadership

To what extent and in what ways does your school currently acknowledge and
embrace Indigenous leadership?
The school that I did the placement at, there were only about 6 indigenous
students in the entire school. The school is quite conventional and there was not
many obvious school engagement with the Aboriginal community that I could see.
They have Aboriginal flag and artworks displayed around the school and
curriculum and programs may have some contribution towards widening their
knowledge and awareness of Aboriginal culture but they could definitely do more
to educate students about the culture of Indigenous Australia by involving them
in the classroom.

How might this leadership be enhanced?

 It could be enhanced by first establishing a positive relationship with the
Aboriginal community in the school, consult with the Aboriginal community in the
curriculum activities that involved the history and culture of Aboriginal people and
ask for their insight and ensure they participate in the planning.

Who can you talk with about this?

Could definitely talk through this issue firstly with other teachers, the principle
and deputy principle and staffs in the school.

How would you go about having these conversations?

It could be done through the proposal to improve the learning outcomes of the
students.

9 Oct 2018 Working with the community

Working With The Community
Working with the Aboriginal community means that you are bringing insights into
the classroom from what is happening in the community and create a two-way
learning experience. You work collaboratively with the Aboriginal community and
eek opinions on something that you have decided to do and finding the best
ways forward. When there is a positive relationship between the school and the
community:
the community feel that they are included in their children’s education and they
actively involved
The community is teaching their skills and knowledge to the children
An open door policy that allows the parents to come into the school and talk
about their children learning and ask for help
hosting functions and events that involved the community
Community expand their understanding of the school and uphold those
expectations as well as setting high expectations for their children in the learning

9 Oct 2018 Meta-strategy 2: Embracing positive Indigenous leadership

Meta-Strategy 2: Embracing Positive Indigenous Leadership
Our current education system and conventional school leadership can hinder us
from seeing the leadership that exists in Aboriginal communities.
Examples of embracing Indigenous leadership include:

undertaking special Elders’ parades to showcase student work

taking the school outside its physical parameters to encompass the wider
community
allocating a dedicated Elders’ and parents’ room
having Elders-in-residence programs
involving a range of people in decision-making processes

Video: Muludja Remote Community School, Western Australia

Aboriginal parents and community is very supportive of the school and always
ready to give a hand at the school and contribute to the learning
 The parents and community set the high expectations for the students learning
and set a strong direction for the school to follow.
The community is actively involved in the classroom (e.g. the elders sharing their
personal stories, and reading the books to the students and teaching the
language).

9 Oct 2018 Meta-strategy 1: Positive student identity

Meta-Strategy 1: Positive Student Identity

Stronger Smarter aims for classrooms where all students strive for high quality
outcomes because they want and expect to succeed, and because they are
proud of who they are and their place within and value to their culture and
society.

In a stronger smarter school, they embrace and cultural identity of the students
to improve their self-esteem and enhance their learning capacity. The educators
also see the students as capable learners whilst recognising their culture.

The first step in learning to promote a positive sense of indigenous student

identity and rejecting negative stereotypes about Aboriginal students.

We have to reflect on our thinking that all students are “same” when ignoring the
differences that the students hold. Recognises the cultural differences of the
students within the classroom and nurture and embrace and differences to
enhance learning and promote students self esteem.

Video: No identity at school, fierce warrior at home

One particular students was seen as lack in self esteem and when he was in his
cultural customs and dance as a warrior, he believed in himself, he danced with
passion and authority that he’s a warrior.

9 Oct 2018 The school environment

The School Environment
In the school environment, we need to develop a positive sense of indigenous
student identity and establish how we acknowledge, embrace and develop the
indigenous culture in our schools. We need to go beyond display of Aboriginal
artworks, flags and dance and story telling and implement in the school policy to
embrace the indigenous identity in the school environment and celebrate being
Aboriginal and make the students proud of their origins. Setting an environment
where students can succeed is important and it has to be the environment where
they feel belong and they can be proud of their own identity.

9 Oct 2018 The curriculum

The Curriculum
Another strategy to reinforce a positive sense of identity is through the
 curriculum.
Many school has incorporated indigenous perspective and knowledge in their
lessons and programs. This means hat we have moved away from the traditional
indigenous views and culture taught by from the non-indigenous view and we are
establishing programs that are cultural relevant and responsive as well as
involving the community in the learning process in the classroom. This is
beneficial for both students and the teachers as they get the hear the personal
experience of the Aboriginal people.

9 Oct 2018 Meta-strategy 1: Positive student identity

Meta-Strategy 1: Positive Student Identity

Stronger Smarter aims for classrooms where all students strive for high quality
outcomes because they want and expect to succeed, and because they are
proud of who they are and their place within and value to their culture and
society.

In a stronger smarter school, they embrace and cultural identity of the students
to improve their self-esteem and enhance their learning capacity. The educators
also see the students as capable learners whilst recognising their culture.

The first step in learning to promote a positive sense of indigenous student

identity and rejecting negative stereotypes about Aboriginal students.

We have to reflect on our thinking that all students are “same” when ignoring the
differences that the students hold. Recognises the cultural differences of the
students within the classroom and nurture and embrace and differences to
enhance learning and promote students self esteem.

9 Oct 2018 Summary - Understanding school cultures

Record a summary in your journal describing your reflections on the behaviours
you would like to change for yourself, your classroom or your school.

I would definitely like to change the culture of my classroom to an open, positive

and inclusive learning space where I recognise the unique learning styles of the
students and differentiate learning instructions to meet their needs as well as
shifting my attitude to see beyond the cultural stereotypical views. I was also
reminded to reflect on any existing stereotypical views I may hold towards certain
groups of students and how that is impacting the teaching practices that I’m
implementing in the classroom today. I would use this knowledge to build a
culture in the classroom where we enable the students to learn through
appropriate support that they need and reflect and change any practices that
disable them to learn and thrive. Also change the way I converse about certain
students especially with other teachers, in always remembering to highlight the
positive aspects and gently point out the areas where the help is needed for the
student(s).
9 Oct 2018 Changing deficit conversations

Record your thoughts in your journal about how you might start going about
changing the patterns of conversations in your school or workplace.

Usually the staff room is where every teachers come together to open up their
feelings about the bad/good day they had in their class and it is not unusual to
hear teachers commenting on the behaviour or performance of some students.
Often I hear deficit conversation. I personally can break this habitual circle by
channelling the conversation to highlight the positive aspects of the particular
students and focus on something that they did do in classroom to highlight that
there are not all negatives but some good aspects that are worthy of paying their
attention to and worth recognising. Some examples and facts may be used about
the particular students or community in the school to back up the argument. This
may help the teacher to rethink their views and perceptions.

9 Oct 2018 Changing deficit conversations

Record your thoughts in your journal about how you might start going about
changing the patterns of conversations in your school or workplace.

Usually the staff room is where every teachers come together to open up their
feelings about the bad/good day they had in their class and it is not unusual to
hear teachers commenting on the behaviour or performance of some students.
Often I hear deficit conversation. I personally can break this habitual circle by
channelling the conversation to highlight the positive aspects of the particular
students and focus on something that they did do in classroom to highlight that
there are not all negatives but some good aspects that are worthy of paying their
attention to and worth recognising. Some examples and facts may be used about
the particular students or community in the school to back up the argument. This
may help the teacher to rethink their views and perceptions.

9 Oct 2018 Deficit conversations

Deficit conversations

Deficit conversations can reflect our attitudes and beliefs towards certain
students in school.
When this happens, it disables us to see positively and undermines our positive
outlook towards the students attitude and capability towards learning.
For example, when I was on my placement, I hear these deficit conversation
almost every day and it goes like “they have no concept of respect”, “this
disrespectful attitudes toward female teacher is taught in their own home”, “their
parents don’t care about their education” etc..
They may lead us to believe in certain way.
9 Oct 2018 Intercultural understanding
How do your own beliefs, behaviours and perceptions contribute to the culture
within your school or classroom? As a leader, how do you use your awareness of
and influence on the school’s culture in your planning for change?
Our own beliefs, behaviours and perceptions contribute largely towards the type
of classrooms that we build and the positive or negative learning space that we
create as leaders of the school. If we have a clear understanding of our own
culture and recognise ourselves as unique human beings and see others as
equal and appreciate and respect their culture, we will act and speak in a way
that is respectful. As a teacher, when we have an awareness of our own culture
and have a clear perceptions that all culture are unique in their own way, we will
treat all students with respect as they should be treated and not show any
favouritism to anyone because of their cultural or religious background. Having
this awareness, we can influence the school culture to promote acceptance and
positive learning environment.

How can you use this knowledge to build on the strengths and capacity that
already exist within your school and community?
Constantly reflect on the beliefs and practices and continue seeking to improve
ways within the classroom and the wider school community to build a learning
space that is inclusive of all cultures and students with different learning abilities.

9 Oct 2018 School culture

Is your school culture enabling or disabling?

List five ways that aspects of your school culture enable a student to ‘thrive and
survive’ (enabling aspects).
Stream classes for students with special/additional needs
Stream arts and performance classes to accommodate the different learning
needs of the students.
Differentiated learning instructions to meet the students with different learning
abilities
celebration of cultural day
Display of Aboriginal art works around the school and Aboriginal community
involvement and collaboration within the school and classrooms
Are there aspects of your school’s culture that might act as disabling factors for
one or more of the students?
Disciplinary methods. I noticed that students were really disengaged in the
learning and some students have a staggering among of N-awards. I believe the
understanding of students culture and their family life situation would help the
teacher to come up with ways they can corporate the parents to be involved in
the learning hence improve learning outcomes and students participation and
engagement with the school and study.
Consider whether some of these disabling factors might result from subconscious
perceiving, thinking, judging, responding or behaving.
Over time, teacher could have a negative and stereotypical views towards some
students because of their academic background or cultural background but we
 are to continually build this attitude that all students are capable of learning and
they can be stronger and smart and work towards achieving success for all
students.

9 Oct 2018 School culture

I did my first placement at the Granville South Creative and Performing Arts. The
school certainly has some culture that act as enabling factors toward learning
and positive learning environment to the students. The majority of the school
population are muslim and as being the period of Ramadan, for the whole month
school changed class time table and arranged different deadlines for school
assessment to accommodate the students who are participating in the ramadan.
Students were given allocated time to participate in the prayers and they were
also allocated specific rooms where they can pray exclusively. The teachers were
understanding towards that.
The display of Aboriginal flags and Aboriginal artworks around the school really
compliment the culture of welcoming all students are different culture
backgrounds.

9 Oct 2018 Changing the tide of low expectations

In your school or learning community, identify some messages around student
performance, leadership and relationships communicated to Indigenous students
and families, whether consciously or unconsciously.
What impact might they have on the perceptions of teachers and leaders and
ways of operating within your school community?
In my learning community, all students are encouraged to learn and supported in
many ways to achieve success. There are also supports that help us to have a
positive sense of cultural identity and building positive relationships within the
learning community has always been a high priority and this is established
through cultural celebration day and building a wider learning community and
inviting participation of all students from cultural diversity.

9 Oct 2018 The background to the Stronger Smarter approach

It was started by Dr Chris Sarra who was the principal at Cherbourg State School
in Queensland. It took it upon herself that education is more than just getting
children to read and write but the work they do at school can play a part in
transforming the community and influence the way the teachers work with
Indigenous students across the country. The movement gained momentum and it
influenced the teachers to reflect on their practices and expectations regarding
indigenous students in the classroom.

9 Oct 2018 The Stronger Smarter philosophy

Part 1: the stronger smarter approach
The stronger smarter approach is about building relationships, genuinely
expecting more of ourselves, our communities and our children, and building
 places of learning where these expectation exist and grow.

A stronger smarter philosophy

The Stronger Smarter philosophy honours a positive sense of cultural identity

and set high-expectations relationships which honour the humanity of others and
in doing so they recognise the strengths, capacity and human rights.

In this philosophy, Indigenous children are recognised to have their right to a

quality education that makes them stronger and smarter by enabling them to
develop a rich and positive sense of their own cultural identity.

Video: stronger smarter Yes, we can! classroom

Which statements, images or events in this video clip resonate with you?
A sign at the entrance of the school reads “deadly and smart”. Deadly means
that you are proud to be Aboriginal and “smart” is doing things smart and being
smart like other kids in other school achieving to your potential and making the
most of your opportunity.
Providing them with education that is worthy of them, give them opportunity and
beliefs in them that everyone like to learn, everyone wants to get praise and
success.
Providing them with an education that you would give to non-indigenous
students. It’s not a success but it is what should have been given to them. They
have the right to equal education.
The images of Aboriginal kids playing and learning in the classroom and
playground.
How did they make you feel?
it helped me to see from a different perspective. I’ve always thought that if we are
giving them an equal education as other non-indigenous students, it is a success
but we should not single them out because they are also unique human beings
with high intelligent that deserve the same standard of education that we give to
every other students.
What did you think about?
I think it’s crucial for us to help them develop a sense of positive cultural identity
and make them feel proud of Aboriginal people and promote the attitude in them
that they also have capabilities that contribute to being smart.
How might they apply to your current context?
Consider everyone as equal and provide equal education to every students.

9 Oct 2018 The Stronger Smarter philosophy

The Stronger Smarter philosophy honours a positive sense of cultural identity
and set high-expectations relationships which honour the humanity of others and
in doing so they recognise the strengths, capacity and human rights.

In this philosophy, Indigenous children are recognised to have their right to a

quality education that makes them stronger and smarter by enabling them to
 develop a rich and positive sense of their own cultural identity.

Which statements, images or events in this video clip resonate with you?
How did they make you feel?
What did you think about?
How might they apply to your current context?

9 Oct 2018 The Stronger Smarter philosophy

The stronger smarter approach is about building relationships, genuinely
expecting more of ourselves, our communities and our children, and building
places of learning where these expectation exist and grow.

9 Oct 2018 Self assessment

Self assessment

How much do I currently understand about the philosophy and beliefs of the Stronger
Smarter philosophy and approach?

Rating - One/Five

How much do I understand and use the common language of Stronger Smarter?

Rating - One/Five

How aware am I of my own assumptions about Indigenous students, their families and
their education?

Rating - Three/Five

How well do I understand myself as a cultural and unique being?

Rating - Five/Five

How aware am I of enabling and disabling practices at my school?

Rating - Two/Five

How aware am I of my own engagement with enabling or disabling practices?

Rating - Two/Five

How much effort am I putting into changing my own disabling practices?

Rating - Four/Five

How much effort am I putting into changing the disabling practices in my school?

Rating - One/Five

To what extent do I explicitly engage with data to track Indigenous student performance?

Rating - One/Five

24 Jul 2017 Self assessment

Self assessment

How much do I currently understand about the philosophy and beliefs of the Stronger
Smarter philosophy and approach?

Rating - One/Five

How much do I understand and use the common language of Stronger Smarter?
 Rating - One/Five

How aware am I of my own assumptions about Indigenous students, their families and
their education?

Rating - Three/Five

How well do I understand myself as a cultural and unique being?

Rating - Three/Five

How aware am I of enabling and disabling practices at my school?

Rating - Two/Five

How aware am I of my own engagement with enabling or disabling practices?

Rating - Two/Five

How much effort am I putting into changing my own disabling practices?

Rating - One/Five

How much effort am I putting into changing the disabling practices in my school?

Rating - One/Five

To what extent do I explicitly engage with data to track Indigenous student performance?

Rating - One/Five

© Stronger Smarter Institute and AITSL