|
Things that might help |
Ways to make these stronger |
Things that might stop you |
Ways to make these weaker |
| Supportive principal and administration | Gain whole school support by identifying key supportive teachers | Current decision making and priority setting patterns | Get a supportive person involved at this level |
| Community involvement | Present Two-Way learning to parents in local hotel/hall | Teachers' perceptions of AEIOs | Encourage and promote the strengths of the AEIO |
| Have real purposes for SAE and Aboriginal English | Telephoning versus camp/excursion planning | Divisions within communities | Promote the value of Two-Way education for all |
| Develop a Two-way education team | Providing on-going PD for staff | Downsizing and integration of Aboriginal staff into other areas and lack of incentives to keep Aboriginal staff in education | Maintain and improve the image of Aboriginal staff at all levels |
| Build on students' positive attitudes | Run Two-way workshops with positive students to raise staff and student cultural awareness | Time tabling and staffing profiles | Creative use of resources and staff, eg, allow staff to work in teams |
| Raise students' awareness of difference and exclusion | Identify and discuss exclusive behaviours in student workshops | Authoritarian attitudes of teachers | Build understanding of Two-Way education into performance management criteria |
| Add principles and values in relation to Aboriginal English and Two-way learning to the school plan | Advertise the importance of this school policy shift | Attitudes of parents and community | Attend inter-Agency meeting, spread the word, invite parents to school |