Working systematically: Some ideas for developing effective partnerships

Have you tried…

• developing a profile for each of your Indigenous students?

Filling out a form is not developing a relationship; but it may lead to or be a prompt for one. This process should be seen as an opportunity for a personal yarn or a series of yarns rather than an administrative task.

Many schools keep student profiles as a matter of course. The template below has been derived from one such case. It may provide some points which are helpful.

Another tool to use for pre-school students, with notes for educators and observational suggestions, is the IESIP Preschool Profile.

Note that some issues may require handling with high levels of sensitivity. Get advice and help from an Indigenous staff member or community representative in regard to the right protocols and to build your own awareness of relevant issues. There are also issues of privacy which may need to be resolved. Be alert to these matters.

Here is a sample pro forma…
profile.rtf			profile.pdf

• establishing a process for sharing information about students moving school?

Mobility is a fact of life for some Indigenous students, is likely to remain so and should be accepted as such. It is culturally characteristic that children and young people will sometimes move between relations living in different parts of the country.

Consider action to improve the continuity of information about and programs offered to transient students. If you know the student’s destination, with the consent and agreement of the student and his or her carers, a copy of the student profile could be forwarded to that school along with a portfolio of other relevant information. A copy should also be given to the student and/or his or her carers.

The portfolio could include, for example:

— a photo of the student, with their name and year level
— up-to-date samples of his or her work
— any additional test score or assessment information which is relevant.

• asking parents and other community members about their preferences for ways of liaising and maintaining regular contact on issues related to education/training?

It is sometimes unrealistic to expect Indigenous parents/carers to participate in Western-style meetings or parent-teacher nights. The level of formality (derived from cultural conventions) may be off-putting, or it might be that, in some locations, contact is preferred through Elders. You could enquire whether parents and carers would welcome visits from school people at home, the local community centre or in some other location.

The best advice is to find out what the preferences of your local community are.

• working together on a plan such as the Workbook contains?