Implementation checklist with targets Criteria Phase 1 Phase 2 Phase 3 Phase 4 Vision Phase 5 — Uninformed Aware Engaged Mobilised Actioning and implementing Professional No teachers All All Teachers All teachers: and personal well teachers teachers committed know and have an • accountabilities informed aware engaged to understanding of embedding Indigenous knowledges and understand their own • beginning perspectives, beliefs and to embed perceptions about Indigenous peoples understand how and where • to source information about local Indigenous cultures know and understand • strategies to combat inappropriate beliefs and stereotypes by students understand the shared • history of the local area. Organisational Minimal Indigenous presence actively • environment attention involved in most of school given to organisation Indigenous School/teachers aware of • inclusion likely sensitive issues and have appropriate strategies in place to deal with them A trusting, inclusive school • environment established that ensures the Indigenous community is valued and appreciated Indigenous employees have • access to a range of opportunities to support their professional development Processes in place to • recognise and support intellectual property rights of Indigenous people working in schools and class rooms Protocols and processes in • place to check whether Indigenous knowledge presented is culturally appropriate for the local area Community No School partnerships with • Partnerships Indigenous Indigenous communities partnerships developed and maintained
Implementation checklist with targets Criteria Phase 1 Uninformed Phase 2 Aware Phase 3 Engaged Phase 4 Mobilised Vision — Phase 5 Actioning and implementing Professional and personal accountabilities No teachers well informed All teachers aware All teachers engaged Teachers committed to embedding and beginning to embed All teachers: • know and have an understanding of Indigenous knowledges • understand their own perspectives, beliefs and perceptions about Indigenous peoples • understand how and where to source information about local Indigenous cultures • know and understand strategies to combat inappropriate beliefs and stereotypes by students • understand the shared history of the local area. Organisational environment Minimal attention given to Indigenous inclusion • Indigenous presence actively involved in most of school organisation • School/teachers aware of likely sensitive issues and have appropriate strategies in place to deal with them • A trusting, inclusive school environment established that ensures the Indigenous community is valued and appreciated • Indigenous employees have access to a range of opportunities to support their professional development • Processes in place to recognise and support intellectual property rights of Indigenous people working in schools and class rooms • Protocols and processes in place to check whether Indigenous knowledge presented is culturally appropriate for the local area Community Partnerships No Indigenous partnerships • School partnerships with Indigenous communities developed and maintained
implementation-checklist-targets.docx