A visit to specialist school, Henbury School, prior to the ACEL Inclusion and Disability Conference in Darwin in May, provided a glimpse of what inspirational leadership can achieve, especially for those with a disability. I met with two of the school’s Northern Territory Learning Commissioners, Aidan and Hannah who proudly explained the role and its impact on them and their school. Student leadership was seeded in the NT with the NT Learning Commission set up to provide students with a vehicle for student voice and agency.
I later heard Hannah speak with confidence and conviction at the conference in her role as one of the 18 students in the NT Peak Voice Group. Her words echoed throughout the conference, along with her can-do attitude.
“Don’t let anyone make you feel small. Be proud of who you are.”
Alongside her was Billy, who asked us to consider how we can ensure all cultures and values are represented, and Soraya, who outlined her experiences as the NT representative at the National Review which focused on improved student outcomes and wellbeing, transparency and accountability, and teacher retention.
There was a strong feeling of connection and collegiality was woven through the conference, reflecting the setting. Keynotes, breakouts and spotlight sessions were high quality, insightful and stimulated many discussions beyond presentations. The keynotes were far ranging and impactful. They demanded our attention as we were challenged to rethink practices and attitudes, build on understandings and sit with levels of discomfort.
In her welcome, Aderyn Chatterton, Executive Director – School Improvement provided insights into the NT Framework for inclusion which is underpinned by the principles of place-based solutions, co-design and partnerships with community, with the NT actively pursuing the goal of 40% of NTDET staff indigenous.
Disability Royal Commissioner, Dr Alastair McEwin reminded us that “education is the precursor to being included in mainstream society” and therefore the need for a national roadmap, and he challenged us with the voices of people who contributed to the Disability Royal Commission. “Our worth as an individual is primary, not our disability.” Associate Professor Scott Avery provided insights into current developments in the implementation of the Disability Royal Commission’s recommendations, noting the invisible boundaries that exist for people with disability. He stressed the importance of learning about cultural knowledge through sitting with Aboriginal elders with disability as the indigenous perspective is that “everyone has a place and a purpose on this earth” while Western systems disable people.
The spotlight panel lead by Todd Macbeth was fast paced and informative. Danny Pinchas introduced AITSL’s Induction Guidelines for new teachers and new leaders, as well as their new resources for inclusion. Professor Frank Oberklaid explained how Victoria is leading the world in their support of children with mental health issues through Mental Health in Primary Schools (MHiPS) which has been rolled out in every Victorian government primary school. He challenged us to consider how we use and connect the resources we have. What is needed is ‘organised abandonment’ of current practices. Building bridges between schools and allied health is essential, as we shift the dial from treatment and maintenance modes to promotion and prevention modes. Dr Tracy Woodroffe shared her research into inclusive practice and indigenous pedagogy and the indigenous education model.
Associate Professor Lisa McKay-Brown guided us through the research on school attendance which highlighted school attendance as a Tier 1 problem. She emphasised that “attendance is an improvement process, not just monitoring” and outlined the role that Multi-Tiered System of Supports plays in supporting students through a focus on systems, groups of students as well as individuals. “We can’t make kids learn or behave but we can create environments to increase the likelihood that students learn and behave.” Professor Tim Lewis presented work about Positive Behavioural Interventions and Supports (PBIS), an evidence-based tiered framework used within MTSS, focusing on the ways we can change the environments our students encounter.
Dr Lyn Sharratt and Maryanne Gosling explained 14 parameters of system and school improvement including shared beliefs and understandings. Hayley Tancredi and Professor Linda Graham demonstrated the impact of visual, linguistic and procedural complexity on students with language difficulties, highlighting the importance of teachers understanding the basics of cognitive load theory. Scott B Harris narrated his personal story and the Crashing into Potential Program that arose from his own challenges with an acquired disability.
I was fortunate to chair several breakout sessions, including Sam Brain’s insightful Early Years presentation about using Bronfenbrenner’s Ecological Systems Theory to identify and analyse issues relating to inclusion in the early years. Equally engaging was Dr Michelle Andrews Luke’s presentation on a Framework for Listening to Children in Education Settings. She carefully unpacked what active listening is, noting that while we often have a strong focus on developing speaking skills, listening skills are perhaps neglected, yet they play an important role in flourishing. She provided clear examples of what high quality listening looks like, including mirroring for understanding, sharing experiences and remaining focused.
As an ACEL conference, it was appropriate that leadership was also a focus. Kristen Douglas, National Manager and Head of Headspace Schools, provided delegates with a focus on connection, and the importance of strengthening protective factors, particularly as we now live in an age of abundance. Professor Nerida Spina lead us through the cycle of transformative leadership, noting that “leaders must know themselves from the inside out” and be morally courageous.
The conference was a success, not only due to the presenters, networking opportunities and location, but also because of the extraordinary work of the organising committee. A big thank you to Ranae Graham, ACEL NT Branch President, Dr Barbara Watterson and everyone involved in the event. My new learnings from the conference are already having an impact in my educational setting.
Charlotte Forwood
ACEL VIC Branch Executive Member