CULTURAL COMPETENCY MATRIX (CCM)

CULTURAL CULTURAL CULTURAL CULTURAL NATSIES 2015

CEWA PRIORITIES COMPETENCE COMPETENCE COMPETENCE COMPETENCE
STAGE 1 STAGE 2 STAGE 3 STAGE 4 1. Leadership, Quality Teaching And
Workforce Development
2. Culture And Identity
I am able to identify
I understand the I am a vocal 3. Partnerships
practical ways of I actively promote
Bishops’ Bishops’ Mandate, advocate for
promoting the reconciliation,
but cannot link reconciliation, 4. Attendance
Mandate Gospel vision of justice, compassion
it to cultural justice, compassion
love for God and and mercy. 5. Transition Points Including Pathways To
competency. and mercy.
neighbour to others.
Post-School Options
6. School And Child Readiness
7. Literacy And Numeracy
I am aware of I am aware of I am actively
Pastoral I am a vocal
CECWA Strategic Transforming Lives: involved in
advocate for
Catholic Directions including Strategy 2025 and supporting
Transforming Lives:
Transforming Lives: its implications for Transforming Lives:
Communities Strategy 2025.
Strategy 2025. my role. Strategy 2025.
I am aware that I listen and live the
I understand my I am working
the dignity of the Gospel, and open
Catholic Social dignity and rights to achieve the
human person is my heart and mind
in relationship common good,
Teaching the starting point to joyfully receive
with others, in personally and with
for a moral vision of the unique gifts of
community. others.
society. others.
I have committed
I am not complicit, I have completed
to an Anti-Racism
I do not support, I the Implicit Bias I have completed
Pledge and Gospel
Social Activism do not accept, I do Test and am aware all actions from my
truths, and seek
not go along with of its impact on my Anti-Racism Pledge.
opportunities to
racism. role.
action it.
I have commenced
I have successfully
cultural competency I have successfully
completed CCCA
Culture and CCCA Online completed ARE and
Online Training I am a vocal anti-
Training and am have sought further
Identity and have enrolled racism advocate.
aware of the CEWA ARE specific to my
in Anti-Racism
Terminology Guide: role.
Education (ARE).
Aboriginal Peoples.
I have completed
I am actively
the Respect, I am actively
I am aware of the involved in the
Relationships, involved in
Reconciliation Reconciliation Reconciliation
Reconciliation (RRR) Reconciliation in my
movement. movement in my
and am aware of its workplace.
community.
impact on my role.
 CEWA ABORIGINAL EDUCATION IMPROVEMENT MAP
MANDATE OF THE CATHOLIC EDUCATION COMMISSION OF WESTERN AUSTRALIA
“Catholic schools can serve as models for all within Western Australia who seek to create genuine communities. Such communities are always founded upon shared commitments to the common good”
“Learning to integrate faith and culture will help students develop a Gospel vision of Australian society. It will also help them to work out practical ways of promoting that vision to others. To learn this, the first
requirement is that students understand the values of the Gospel. Key among these are love for God and neighbour”
“The values of the Gospel lead to genuine peace and harmony. They make easier the promotions of reconciliation, justice, compassion and mercy”
Paras 6; 21-22; 26; 66-67; 70; 72; 79-80; 86; 88; 94-95; 98.
CATHOLIC EDUCATION COMMISSION OF WESTERN AUSTRALIA (CECWA)
CECWA POLICIES QUALITY CATHOLIC SCHOOLS (QCS) LEAD
STRATEGIC DIRECTIONS 2019-2021
• Inspiring Christ-centred Leaders Catholic Identity
• Justice Education 101 - Systematic Evangelisation Planning
• Catholic Schools of Excellence • Religious Education 102 - Integrating Catholic Faith, Life & Culture
• Pastoral Catholic Communities • Aboriginal Education
Community
• Accessible, Affordable & Sustainable System of School • Early Childhood Education and 201 - Engagement with the School Community
Care 202 - Wider Community Partnerships
Education
TRANSFORMING LIVES: STRATEGY 2025 (TL:S2025) sits within the CECWA NATIONAL QUALITY STANDARDS (NQS) 301 - An Explicit Improvement Agenda
302 - Analysis & Discussion of Data
Strategic Directions, and has 4 bold goals to reach by 2025, including: 303 - A Culture that Promotes Learning
• all CEWA schools become culturally competent; QA 1: Educational program and practice 304 - Targeted Use of School Resources
QA 2: Children’s health and safety 305 - An Expert Teaching Team
• doubling Aboriginal student enrolment from 2500 to 5000; QA 3: Physical environment 306 - Systematic Curriculum Delivery
QA 4: Staffing arrangement 307 - Differentiated Teaching & Learning
• increasing Aboriginal Year 12 graduations from 100 to 250; and 308 - Effective Pedagogical Practices
QA 5: Relationships with children
• increasing the percentage of Aboriginal students achieving above the QA 6: Collaborative partnerships with families Stewardship
national minimum literacy and numeracy standard, from 75% to 90%. QA 7: Governance and leadership 401 - Staff Wellbeing
402 - Pastoral Care of Students

AITSL AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
GRADUATE PROFICIENT
AITSL Focus Area 1 - Know students and how they learn
AITSL - TS 1.4 Strategies for teaching Aboriginal and Torres Strait
Islander students.
AITSL Focus Area 2 - Know the content and how to teach it
AITSL - TS 2.4 Understand and respect Aboriginal and Torres Strait
Islander people to promote reconciliation between Indigenous
and non-Indigenous Australians.
AITSL Focus Area 3 - Plan for and implement effective teaching
and learning
AITSL - TS 3.1 Establish challenging learning goals.
AITSL - TS 3.6 Evaluate and improve teaching programs.
AITSL Focus Area 4 - Create and maintain supportive and safe
learning environments
AITSL - TS 4.1 Support student participation.
* The use of the term parents in this document is not limited to the Western nuclear family definition, but rather reflects complex and dynamic Aboriginal kinship systems regulated by social bonds, physical and
emotional relationship to country, and connections to ancestral spirits.
HIGHLY ACCOMPLISHED LEAD
AITSL Focus Area 5 - Assess, provide feedback and report on
student learning
AITSL - TS 5.2 Provide feedback to students on their learning.
AITSL Focus Area 6 - Engage in professional learning
AITSL - TS 6.1 Identify and plan professional learning needs.
AITSL - TS 6.2 Engage in professional learning and improve
practice.
AITSL - TS 6.3 Engage with colleagues and improve practice.
AITSL - TS 6.4 Apply professional learning and improve student
learning.
AITSL Focus Area 7 - Engage professionally with colleagues,
parents/carers and the community
AITSL - TS 7.1 Meet professional ethics and responsibilities.
AITSL - TS 7.2 Comply with legislative, administrative and
organisational requirements.
AITSL - TS 7.3 Engage with the parents/carers.
AITSL - TS 7.4 Engage with professional teaching networks and
broader communities.
AITSL AUSTRALIAN PROFESSIONAL STANDARDS FOR PRINCIPALS
AITSL Focus Area 1 - Leading teaching and learning
Principals create a positive culture of challenge and support, enabling effective teaching
that promotes enthusiastic, independent learners, committed to lifelong learning.
AITSL Focus Area 2 - Developing self and others
Principals work with and through others to build a professional learning community that
is focused on continuous improvement of teaching and learning.
AITSL Focus Area 3 - Leading improvement, innovation and change
Principals work with others to produce and implement clear, evidence-based
improvement plans and policies for the development of the school and its facilities.
AITSL Focus Area 4 - Leading the management of the school
Principals use a range of data management methods and technologies to ensure that
the school’s resources and staff are efficiently organised and managed to provide an
effective and safe learning environment as well as value for money.
AITSL Focus Area 5 - Engaging and working with the community
Principals embrace inclusion and help build a culture of high expectations that takes
account of the richness and diversity of the wider school community and the education
systems and sectors.

v 10
Updated November 2018
© Catholic Education Western Australia 2018
 CEWA ABORIGINAL EDUCATION IMPROVEMENT MAP (AEIM)
CULTURAL COMPETENCE CULTURAL COMPETENCE CULTURAL COMPETENCE CULTURAL COMPETENCE
CEWA PRIORITIES
STAGE 1 STAGE 2 STAGE 3 STAGE 4

POLICY • The school is aware that the

Aboriginal Education Policy
Mandate CECWA — Para 6, 21, 79, 95
QCS — 102, 201-202, 301, 303-304, 306
AITSL PS 3
• The AE Policy is clearly reflected in
CECWA Aboriginal Education (AE)
the school’s Vision, Mission and/or
• The AE Policy is reflected in the • The AE Policy is lived through the
Policy is lived through the school’s Aboriginal Education Plan. Aboriginal Education Plan.
Charism.
Vision, Mission and/or Charism.

• The school is developing an

PLAN
Aboriginal Education Plan
Mandate CECWA — Para 21, 88
QCS — 102, 201-202, 301-308, 402
NATSIES 2015 — 1-7
• The school has informal Aboriginal
education processes.
• An AEP evaluation will be
Aboriginal Education Plan
(AEP) as reflected in the School
Improvement Plan (SIP) and School
Strategic Plan.
developed and reviewed through a
consultative process.
• The school has an AEP and/or
focus in the SIP with achievable and
• The AEP is implemented
throughout the school.
measurable outcomes that are aligned
with NATSIES 2015, QCS and LEAD.
• The AEP is evaluated by leadership,
• An evaluation process has been
staff and the Aboriginal community.
developed with input and participation
e.g. Catholic Education Aboriginal
of leadership and staff.
Committee (CEAC).

• Quality partnerships are maintained

• The school has established and strengthened.
• Quality partnerships are established
strategies to engage with or
between the school, Aboriginal
PARTNERSHIPS • The school compares local ABS
Aboriginal parents*, local Aboriginal
parents*, local Aboriginal
• The school has increased the
number of Aboriginal students to
Mandate CECWA — Para 6, 21, 79-80, 88. community, and with allied
data with COSI data. community, and with allied ABS parity.
QCS — 201-202, 302-303, 402. agencies.
agencies. or
NATSIES 2015 — 1-7 • The school and the Parish examine • The school partners with the
AITSL PS 2, 4-5 • The school and Parish understand Aboriginal community for the
local Aboriginal Catholic ABS data. • In partnership, the school and
AITSL TS 3.6, 3.7, 7.3 the importance of National benefit of all students.
Parish community celebrate NATSI
NQS QA 5 & 6 Aboriginal and Torres Straits Islander
Sunday Mass. • The school and Parish community
(NATSI) Sunday.
celebrate NATSI Sunday Mass with
the Aboriginal community.

• Aboriginal perspectives are

PERSPECTIVES • Aboriginal perspectives are
• Aboriginal perspectives are evident
integrated across all nine learning • Aboriginal perspectives are
Teaching Aboriginal Histories and in some classes/learning areas, e.g. articulated in School Strategic
minimally evident across the areas, including the first learning
only HASS and/or Arts. Plans. e.g. Curriculum Plans.
Cultures school. area of Religious Education.
Mandate CECWA — Para 21-22, 67, 72 • All staff are aware of the GECKOS • The GECKOS Coordinator leads
• The GECKOS Coordinator is • The GECKOS Coordinator supports
QCS — 102, 201-202, 303, 305-306 Coordinator and their role. Aboriginal perspectives curriculum.
identified. all staff with the implementation of
NATSIES 2015 — 1-2, 4-5, 7 • The GECKOS Guest Presenters • The GECKOS Guest Presenters
• Staff are aware of the GECKOS AITSL Standards 2.4. program is an integral part of
AITSL TS 2.4 Program is infrequently accessed by
Guest Presenters Program. • The GECKOS Guest Presenters school curriculum.
ATA Guidelines staff.
Program is randomly accessed by
NQS QA 1
staff.

• Teachers are aware of the impact
PEDAGOGY of culture, cultural identity, and
Culturally Responsive Pedagogy
linguistic background has on the
Mandate CECWA — Para 21-22, 67, 72
education of Aboriginal students.
QCS — 102, 201-202, 303, 307-308
• Teachers are aware of Aboriginal
NATSIES 2015 — 1-2, 6-7
English (AbE).
AITSL TS 1.4
• Teachers are aware of what is a
NQS QA 1
Culturally Responsive Pedagogy.
• Teachers design and implement
effective teaching strategies
that are responsive to the local
community and cultural setting,
linguistic background and histories
of Aboriginal students.
• Teachers have completed AbE
professional learning, and are able
to identify AbE speakers.
• Teachers understand the difference
between a Pedagogy of Difference
and a Pedagogy of Indifference.
• Teachers provide advice and
support colleagues in the
implementation of effective
teaching strategies for Aboriginal
students using knowledge of
and support from community
representatives.
• Teachers have implemented
differentiated literacy programs for
AbE speakers. e.g. EAL/D English
as an Additional Language and/or
Dialect Progress Maps.
• Teachers educate students using a
Culturally Responsive Pedagogy.
• Teachers develop education
programs that support equitable
and ongoing participation of
Aboriginal students by engaging
in collaborative relationships with
community representatives and
parents and caregivers.
• Teachers effectively facilitate the
learning of Standard Australian
English (SAE) for AbE speaking
children, while maintaining home
language.
• Teachers educate other teachers
how to develop a Culturally
Responsive Pedagogy.
PROFESSIONAL &
PERSONAL LEARNING • The school has contacted the
• Staff advocate, participate in and
Leadership, Quality Teaching and Aboriginal Education Team • Staff undertake Aboriginal • Staff engage with colleagues
lead strategies to support high-
Personal Learning for advice and assistance with Education professional learning to evaluate the effectiveness of
quality Aboriginal Education
Mandate CECWA — Para 6, 21-22, 26, 66, Aboriginal Education professional programs as supported by the Aboriginal Education professional
professional learning opportunities.
94-95 learning. Aboriginal Education Team. learning on teacher practice.
• All staff are at Stage 4 in at least four
QCS — 201-202, 305, 208, 401 • Staff are aware of the Cultural • All staff have commenced their • All staff are at Stage 3 in at least
out of six CCM Priorities.
NATSIES 2015 — 1, 2, 4-5, 7 Competency Matrix (CCM). CCM journey. three out of six CCM Priorities.
AITSL PS 1-3, 5,
AITSL TS 2.4, 6.1-4
NQS QA 4 & 7

• Staff have completed training

PERSONALISED to understand that PLPs are
aspirational, goal setting tools
LEARNING PLANS applicable for all Aboriginal
Mandate CECWA — Para 6, 21, 66, 94, 98 students. e.g. Sacramental program. • Over half of Aboriginal students in
• Staff are aware of Personalised
QCS — 102, 201-202, 301-308, 402 • The school has initiated a process the school have PLPs. • All Aboriginal students have PLPs.
Learning Plans (PLPs). of building high-expectations • PLPs are supported by HER.
NATSIES 2015 — 1-7
AITSL PS 1, 4-5, relationships (HER) between
AITSL TS 3.1, 4.1, 5.2, 7.3 the school, Aboriginal parents*,
NQS QA 1 students, local Aboriginal
community and allied agencies.

PROFESSIONAL • The Aboriginal Teaching Assistant

• All staff understand the ATA role
CAPACITY (ATA) and school have completed • The ATA role is aligned with all three
aspects of the position.
• The ATA role is aligned with all three
which is timetabled to incorporate
the AET on-boarding process. aspects of the position and the
Aboriginal Workforce • Some aspects of the ATA role are • ATAs are participating in Certificate all three aspects of the position.
school priorities.
Development aligned with the ATA Guidelines. III in Aboriginal Education Support.
• ATAs have completed a Certificate
• ATAs are commencing Diploma
Mandate CECWA — Para 66, 70, 86, 88 • ATAs are aware of Certificate III in • Aboriginal staff are participating level training and/or higher
QCS — 301-305, 401
IV in Aboriginal Education Support.
Aboriginal Education Support. in Accreditation to Work; Teach; education tuition.
NATSIES 2015 — 1, 3, 7 • Aboriginal staff have completed all
• Aboriginal staff are aware of Teach RE; and/or Lead in Catholic • Aboriginal staff are engaged in
AITSL PS 1-3, 5, CEWA Accreditation requirements.
Accreditation requirements of Schools. regular Accreditation renewal.
AITSL TS 3.1, 4.1, 6.1-3, 7.2-7.3 Catholic schools.
ATA Guidelines
NQS QA 7

PERSONNEL • Staff are aware of the Aboriginal

Employment Strategy (AES).
Aboriginal Employment • Staff have awareness of the low
Strategy employment levels of Aboriginal
Aboriginal Education Policy Procedure 5.6 staff across CEWA.
and 5.7 • Staff understand the benefits of
NQS QA 7 having Aboriginal people on staff.
• Staff recognise the need for an AES.
• The school has implemented
actions to make their school
welcoming for Aboriginal
employees.
• Staff are familiar with the AES.
• Staff are actively involved in
• The school applies actions from all
elements of the AES:
identifying strategies to support the 1. Organisational Design and
AES. Culture.
• The school implements specific 2. Attraction and Selection.
actions to attract, retain and 3. Onboarding and Orientation.
develop Aboriginal staff. 4. Growth and Development.