Australian Professional Standards for Teachers

Experiencing success

About this Illustration of Practice

A pre-service teacher at an Alice Springs primary school explores some of the challenges for teachers in supporting Aboriginal students who may previously not have experienced success in their learning, or, may not yet be aware of what successful learning is like. In exploring some of the issues for schools and teachers, she reflects on the importance of building relationships and trust with communities, of using available expertise and networks, and of taking advantage of relevant professional learning opportunities.

Standard 2
Know the content and how to teach it
Focus area 2.4
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Career stage
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Other descriptors
Standard 7
Engage professionally with colleagues, parents/carers and the community
Focus area 7.4
Engage with professional teaching networks and broader communities
Career stage
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
  1. What are the histories and or languages of Aboriginal and or Torres Strait Islander communities in your region, state or territory?
  2. In what ways could a 'broad knowledge' of Aboriginal and Torres Strait Islander histories, cultures and languages be relevant to your teaching?
  3. Are there any external professionals or community representatives relevant to the students at your school of which you are aware?
Ross Park Primary School
Northern Territory
Stage of schooling
School type
School location
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Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. At the school, a pre-service teacher from Charles Darwin University is in her final round of teaching practice. The teacher brings to her practice a family tradition of teaching in Aboriginal communities in the Northern Territory as well as prior experience as an Aboriginal education bilingual worker in a local primary school.

Content provider
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.