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Remote community schools have unique needs and characteristics. Many remote schools are located within culturally rich communities. A high proportion of students may speak one or more first languages that are different to the language of instruction. The number of staff in remote community settings will vary according to the size as well as specific programs, such as language and culture, that may require particular  expertise. In general, you will work with school leaders, teaching colleagues, Aboriginal and Torres Strait Islander educators and other classroom support staff, as well as with community members.

Many remote community settings employ local Aboriginal and Torres Strait Islander educators to work together with non-local teachers to team-teach students in settings with high numbers of Aboriginal and Torres Strait Islander students. Working in teams helps to build strong collaborative relationships between team members and create classroom environments that promote effective learning outcomes for students.

Local Aboriginal and Torres Strait Islander educators provide strong links between non-local teachers, the students, their families and other community members. Being part of the local community means that local educators manage family and cultural obligations as well as their roles in the educational setting.

“If you don’t have an Assistant Teacher within your classroom, make connections with those within the school. Sit with them to learn more about your students. Make time to chat within the community with Elders and family members. Connect with your leadership team, colleagues and other staff members, to build your knowledge of the community and your students. The more you know about your students, the school staff and the families, the more engaged you become. Your engagement is reflected in your commitment to teaching these students.  In these community settings, people notice. And above all, enjoy the experience.” (Retired Teaching Principal, NT).

Teacher Professional standards (Graduate)

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
6.3 Engage with colleagues and improve practice