About the program

In September 2011, TAI launched a new academic enrichment program for Aboriginal and Torres Strait Islander high school students in New South Wales, Victoria and Western Australia. A joint initiative of the Aurora Project and the Charlie Perkins Trust for Children & Students, the program provides students with intensive and ongoing educational support, primarily on “residentials” held during holiday periods, and also through related support during the school year. Students remain in the program from the middle of Year 8 through to the end of their first year out of high school, receiving at least 200 hours of support each year.

Last month 29 students from eight schools across NSW participated in the inaugural six-day program at the National Centre of Indigenous Excellence (NCIE) in Redfern. 26 students from nine schools across Victoria attended the program at Worawa Aboriginal College in Healesville. The students built friendships, participated in a range of academic workshops, including writing, public speaking, art, drama, science and problem solving, and learned about their culture and heritage.

TAI’s academic enrichment program has been developed with wide consultation to ensure an innovative, rigorous and effective program, which integrates Indigenous and Non-Indigenous perspectives. Students are challenged to think critically and venture outside their comfort zone. TAI works to strengthen the academic skills of participants, building their resilience and aspirations. The ultimate aim of the program is for all students to be eligible for university upon completion of Year 12.
 

Job opportunities with TAI

The Aurora Project and the Charlie Perkins Trust for Children & Students are seeking a Western Australian State Coordinator to implement TAI’s pilot academic enrichment program for Aboriginal and Torres Strait Islander high school students living in WA. This program will be the first of its kind in Australia, and if successful, has the potential to expand to other states in years to come.

Key responsibilities include coordinating and attending at least 20 days of residential programs in NSW each year, providing sustained long-term support for TAI students and their families, and maintaining strong collaborative relationships with key community groups, Elders, schools and other organisations. The State Coordinator position is a full time role, responsible for supporting 30 Year 8 students for 5½ years. Our aim is to ensure all TAI students are eligible to attend university.

The position calls for an engaged, dynamic person, who has a passion for education and proven experience in youth work, teaching or program coordination. The State Coordinator will need strong project management and relationship management skills.

For more information, download the PD below.

TAI is also looking for those interested in teaching on the residential programs in NSW, Victoria and WA. Key responsibilities include attending between 5 and 20 days of residential programs during the school holidays each year and working with a team of teachers to deliver an innovative and effective curriculum which supports students to develop their academic skills, and build their resilience and aspirations.

For more information, please contact Georgia at georgia.snow@auroraproject.com.au
 

How will the program work?

Scheduled to commence in September 2011, TAI academic enrichment programs will:

• be based in New South Wales, Victoria and Western Australia
• allow for up to 90 Indigenous secondary State school students to participate (30 students per pilot site)
• provide at least 20 days of intensive educational and related support each calendar year
• include both mainstream content and Indigenous knowledge, perspectives and frameworks, incorporating teaching methods that reflect best practice in Australia and overseas
• involve ongoing mentoring and other support
• aim to build skills, resilience and confidence over five-and-a-half years, complementing the many one-off orientation, mentoring and ‘taster’ programs currently available
• involve carers and community members
• involve ongoing longitudinal evaluation as a key feature.