The document summarizes the findings and recommendations of an evaluation of the MATSITI initiative. The evaluation assessed 53 projects aimed at increasing the number of Aboriginal and Torres Strait Islander teachers. Key findings included low graduation rates for Indigenous teacher education students, a need for culturally safe professional experiences, and the importance of Indigenous leadership in schools. The evaluation recommended national strategies for recruitment, leadership development, and improving university support for Indigenous students.

1. MATSITI Evaluation
Evaluation Panel
• Peter Johnson
• Professor Brenda Cherednichenko
• Professor Mark Rose
• Supported by
 Annie Hollander
 MATSITI project team

2. Project Objectives
 Increase the number of Aboriginal and Torres Strait Islander people in
teaching positions in schools
 Increase the capacity of Aboriginal and Torres Strait Islander teachers
 Increase the retention of Aboriginal and Torres Strait Islander teachers in
teaching positions in schools
MATSITI Evaluation

3. Scope of Evaluation
• Progress of workforce reforms designed to increase the number and
capacity of Indigenous teachers
• Effectiveness and impact of the MATSITI initiative, and effectiveness of the
models of workforce interventions through the partnership agreements
• Recommendations for future Indigenous teacher employment reforms and
targets
MATSITI Evaluation

4. Key Evaluation Findings
• Categories of Projects
MATSITI Evaluation
Promotional 12
Leadership 10
Aboriginal and Torres Strait Islander education workers to teachers 5
Mentor strategies 5

5. Key Evaluation Findings
• Categories of Projects
MATSITI Evaluation
School to university pathways 4
Professional experience 3
Teacher education student exit factors 2
Other 12
Total 53

6. Key Evaluation Findings
• Talking and listening to Aboriginal and Torres Strait Islander people and
involving them in the project
- Catholic Education Commission of NSW - Aboriginal and Torres Strait
Islander teachers forum
- University of New England – Quantitative and Qualitative Exit Survey
MATSITI Evaluation

7. Key Evaluation Findings
• MATSITI funding initiated projects which the project partners are
committed to continue
- Queensland Department of Education and Training – Deadly Teachers
Make a Difference
- Catholic Education Western Australia - Aboriginal and Torres Strait
Islander School Leadership Pilot
MATSITI Evaluation

8. Key Evaluation Findings
• Only about one third of Aboriginal and Torres Strait Islander teacher
education students graduate
- Australian Council of Deans of Education (ACDE) - Retention and
Graduation of Aboriginal and Torres Strait Islander Students in Initial
Teacher Education (Phase 1)
- Australian Council of Deans of Education (ACDE) – Engagement and
Success (Phase 2)
MATSITI Evaluation

9. Key Evaluation Findings
• Factors contributing to Aboriginal and Torres Strait Islander teacher education
students’ high rate of exit
- Family and community obligations
- Feelings of isolation
- Financial pressures
- Needing assistance with course work
- Institutional racism and white, western power structures of universities
- Professional experience in schools with low levels of cultural competence and
awareness, and consequent lack of cultural safety
- Lack of valuing Aboriginal and Torres Strait Islander knowledges and languages
MATSITI Evaluation

10. Key Evaluation Findings
• Strategies to support the retention of Aboriginal and Torres Strait Islander
teacher education students
- Reach out to Aboriginal and Torres Strait Islander students and work with IHECs
- Professional development to enhance cultural awareness
- Publicise available support to Aboriginal and Torres Strait Islander students
- Course completion times are flexible
- Contact Aboriginal and Torres Strait Islander students who have left and encourage
them to return
- Include Aboriginal and Torres Strait Islander perspectives in their teaching and
involve community
- Facilitate networking for Aboriginal and Torres Strait Islander students
- Professional experience placements in culturally sensitive schools
MATSITI Evaluation

11. Key Evaluation Findings
• Exit surveys are useful if they are coupled with a retention strategy
- University of New England – Quantitative and Qualitative Exit Survey
MATSITI Evaluation

12. Key Evaluation Findings
• Professional experience can be a ‘walking point’ for Aboriginal and Torres
Strait Islander teacher education students
- University of the Sunshine Coast – School-university partnerships for
professional practice
MATSITI Evaluation

13. Evaluation Recommendation 9
• A suite of strategies aimed at significantly increasing the completion rates
of Aboriginal and Torres Strait Islander ITE students be implemented by
universities.
MATSITI Evaluation

14. Key Evaluation Finding
• Promoting teaching as a career to Aboriginal and Torres Strait Islander
people
- NSW Department of Education – Join Our Mob careers forum
- https://www.teach.nsw.edu.au/
MATSITI Evaluation

15. Evaluation Recommendation 5
• A national strategy of promoting teaching as a career to Aboriginal and
Torres Strait Islander peoples be developed, launched and monitored.
Evaluation Recommendation 8
• A national scholarship program of an annual 100 scholarships for
Aboriginal and Torres Strait Islander teacher education students be
launched.
MATSITI Evaluation

16. Key Evaluation Finding
• Aboriginal and Torres Strait Islander teachers as leaders
- NSW DE - Aboriginal and Torres Strait Islander leaders are under-
represented in all promotional positions except secondary principal
- Aboriginal and Torres Strait Islander principals can form strong links
with community
- Aboriginal and Torres Strait Islander education leaders are role models
for other Aboriginal and Torres Strait Islander teachers
MATSITI Evaluation

17. Evaluation Recommendation 6
• A comprehensive national leadership strategy for Aboriginal and Torres
Strait Islander teachers be developed and implemented.
Evaluation Recommendation 7
• Leadership and teaching positions in schools with significant Aboriginal and
Torres Strait Islander student enrolments be targeted or identified for
filling by suitably qualified Aboriginal and Torres Strait Islander educators.
MATSITI Evaluation

18. MATSITI Evaluation

19. MATSITI Evaluation
Indigenous Teaching Workforce Data
• 1,660 employed in 2012 and 2015 - identifying as Indigenous
• 743 employed in 2012 and 2015 – identifying as Indigenous in 2015
• 697 newly appointed after 2012 – showing in 2015 only
• TOTAL 3,100 teachers identifying in 2015
• 1,001 in 2012 not found in 2015
• Net increase 439 teachers

20. MATSITI Evaluation
Indigenous Students
1990 2015
Indigenous 64735 198799
% Indigenous 2.1% 5.3%
2001 2011
Apparent retention 7/8  12 36% 49%

21. MATSITI Evaluation
Births and Mortality
1975 2010
Indigenous total fertility rate 2.58
All Australian TTR 2.15 1.89
2006 - 2010
Indigenous child mortality rate (1-4) 34.6 – 69.6
Non-Indigenous CMR 17.2 – 22.3

22. MATSITI Evaluation
Indigenous Teaching Workforce Data
2012 2015 New
% primary 53% 57% 52%
% secondary 29% 32% 33%
% combined 18% 11% 15%
% major city 44% 49%
% remote/very remote 15% 10%

23. MATSITI Evaluation
Qualifications
2012 2015
Bachelor degree and above 77.0% 80.4%
Masters 5.7% 5.3%
Graduate Diploma 13.2% 6.4%
Bachelor 55.8% 67.2%
Diploma 18.5% 12.7%
Certificate III & IV 1.5% 3.8%

24. MATSITI Evaluation
Demographics and Employment Status
2012 2015
Median age 41 years 40 years
% Female 76% 75%
% Full-time 85% 83%
Ongoing contract 78% 80%
Fixed term contract 15% 17%

25. MATSITI Evaluation
Change in Employment Status
• Average age full-time to part-time – 33 years
• Average age part-time to full-time – 40 years
• 151 teachers  full-time to part-time
• 100 teachers  part-time to full-time
• 17 female principals left
• Median age of female principals who left  54

26. MATSITI Evaluation
Recommendations
 Publicising successful strategies and communicating the broader
achievements - “what works”
 4 more years of MATSITI – Indigenous leadership
 Evidenced based projects – using 2012-2015 experience
 Embed MATSITI objectives in regulatory framework and operational
context
 National promotional campaign to train and recruit Indigenous teachers

27. MATSITI Evaluation
Recommendations
 National Indigenous leadership strategy
 Identified positions in targeted schools
 National program of 100 teacher education scholarships each year
 Strategies to increase Indigenous completion rates in teacher education
 Pathways to teaching for Indigenous Education Workers
 School employers to report on implementation of cultural knowledge and
practices towards culturally safe environments

28. MATSITI Evaluation
Recommendations
 School employers to provide for Indigenous self-identification, recording
and reporting
 Teacher regulatory bodies to provide for Indigenous self-identification,
recording and reporting
 Teacher unions and Commonwealth to agree on preference clauses for
future industrial agreements
 Amendments to Commonwealth legislation to facilitate preference for
employment