Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education

Abstract

How could school/faculty offer specific support to scholarship holders?How could schools/faculties assist centres in the identification and preparation of quality ITAS-TT tutors?How could the school/faculty provide safe space alongside the centre to address the cultural and geographic isolation students commonly express?How could the school/faculty's field experience staff better support Aboriginal and Torres Strait Islander students?What professional development could be offered to Academic Advisors and general staff?How could the school/faculty allow for flexibility with respect to course progression, part-time study, leave of absence, etc? What institutional systems are in place to allow for this without penalty? Course progressionHow could school/faculty and/or centre produce 'plain English' explanations of institutional procedures and university requirements?Who could develop these and how could they be disseminated?What discussions could take place about the credibility issues commonly expressed by block/cohort students?What strategies could be taken to remedy this perceived problem?

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