Implementing EATSIPS and measuring change

EATSIPS - Elder reads to childThis section provides advice about how to develop and measure success that aligns with current auditing practices for implementing Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS).

Setting milestones

Measuring distance travelled is important to sustain change. The need to set goals, milestones and targets is part of everyday school processes.

Once schools have travelled through the mapping/auditing processes, they, along with their Aboriginal and Torres Strait Islander community, can write an EATSIPS implementation plan that becomes part of their existing operational plan and strategic plan.

The mapping templates in the guide allow schools to measure where they were, where they are now, and where they’d like to be.

There are several tools to measure change over time. Staff opinion surveys are valuable for schools to increase knowledge, understanding and abilities of their staff, specifically around Aboriginal and Torres Strait Islander education.

Schools need to be capable and accountable for developing the skills and abilities of their staff.

The following implementation tools are ways in which you can measure your journey in improving/adjusting professional capacities over time.

Strategies—improving outcomes

It is essential that schools and teachers embed Aboriginal and Torres Strait Islander perspectives in the school and especially in the curriculum. Our goal is to maximise the learning outcomes for all children, especially for Indigenous children, as the first Australians.

The EATSIPS framework provides schools with a planning tool and strategies to start this process.

It is essential to consider and attend to Aboriginal and Torres Strait Islander perspectives in delivering the curriculum—specifically through pedagogy—and for this to occur, Aboriginal and Torres Strait Islander people need to be involved.


 Related information

Schools and individuals wanting to understand successful progression in actioning and implementing Aboriginal and Torres Strait Islander perspectives should consider their movement through the following phases:
  • uninformed
  • aware
  • engaged
  • mobilised
  • actioning and implementing.
This continuum can be revisited at any point as a measure of distance travelled.
Last updated
10 September 2014