The action area, organisational environment, refers to the influences on school processes, the school's systems, and the physical surroundings and atmosphere of the school.
Day-to-day organisational structures and operations within the school, timetables, resources, facilities, professional development and program flexibility all impact on the process of embedding Aboriginal and Torres Strait Islander perspectives within schools.
Within this action area, multiple strategies across six components of the organisational environment help with using EATSIPS to lead systemic change within the school. These components include:
- school leadership
- school values
- school organisation and management
- physical environment.
Implementing EATSIPS through school processes involves using strategies focussed on internal systems that affect the involvement of Aboriginal andTorres Strait Islander peoples in the school.
Key strategies that may help in reflecting on school processes and support EATSIPS include:
Mapping—mapping school processes against opportunities and omissions of Indigenous peoples in the decision-making processes.
Decision-making—many schools have established an Indigenous/EATSIPS Education Committee to assist in embedding Aboriginal and Torres Strait Islander perspectives within the school. If this has not occurred, the establishment of an Indigenous education focused committee with strong terms of reference and decision-making structure will be an important strategy.
Creating awareness—good communication between schools and Aboriginal and Torres Strait Islander communities is the key to embedding Indigenous perspectives throughout the whole school environment. Schools can ensure that the Aboriginal and Torres Strait Islander community is aware of the school’s programs and special events by distributing newsletters and flyers to local Aboriginal and Torres Strait Islander community organisations, inviting Indigenous education workers (IEWs), community education counsellors (CECs) and community liaison officers (CLOs) to attend school staff meetings, and making Indigenous perspectives a key focus on staff meeting agendas and pupil-free days. A community notice board within the school can also open up good communication between community and school.
A comprehensive range of strategies to embed a range of Aboriginal and Torres Strait Islander perspectives into the organisational environment of a school can be found in the guide's appendix 3 (DOCX, 32KB).