Equal Opportunity in Education Strategic Plan

Faculty of Education Equal Opportunity Strategic Plan 2006-2008

In 2005 the Faculty of Education Faculty Board approved the revised Equal Opportunity for Women in the Workplace Strategic Plan 2005 – 2008. Embedded within this plan was the goal to continue to raise the profile of cultural diversity and equity alongside equal opportunity for women in the Faculty. In order to advance this broader objective it was decided to synthesise the existing EOWW Strategic plan with Equity and Access and Cultural Diversity plans to produce a coherent Faculty Equal Opportunity strategy. It is envisaged that this plan will be an important vehicle though which to promote the central importance of actively building a Faculty culture that respects and values a diverse and harmonious teaching and scholarly community that supports staff and students to realise their full potential. Contained within these plans are clear accountability mechanisms that will assist us to continuously monitor and evaluate our success in this regard.

Equal Opportunity for Women in the Workplace Strategic Plan 2006-2008

Preamble

Central to the Faculty of Education’s endeavours is the importance of creating and sustaining a workplace that respects and supports the important contribution of women to its life and reputation. The Equal Opportunity for Women in the Workplace Strategic Plan 2005-2008 is a key vehicle through which this commitment can be realised as it encourages the integration of equal opportunity principles into the planning, policy and practices that shape the Faculty.  Additionally the EOWW Strategic Plan represents a useful accountability mechanism that helps to ensure the Faculty is pro-active in supporting the full participation of women in its teaching and research programme's, policy development and management.

The following goals, strategies and Strategies have been formulated directly around five key principles. First, positioning our plan within the University’s EO/EOWW framework, in particular the Equal Opportunity for Women Plan 2000-2005 and the University’s priority of gender. Second, aligning our plan with the University’s Strategic and Operational Plans and the Faculty’s Operational Plan. Third, utilising quality assurance frameworks such as Creating the E/Quality Workplace. A Guide for Heads of Departments on Implementing Equal Opportunity for Women in the Workplace. Fourth, responding to staff feedback from the Work Experience Survey Faculty of Education Equal Opportunity Advisory Committee (November 2003) and fifth, strengthening accountability for EOWW through appraisals of Heads by Deans, in the inclusion of specific EOWW Strategies in the Faculty Operational Plan, in clear responsibilities being allocated in the EO/EOWW plan and through the use of statistical reporting.

The Faculty of Education strives to continue to build a workplace culture that is founded on a genuine commitment to equity and the full participation of women. The Equal Opportunity for Women in the Workplace Strategic Plan 2005-2008 will be an important mechanism through which this commitment will be achieved and monitored.

Goal 1: Quality Staff

Goal 1.1 To ensure that part-time staff are treated fairly and equitably in the promotion process.

Strategies

Reviewing the promotion process and criteria to identify whether they discriminate against part-time staff. (Dean, Assistant Dean (Equal Opportunity))

Addressing issues concerning applications by part-time staff in forums on promotion and performance development. (Dean, Assistant Dean (Equal Opportunity))

Monitoring the outcomes of promotion for part-time staff seeking promotion within the Faculty. (Dean, Assistant Dean (Equal Opportunity), Manager, Staff Services)

Providing workshops and advice on promotions for academic and general staff. (Assistant Dean (Equal Opportunity))

Ensuring that the Performance Development and Review process gives proper recognition to the modified expectations that can be had of part-time staff. (Dean, Assistant Dean (Equal Opportunity))

Goal 1.2 To support the development of early career staff members through opportunities to develop teaching and research skills (EOWW)

Strategies

Establishing a policy to provide relief to early career staff members completing research degrees. (Dean, Assistant Dean (Equal Opportunity), General Manager)

Encouraging eligible staff to apply for Staff Equity Research Fellowships. (Assistant Dean (Equal Opportunity, Associate Dean (Research and Research Training))

Supporting early career staff members to enrol in the Graduate Certificate in University Teaching. (Dean, Director (Learning and Teaching), Academic Cluster Leaders)

Supporting early career general staff members to enrol in the Graduate Certificate in University Management (General Manager)

Appointing mentors to support early career academic and general staff in their career development. (Dean, Associate Dean (Research and Research Training), Academic Cluster Leaders)

Goal 2:  Professional Workplace

2.1. To ensure that women in the general staff have the opportunity and relevant Faculty support to undertake staff development and training programs.

Strategies

Supporting the offering of further leadership programs for general staff. (Dean, General Manager, Manager, Staff Services)

Encouraging at least one woman to undertake secondment's, training and study programs that will enhance opportunities for career advancement. (Dean, General Manager)

Supporting general staff in their career development by holding workshops or providing advice through mentors. (Assistant Dean (Equal Opportunity), General Manager)

2.2 To ensure that women in the academic staff have the opportunity and relevant Faculty support to undertake training programs.

Strategies

Increasing the number of applications from the Faculty for the Head Start and Women in Leadership programs.  (Dean, Associate Dean (Research and Research Training), Academic Cluster Leaders)

Providing support and assistance for part-time staff to participate in training and development programs. (Dean, General Manager, Academic Cluster Leaders)

Supporting academic staff in applications for promotion by holding workshops or providing advice through mentors. (Assistant Dean (Equal Opportunity, Academic Cluster Leaders)

2.3 To encourage more applications for SSP (long) leave.

Strategies

Increasing the number of applications from the Faculty for SSP (long) leave. (Dean, Academic Cluster Leaders)

Increasing the number of applications for SSP (long) by disseminating information at a Faculty and departmental level. (Dean, Academic Cluster Leaders)

Identifying potential applicants and sponsor applications on SSP (long) and monitoring successful and unsuccessful applications. (Dean, Academic Cluster Leaders)

2.4  To ensure that women are appropriately represented in key decision-making and advisory committees in the Faculty.

Strategies

Collecting data on the number of women in senior management positions in the Faculty. (Dean, Assistant Dean (Equal Opportunity), General Manager)

Monitoring the representation of women and men in key decision-making and advisory committees in the Faculty. (Dean, Assistant Dean (Equal Opportunity), General Manager)

Reviewing women’s participation where low and developing a strategy to increase the representation of women in the area. (Dean, Assistant Dean (Equal Opportunity), General Manager)

2.5 To recognise the rights of employees with family responsibilities.

Strategies

Disseminating and promoting information about University policies and flexible work practices for general and academic staff. (Assistant Dean (Equal Opportunity))

Reviewing the demands made on staff to be present on campus at times that may conflict with their family responsibilities  (e.g. meetings held outside working hours). (Dean, General Manager, Assistant Dean (Equal Opportunity), Academic Cluster Leaders)

Recognising the effect of child rearing on the recruitment, retention and promotion of academic and general staff and on their subsequent patterns of career advancement. (Dean, General Manager, Academic Cluster Leaders)

Supporting the career development of staff with family responsibilities through performance development. (Dean, General Manager, Academic Cluster Leaders)

Providing a briefing for Managers and Cluster Leaders on work and family policies and best practice in accommodating needs of staff with family responsibilities. (Assistant Dean (Equal Opportunity))

Ensuring teaching allocations are flexible and accommodate part-time staff. (Director (Learning and Teaching), Academic Cluster Leaders)

Maintaining links with staff on parental and other forms of leave. (Dean, General Manager, Academic Cluster Leaders)

Goal 3:  Excellent Rewards

3.1 To recognise the contribution of part-time staff.

Strategies

Providing mentors within the Faculty to provide advice and support. (General Manager, Academic Cluster Leaders)Supporting part-time staff in applying for promotion  (see 1.1) (Dean, Academic Cluster Leaders)

Ensuring that the Performance Development and Review process gives proper recognition to the reduced expectations that can be had of part-time staff. (Dean, Assistant Dean (Equal Opportunity), Academic Cluster Leaders)

3.2 To ensure equity for research-only staff.

Strategy

Reviewing ways of ensuring greater job security for research-only staff and general staff who support them, especially staff associated with Faculty research centre and units. (Dean, Associate Dean (Research and Research Training,  Academic Cluster Leaders)

3.3 To have a fair and equitable promotion process for a diverse range of staff within the Faculty.

Strategies

Promoting mentoring arrangements for women applying for promotion  (Dean,  Associate Dean (Research and Research Training,  Academic Cluster Leaders)

Having at least two members of each promotions committee who have received training in EOWW principles in the past three years.  (Dean)

3.4 To ensure that research initiatives are promoted to all staff within the Faculty.

Strategies

Increasing knowledge and awareness of sources of research funding, travel grants etc. within the University and Faculty. (Dean, Associate Dean (Research and Research Training),  Manager, Research Services, Academic Cluster Leaders)

Promoting mentoring arrangements for supporting research funds applications. (Dean, Associate Dean (Research and Research Training), Manager, Research Services, Assistant Dean (Equal Opportunity))

Establishing a web-based bulletin of opportunities for funding in Education. (Dean, Associate Dean (Research and Research Training), Manager, Research Services)

Increasing applications for research grants. (Dean, Associate Dean (Research and Research Training))

Goal 4: Staff Commitment

4.1 To establish opportunities for staff at all levels to gain an understanding of the University’s processes and policies.

Strategies

Disseminating information on University processes and policies within the Faculty. ((Dean, General Manager, Associate Dean (Research and Research Training), Assistant Dean (Equal Opportunity), (Director (Learning and Teaching), Manager, Strategic Development, Academic Cluster Leaders)

Providing briefing sessions on new policies and significant University and Faculty initiatives. ((Dean, General Manager, Associate Dean (Research and Research Training, Assistant Dean (Equal Opportunity), (Director (Learning and Teaching), Manager, Strategic Development)

Ensuring that part-time staff are included in the circulation of all information to staff. ((Dean, General Manager, Associate Dean (Research and Research Training, Assistant Dean (Equal Opportunity), (Director (Learning and Teaching), Manager, Strategic Development)

Goal 5:  Fairness and Equity

5.1 To ensure that recruitment processes are fair and equitable.

Strategies

Reviewing recruitment policies and procedures to ensure that they are not discriminating against women from backgrounds other than Anglo-Australian. (Dean, Assistant Dean (Equal Opportunity), Manager, Staff Services)

Actively seeking applications from women and men from non-Anglo-Australian backgrounds. (Dean, Assistant Dean (Equal Opportunity), Manager, Staff Services)

Actively seeking applications from women and men from Indigenous backgrounds. (Dean, Assistant Dean (Equal Opportunity), Manager, Staff Services)

5.2 To acknowledge the contribution made to the Faculty by women from diverse cultural backgrounds.

Strategies

Undertaking an audit of the cultural background of staff members  (Dean, Assistant Dean (Equal Opportunity))

Promoting completion of self-service staff diversity information. (Dean, Assistant Dean (Equal Opportunity))

Monitoring the cultural and ethnic identity of staff using self-service data. (Dean, Assistant Dean (Equal Opportunity), Manager, Staff Services)

5.3 To recognise the work of sexual harassment advisers and anti-discrimination advisers in the Faculty.

Strategies

Acknowledging in appraisals and promotions processes the work of anti-discrimination and sexual harassment advisers. (Dean, General Manager, Academic Cluster Leaders)

Recognising the time commitment made in these positions in work load calculations through consultation with the EO Unit. (Dean, Director (Learning and Teaching), General Manager, Academic Cluster Leaders)

Goal 6: Accountability

6.1 To implement recommendations from the Faculty Work Experience Survey.

Strategy

A Faculty Forum to be scheduled to discuss the findings and the implications of the Report.  (Assistant Dean (Equal Opportunity)

6.2 To develop a reporting mechanism through which to gauge progress made against the Strategies set out in the EOWW Strategic Plan.

Strategies

Identifying key goals for inclusion in the Faculty Operational Plan. (Faculty Executive)

Appraising Academic Cluster Leaders against the standards provided in E/Quality Workplace Guidelines for Heads. (Dean)

Cluster Leader reports are provided to the Dean and EO Coordinator on EOWW for informing outcomes against the EOWW Strategic Plan and overall progress. (Dean, Assistant Dean (Equal Opportunity)

 For the Dean and EO Coordinator to provide an EOWW Faculty report to the University EOWW Coordinator and Vice-Chancellor. (Dean, Assistant Dean (Equal Opportunity))

Identifying where funds can be directed towards resourcing equity and access goals and strategies in the Faculty. (Dean, General Manager, Assistant Dean (Equal Opportunity))

6.2 To continue to raise the profile of cultural diversity and equity within the Faculty.

Strategies

Developing an Equal Opportunity Strategic Plan 2005-2008 that incorporates EOWW, Equity and Access and Cultural Diversity objectives. (Assistant Dean (Equal Opportunity))

Synthesising this EOWW strategic plan with Equity and Access and Cultural Diversity plans (when developed) to produce a coherent Faculty Equal Opportunity strategy.  (Assistant Dean (Equal Opportunity))

Faculty of Education Equity and Access Strategic Plan 2006-2008

Preamble

A key goal driving the Faculty of Education is its underlying commitment to providing a workplace culture that is founded on the principles of equity and access for its staff and students.  In order to achieve this goal it is important to link equity and access principles to the planning and decision-making processes across the Faculty. The Equity and Access Strategic Plan is an important step in this regard. The goals and strategies embedded in this document are in alignment with the University of Melbourne’s Strategic Plan and Operational Plan and the equity and access objectives contained within them. Clear accountability mechanisms have been embedded within the plan so that the Faculty’s practice and aspirations can be promoted and monitored over time. The Faculty of Education sees equity and access as fundamental to providing quality teaching, learning and research cultures. The Equity and Access Strategic Plan provides a vehicle through which these principles can be realised and enacted in the Faculty.

Goal 1: Quality People

Goal 1 a Quality Staff

Goal 1.a.1 To facilitate the recruitment of staff from groups under-represented in the current Faculty staff profile.

Strategies

Ensuring that all position descriptions include a statement that applications from members of minority groups are welcome. (Dean, General Manager, Manager, Staff Services)

Reviewing and monitoring the strategies in place to attract a culturally diverse range of applicants as part of the regular selection meeting process. (Dean, General Manager, Manager, Staff Services)

Reviewing selection interview processes to ensure that there is no discrimination against members of minority groups. (Assistant Dean (Equal Opportunity))

Actively seeking applications from people from Indigenous backgrounds. (Dean, General Manager, Manager, Staff Services, Assistant Dean (Equal Opportunity))

Goal 1.a.2 To establish a workplace environment that supports part-time members of staff in applying for promotion. (EOWW)

Strategies

Reviewing the selection and promotion processes and criteria to identify how we can best support the career development of part-time staff in the Faculty. (Dean, General Manager, Manager, Staff Services, Assistant Dean (Equal Opportunity))

Developing guidelines for recruitment and promotion panels assessing applications from part-time staff. (Dean, General Manager, Manager, Staff Services, Assistant Dean (Equal Opportunity))

Providing a professional development workshop for staff members undertaking performance development reviews on issues concerning expectations of part-time staff, and how they can best be supported. (Assistant Dean (Equal Opportunity)

Monitoring the outcomes of promotion for part-time staff seeking promotion within the Faculty. (Assistant Dean (Equal Opportunity), Manager, Staff Services)

Goal 1.a.3 To support the development of early career staff members through opportunities to develop teaching and research skills (EOWW)

Strategies

Establishing a policy to provide relief to early career staff members completing research degrees. (Dean, Assistant Dean (Equal Opportunity), General Manager)

Encouraging eligible staff to apply for Staff Equity Research Fellowships. (Assistant Dean (Equal Opportunity, Associate Dean (Research and Research Training))

Supporting early career staff members to enrol in the Graduate Certificate in University Teaching. (Dean, Director (Learning and Teaching), Academic Cluster Leaders)

Supporting early career general staff members to enrol in the Graduate Certificate in University Management (General Manager)

Appointing mentors to support early career academic and general staff in their career development. (Dean, Associate Dean (Research and Research Training), Academic Cluster Leaders)

Goal 1.a.4 To recognise the rights of employees with family responsibilities (EOWW)

Strategies

Disseminating and promoting information about University policies and flexible work practices for general and academic staff. (Assistant Dean (Equal Opportunity))

Reviewing the demands made on staff to be present on campus at times that may conflict with their family responsibilities  (e.g. meetings held outside working hours). (Dean, General Manager, Assistant Dean (Equal Opportunity), Academic Cluster Leaders)

Recognising the effect of child rearing on the recruitment, retention and promotion of academic and general staff and on their subsequent patterns of career advancement. (Dean, General Manager, Academic Cluster Leaders)

Supporting the career development of staff with family responsibilities through performance development. (Dean, General Manager, Academic Cluster Leaders)

Providing a briefing for Managers and Heads of Departments on work and family policies and best practice in accommodating needs of staff with family responsibilities. (Assistant Dean (Equal Opportunity))

Ensuring teaching allocations are flexible and accommodate part-time staff. (Director (Learning and Teaching), Academic Cluster Leaders)

Maintaining links with staff on parental and other forms of leave. (Dean, General Manager, Academic Cluster Leaders)

Goal 1.b Quality students

Goal 1.b.1 To increase educational opportunities for students from disadvantaged backgrounds.

Strategies

Promoting the “Access Melbourne” scheme in Faculty materials and information sessions. (Director (Learning and Teaching), Manager, Strategic Development)

Meeting the strategies established by the University under the “Access Melbourne” scheme, as far as is consistent with selecting students who are likely to succeed. (General Manager, Director (Learning and Teaching))

Promoting teaching careers to non-school leaver cohorts such as students studying in TAFE and those returning to study. (Director (Learning and Teaching), Manager, Strategic Development)

Goal 1.b.2  To support International, local Language Background other than English (LBOTE) and Indigenous students with their specific learning needs.

Strategies

Maintaining a position of International Student Coordinator within the Faculty of Education Student Centre (FESC), with the role extended to cover local LBOTE and Indigenous students experiencing difficulties. (Dean, General Manager, Manager, Academic Services)

Liasing with LLSU to ensure the needs of equity group students are well supported. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching))

Ensuring all staff within FESC are aware of the support services for equity group students available within the University. (Manager, Academic Services, Director (Learning and Teaching))

Providing dedicated Faculty staff to support equity group students. (Dean, General Manager, Manager, Academic Services))

Goal 1.b.3 To support students with a disability in entering and pursing studies and research.

Strategies

Liasing with the Disability Liaison Unit to ensure that the needs of students with disabilities are well supported. (Assistant Dean (Equal Opportunity))

Adopting inclusive teaching strategies to support the needs of students with disabilities. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching))

Making a full enquiry, when appropriate, with regard to reasonable adjustments that can be made, within the inherent requirements of the legislation, for students on Teaching and Professional Practice placements. (Assistant Dean (Equal Opportunity), Associate Dean (Teacher Education))

Raising awareness of staff through briefings, emails and Faculty Forums on the University’s legal requirement to provide reasonable adjustment for students with disabilities. (Assistant Dean (Equal Opportunity))

Goal 1.b.4  To support mature age students and students with family responsibilities in entering and pursuing studies and research.

Strategies

Reviewing facilities and services for mature-age students. (General Manager, Assistant Dean (Equal Opportunity))

Promoting University services that can support mature age students and students with family responsibilities. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching))

Supplementing the support given by LLSU with Faculty support where necessary. (Dean, General Manager, Manager, Academic Services)

Ensuring all staff within FESC are aware of the support services for equity group students available within the University. (Assistant Dean (Equal Opportunity), Manager, Academic Services)

Goal 2: Quality Research

Goal 2.1 To strengthen opportunities for researchers from diverse backgrounds in the Faculty.

Strategies

• Ensuring information about scholarships is accessible to the Faculty student community. (Assistant Dean, (Equal Opportunity), Associate Dean (Research and Research Training), Director (Learning and Teaching), Manager, Research Services)

• Reviewing support offered to part-time research students. (Assistant Dean, (Equal Opportunity), Associate Dean (Research and Research Training))

• Regularly consulting with, and reporting back to, a diverse range of students on their research experience within the Faculty. (Assistant Dean, (Equal Opportunity), Associate Dean (Research and Research Training))

• Supporting International, local Language Background other than English (LBOTE), students with disabilities and Indigenous students in entering and pursuing their studies. (Assistant Dean, (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education), Associate Dean (Research and Research Training),  Manager, Academic Services)

• Supporting mature age students and students with family responsibilities in entering and pursuing their studies. (Assistant Dean, (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education), Associate Dean (Research and Research Training),  Manager, Academic Services)

• Detecting and providing support for students with learning disabilities in the Faculty.(Assistant Dean, (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education), Associate Dean (Research and Research Training),  Manager, Academic Services)

Goal 2.2 To encourage and provide support for research on equity in the Faculty

Strategies

•  Ensuring that equity considerations are raised under the four identified research themes within the Faculty. (Director (MERI), Research Theme Leaders, Associate Dean (Research and Research Training), Assistant Dean (Equal Opportunity))

• Encouraging applications for research on equity in Faculty grant schemes. (Research Theme Leaders, Associate Dean (Research and Research Training), Assistant Dean (Equal Opportunity))

• Encouraging Theme Leaders to report on how equity has been addressed in research themes in their Performance Development Review. (Director (MERI)

Goal 3: Quality Learning

Goal 3.1 To ensure that all learning and teaching within the Faculty is undertaken with sensitivity to the diverse student population (CD)

Strategies

Disseminating to all staff the Cultural Diversity Working Group report and holding a forum on its recommendations. (Cultural Diversity Champion, Assistant Dean (Equal Opportunity))

Providing all academic staff with training and support on inclusive curriculum, teaching and learning strategies. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching))

Identifying inclusive learning and teaching mentors within the Faculty to provide advice and support to other staff. (Dean, Assistant Dean (Equal Opportunity), Director (Learning and Teaching), Cultural Diversity Champion))

Piloting and establishing a first-year tutor induction program to provide an overview of the first year cohort, identifying and supporting students at risk, cross-cultural awareness and inclusive approaches adapted from the model used in the Faculty of Arts. (Assistant Dean, (Equal Opportunity), Director (Learning and Teaching))

Goal 3.2 To support staff in developing innovative culturally-inclusive teaching practices (CD)

Strategies

Ensuring that the Faculty maintains or increases the level of funding for cultural diversity grants. (Dean, General Manager)

Increasing the number of applications for cultural diversity grants, so that they cover as broad a cohort of students as possible. (Cultural Diversity Champion, Academic Cluster Leaders)

Goal 3.3 To promote the importance of equity for minority groups in School Experience and Professional Practice placements

Strategies

Reviewing the Professional Practice documentation to ensure that the University’s commitment to equity and non-discriminatory practices is clear to supervisors and students. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education), Manager, Academic Services)

Ensuring that equity matters are covered in School Experience briefings for students. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education))

Ensuring that equity matters are covered in School Experience briefings for staff assessing students on Professional Practice Placements. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education))

Providing support for students from non-English-speaking backgrounds in their professional placements. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education))

Promoting the Anti-Discrimination Advisors and Sexual Harassment Advisors’ Network and policy at Professional Practice briefings for students. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education))

Promoting the Anti Discrimination Advisors and Sexual Harassment Advisors’ Network and policy at School Experience briefings for staff assessing students on Professional Practice Placements. (Assistant Dean (Equal Opportunity), Director (Learning and Teaching), Associate Dean (Teacher Education))

Goal 4: International Positioning

4.1 To further advance the contribution made to the Faculty by staff and students from diverse cultural backgrounds.

Strategies

Attracting staff and students to the Faculty from outside Australia. (Associate Dean (International), Assistant Dean (International Programs))

Providing support to induct international staff and students. (Manager, Academic Services, Director (Learning and Teaching), Associate Dean (Teacher Education), Manager, Staff Services)

Monitoring the experiences of international staff and students through focus groups. (Dean, Assistant Dean (Equal Opportunity), Associate Dean (Research and Research Training) Director (Learning and Teaching))

Identifying equity as a key principle underlying Faculty international promotional literature. (Assistant Dean (Equal Opportunity), Associate Dean (International), Assistant Dean (International Programs), Manager, Strategic Development)

Goal 5: Serving Wider Communities

Goal 5.1 To support the educational community in promoting equity and access in Education.

Strategies

Disseminating as widely as possible the Faculty’s research findings on matters of access and equity in Education. (Assistant Dean (Equal Opportunity, Director (MERI), Associate Dean (Research and Research Training), Associate Dean (Innovation and Development))

Supporting staff members in making media comment on equity matters. (Dean, Assistant Dean (Equal Opportunity))

Working with systems and schools to develop policy ensuring equity and access where possible.(Assistant Dean (Equal Opportunity), Director (Learning and teaching, Associate Dean (Teacher Education))

Goal 5.2 To increase the number of students from rural and under-represented communities.

Strategies

Promoting the “Access Melbourne” scheme in Faculty materials and information sessions. (see 1.b.1 above) (Director (Learning and Teaching), Manager, Strategic Development)

Ensuring that recruitment strategies target rural and under-represented communities. (Director (Learning and Teaching), Associate Dean (Teacher Education), Manager, Strategic Development)

Undertaking visits to rural areas to promote the Faculty. (Director (Learning and Teaching), Associate Dean (Teacher Education), Manager, Strategic Development)

Undertaking visits to schools in under-represented areas. (Director (Learning and Teaching), Associate Dean (Teacher Education), Manager, Strategic Development)

Goal 6. Quality Management

Goal 6.1 To ensure that there is no impediment to people from equity groups being appropriately represented in key decision-making and advisory committees in the Faculty

Strategies

Targeting equally both women and men onto Faculty committees.  (Dean, Assistant Dean (Equal Opportunity))

Reviewing the representation of women and men on Faculty committees. (Assistant Dean (Equal Opportunity))

Promoting policies on diversity of representation on committees in the Faculty.  (Assistant Dean (Equal Opportunity)

Promoting the Anti Discrimination Advisors and Sexual Harassment Advisors’ Network and policy to staff and students. (Assistant Dean (Equal Opportunity))

Goal 7: Quality Infrastructure

7.1 To ensure that Faculty amenities and services meet the needs of a diverse community.

Strategies

Reviewing and upgrading Faculty facilities so that they are responsive to the needs of a diverse community. (Dean, General Manager)

Ensuring that amenities and services are accessible and responsive to the needs of a diverse range of people. (Dean, General Manager, Assistant Dean (Equal Opportunity)) 

Supporting the use of feedback into the development of facilities. (Dean, General Manager, Assistant Dean (Equal Opportunity))

Evaluating the effectiveness of access priorities and goals within the Faculty. (Assistant Dean (Equal Opportunity))

Disseminating information about plans for improving Faculty amenities and services. (Dean, General Manager, Assistant Dean (Equal Opportunity))

Reviewing Faculty documentation for staff and students on Faculty amenities and services. (Assistant Dean (Equal Opportunity))

Goal 8:  Resourcing Quality

8.1 To develop a reporting mechanism through which to gauge progress made against the Strategies set out in the Equity and Access Strategic Plan.

Strategies

Identifying key goals for inclusion in Faculty operational plans. (Faculty Executive)

To complete the Access & Equity Committee Audit. (Manager, Planning and Projects)

To assess the equity implications of the implementation of Growing Esteem for staff in the Faculty of Education. (Dean, Assistant Dean (Equal Opportunity)

Identifying how equity and access goals and strategies can be embedded in all Faculty activities. (Dean, General Manager, Faculty Executive)

Faculty of Education Cultural Diversity in Teaching and Learning Plan 2006– 2008

Preamble

In 2002 the University of Melbourne published a revised version of its Cultural Diversity Policy in which it affirmed the value of cultural diversity in all aspects of university life and committed the University to embed the principles of cultural diversity in its teaching, learning and research practices. In this context the University acknowledges that cultural diversity encompasses difference based on:

• race
• ethnicity
• language
• religion
• value and belief systems
• disability
• class
• sexuality
• gender
• age
• educational background.

The annual Cultural Diversity Audit conducted through the Access and Equity Committee is the key way that faculties report against this policy.

In 2004 the University reaffirmed the Cultural Diversity Policy and directed attention towards actively enacting its commitments in the 2005 Teaching and Learning Management Plan. This plan identifies specific strategies through which the University will drive its management of teaching and learning policies and it directly addresses the place of cultural diversity in teaching and learning at the University in Strategies 1:

Strategies 1: Promote sensitivity to the diversity of the University community through teaching and learning.

In addition, in April 2004 the Academic Board adopted nine recommendations from the Students from Asia: Issues in Learning and Teaching report published in 2003. These recommendations identify policy, monitoring and reporting, communications Strategies and staff development as key areas to target in addressing learning and teaching with students from Asia.

These two documents provide a framework through which the Faculty of Education can reflect on and develop its own strategic priorities to affirm cultural diversity in all aspects of its work and to embed them in teaching and learning within the Faculty. A Cultural Diversity Strategic Plan offers a mechanism through which this commitment can be achieved and monitored. It can build from and strengthen cultural diversity initiatives undertaken to date and provide a basis for strengthening accountabilities for this work across the faculty.

There are several key documents that should frame a Cultural Diversity Strategies plan within the Faculty of Education:

the University’s Strategic and Operational Plans and the Faculty’s Operational Plan 2005 including the strategic goals within the Teaching and Learning Management Plan 2005 and the Faculty of Education Equal Opportunity Strategies Plan.

the recommendations of the Students from Asia: Issues in Learning and Teaching report.

Drawing on these documents it is proposed that five priority areas underpin the goals and strategies for developing best practices for Cultural Diversity over the next 3 years:

1. Planned staff training and support on inclusive curriculum and teaching and learning strategies and administrative practices is embedded within the Faculty’s strategic planning. (Students from Asia, p. 22)

2. Best practices for culturally inclusive teaching and learning and administration within the Faculty are increasingly identified, supported and shared for culturally diverse student groups including those students with disability. (Students from Asia, p.5)

3. Strategies for increasing integration between international and local students are given priority in teaching and learning through planning for structured group work in teaching and learning and assessment (Students from Asia, p. 22)

4. Emphasis on transition and remediation is shifted over time to changing teaching and learning practices so that they are inclusive of all students living and learning in a globalised world (Students from Asia, p. 6)

5. Programs within the faculty are reviewed with the aim of ensuring that they are adequately preparing teachers to work in culturally diverse contexts. (Teaching and Learning Management Plan).

Goal 1: Quality People

Goal 1a Quality Staff

Goal 1.a. 1. To ensure staff are knowledgeable in best practices for inclusive curriculum, teaching and learning.

Strategies

Providing academic staff with training and support on inclusive curriculum, teaching and learning strategies. (Director (Learning and Teaching), General Manager and Cultural Diversity Champion)

Offering staff seminars on the Students from Asia: Issues in Learning and Teaching report (Director (Learning and Teaching), General Manager and Cultural Diversity Champion)

Ensuring that all staff are made aware of the issues identified for learning and teaching in the Students from Asia: Issues in Learning and Teaching report via department meetings. (Dean, Director (Learning and Teaching), Cluster Leaders)

Identifying inclusive teaching and learning mentors within the Faculty to provide advice and support to other staff (at least one per cluster) (Cluster Leaders)

Ensuring that the Performance Development and Review process identifies and reports on the professional learning needs of staff in relation to inclusive curriculum, teaching and learning and administration. (Cluster Leaders)

Piloting and establishing a First year tutor induction program to provide an overview of the first year cohort, identifying and supporting students at risk, cross-cultural awareness and inclusive approaches to small group teaching adapted from the model used in the Faculty of Arts. (Director (Learning and Teaching) and Cultural Diversity Champion)

Piloting and establishing a practicum supervision and management induction program for all first year associate practicum supervisors to provide an overview of the first year cohort, identifying and supporting students at risk, cross-cultural awareness and inclusive approaches to practicum supervision adapted from the model used in the Faculty of Arts. (Director (Learning and Teaching)

Goal 1.a. 2 To recognise and reward staff who implement best practices in inclusive learning, teaching and assessment strategies for culturally diverse student groups including those students with disability.

Strategies

Identifying and supporting at least one staff member per year to apply for a Teaching Excellence award on the basis of their contribution to inclusive curriculum, teaching and learning in the Faculty.  (Cluster leaders)

Supporting academic staff in applications for promotion by an annual workshop on how to include their cultural diversity practices into promotion portfolios (Cultural Diversity Champion)

Continuing to support at least 3 Cultural Diversity teaching and learning seeding grants per year.  (Dean and Cultural Diversity Champion)

Goal 3: Quality learning 

Goal 3.1To identify and share best practices in inclusive learning, teaching and assessment strategies for culturally diverse student groups including those students with disability.

Strategies

Increasing the profile of the Faculty Cultural Diversity web site as a source of information about best practices within the faculty by more visible positioning within the Faculty web site (General Manager and IT Manager)

Including at least one report on Cultural Diversity practices within the Faculty within the Faculty staff bulletin. (Dean and Manager Strategic Development)

Identifying and advising the Dean on cultural diversity issues from exit interviews conducted with international students and completing undergraduate students. (Director (Learning and Teaching))

Goal 4: International positioning

Goal 4.1 To increase retention rates of international students within the Academic Programs. (Director (Learning and Teaching), Director, Associate Dean, Research and Research Training)

Strategies

Conducting an annual Course Evaluation focus group with first year international students and students from a non-English speaking background to provide feedback to the Academic Programs committee on their perceptions of their course and their experiences within Faculty. (Director (Learning and Teaching) and Associate Dean, International)

Maintaining the peer writing support program for international students and students from a non-English speaking background. (Director (Learning and Teaching) and Associate Dean, International)

Continuing to facilitate orientation to the Faculty through a coordinated program of social events and support. (Director (Learning and Teaching) and Associate Dean, International)

Providing opportunities for international students to work with local students and vice-versa. (Director (Learning and Teaching) and Associate Dean, International)

Goal 5: Quality management

Goal 5.1 To improve the skills of administrative staff in developing and managing inclusive administrative policies and practices

Strategies

Developing and piloting a staff development program on building inclusive administrative practices for administrative staff within the Faculty. (General Manager and Cultural Diversity Champion).