World of opportunity for remote NT teachers



By Kate Southam

At the end of the work day school principal Stuart Bramston can stand outside the classroom, look in both directions and see nothing but endless Northern Territory landscape.

“It’s nice to be there in the afternoon when the sun is going down and you feel like you are by yourself,” says Bramston of his current posting on the 5,604 square kilometres Murray Downs cattle station located 400 kilometres north-east of Alice Springs.

As principal of the Murray Downs School, Bramston oversees 36 students, two teachers and four assistant teachers. Bramston is 27 and Murray Downs is his second permanent job since graduating from the University of South East Queensland in Toowoomba.

“Access to opportunity is the best thing about the Territory,” says Bramston.

Bramston’s work days are busy and intellectually stimulating as the children aged from three-and-a-half to12 are learning the NT school curriculum within an “ESL context” or English as a second language.

Alyawarr is the language of the people of Murray Downs and many also speak a mixed language referred to as Creole. Bramston must not only build the student’s English language skills but also work with the indigenous assistant teachers to develop a program to strengthen the use of Alyawarr.

Bramston says respect for the local culture is the key to a successful “remote” posting no matter where teachers are.

“I believe building a relationship and rapport with the community is the best way I can do my job and maximise results in the classroom,” says Bramston.

“I am trying to create really positive supportive classrooms where children want to come to school.

“Getting the parents and grad parents in working with the kids and reading with the kids and encouraging my teachers and myself to get out into the community to meet the parents and grandparents are the best ways to do this.”

The Northern Territory Department of Education and Training supports its remote teachers in a number of ways including a new initiative to fund post graduate education. The department is funding Bramston’s master’s degree, which focuses on ESL for indigenous students. It has also invited him to be part of its new “Aspirants” leadership program for teachers.

Bramston, who is still in his 20s, says remote postings open up a world of opportunity for personal and professional growth.

His first teaching role was within the indigenous community of Lockhart River near the eastern tip of Cape York, 800 kilometres north of Cairns.

“I was teaching grades three and four – it was a primary and secondary school with 120 kids enrolled from pre-school toYear 12,” Bramston says.

The area boasts the Iron Range National Park, pristine beaches and rainforest. “I was in my early 20s and it was really good for me. I had my own tinnie [boat] and motor bike.”

Bramston struck up friendships with a fellow teacher and a ranger who enjoyed trail bike riding and barramundi fishing.

“I also took the opportunity to doing things with the community. It is one of the keys to a successful remote posting. I was involved with a group of teenage boys and we went hunting, fishing and diving.”

He then heard about opportunities in the NT and liked the idea of experiencing a desert community. His first five weeks were spent relieving other teachers taking part in professional development courses.

“Then an opportunity opened up at Murray Downs. I was acting principal from March to June then the job was advertised and I applied.”

“As to my long term plans, I am considering staying for the next four years in Murray Downs. It is considered very remote and so if I do stay then one of the incentives is six months fully paid study leave, which I could use to finish my masters degree.”

Bramston encourages other teachers to research remote postings thoroughly before deciding to apply for work. “Definitely speak to principals, other teachers, research the community, try to learn what you can about the people and the land,” he advises.

Classroom challenges include that students are essentially all ESL students, inconsistent student attendance, and “transient students who move between schools weekly”.

On the lifestyle front “limited access to fresh fruit and vegetables, no takeaway food, the occasional power or water outage” and the fact the community is “dry” with the closest pub being an hour are all part of the experience.

 “If you approach the experience with an open mind and respect for another culture then will have the most rewarding experience and create amazing productive relationships with the students and the community. “

“I have learnt that there is an excellent culture [in indigenous communities] where there are amazing children who are really good to teach.”

Teachers interested in roles in the NT can learn more here.

Article from CareerOne, August 25, 2010.