This decision was a response by the schools to pressure being exerted on them by sections of a number of government departments, both State and Federal, to accept a centralised financial, administrative and staffing support.  With the aim of overcoming concerns regarding professional isolation, maintenance of academic standards, quality control of staff, financial management and other issues related to school development the AIC Schools established the Support Unit.
 

The schools' governing bodies recognised the advantages of having a ‘service’ organisation directly answerable to themselves when it came to keeping schools informed of developments in government policy and/or administrative processes. With the establishment the AICS’ Support Unit a number of ‘pro-active’ cooperative roles were initiated and are summed up as follows:
 

Support for individual school administration in the area of planning, budgeting, acquittals submissions, etc.  (This was regarded as an essential support role in the early days of National Indigenous Education Policy and National Equity Program funding).
 

Assist in the organisation of shared and/or individual school professional development conferences, workshops, etc.  The provision of up to date information on curriculum and teaching materials development.  (In the early years of the Support Unit this particularly applied to the area of Aboriginal (Australian) Languages in the classroom).
 

Since 1990, the Support Unit has consolidated and expanded these roles to provide an effective service under the collective control of the schools. This is achieved through the process of an annual conference which maintains, and adjusts where necessary, the policy under which the Support Unit operates. The day to day operations of the Support Unit also involve the schools through the use of teleconferencing and the maintenance of a close relationship with the schools' governing bodies through visits.
 

There are currently fourteen AIC Schools registered in Western Australia.  The schools supported by Aboriginal Independent Community Schools’ Support Unit are:
 

Wulungarra Community School

Karalundi Aboriginal Education Community

Literacy

This illustrates that the Accelerated Literacy methodology is robust in a variety of Aboriginal educational contexts and the AICS’ Support Unit is able to deliver an effective professional learning strategy across a range of Indigenous education and social contexts.

Numeracy

In 2006 the Aboriginal Independent Community Schools’ Support Unit facilitated a research project on behalf of the Aboriginal Education and Training Council of Western Australia.  This research project, Aboriginal Students and Numeracy, was funded to identify cohorts of Aboriginal student who were experiencing success as mathematics learners.

The Maths in the Kimberley series of workshops run by Robyn Zevenbergen from Griffith University, Peter Sullivan from Monash University, Jo Boaler from Sussex University and Steve Lerman from London South Bank University, began in 2008 and is to continue into 2009. The Mathematics in the Kimberley series is focused on helping teachers to identify and use ‘Productive and Reform Pedagogies’ within their classrooms. 

The Resilient Numeracy Network in the Kimberley region is supported by Association of Independent Schools of Western Australia and by the wider community of AIC Schools. It was started as a twelve month program and was funded through two sources: A grant from the Curriculum Corporation’s Australian School Innovation in Science Technology and Mathematics (ASISTM) section and from funds from each of the six schools involved in the network. 

Teacher and Principal
Professional Learning

The AIC Schools’ Support Unit organises two conferences every year for all staff.  These initiatives are seen as essential tools for the professional and emotional well being of staff and communities operating schools in very remote communities. 

Community Capacity Building

The AIC Schools’ Support Unit facilitates the development of school governing bodies’ capacity to manage their schools.  Development and training opportunities are provided which aim to maintain the autonomy of the schools, increase the continuity of educational services and enhance educational accountability process.

Formal School Community
Education Partnerships

In response to the Australian Directions in Indigenous Education 2005-2008 policy document recommendation, the Support Unit facilitated the development of formal education agreements between the fourteen schools and their communities.  These were concluded in 2008.

Representation

In addition to the activities described above the Support Unit represents the schools on national, state and regional committees and working groups.  This work has included membership of the National Accelerated Literacy Programme Steering Committee, and representing the Independent Schools’ Council of Australia on MCCETYA taskforces and working parties.

Relationship to Australian Government Policy and COAG Agenda

The Aboriginal Independent Community Schools’ Support Unit’s role has strong links to the objectives of the Council of Australian Governments.

This includes:

The AICS’ Support Unit has made a positive and significant contribution to the improvement of the AIC Schools and the implementation of national Indigenous education initiatives and agendas.  Continued funding is sought to enable this work to be maintained and expanded.  The AIC Schools intend to continue to draw on the Support Unit’s expertise and advice to advance the capacity of communities to manage and develop their schools and provide students with access to high standards of educational resources.