Teachers selected for this program must be highly experienced and skilled in working withcultural diverse youth, identifying appropriate options and preparing learners for further study and employment as well as possesssing a thorough knowledge of the school and VET systems. An extensive network across the institute, access to mainstream sections and support services are also desirable attributes. External networks and understanding of alternative pathways to achieve careers and a capacity to inspire dreams are also desirable qualities in teachers for the groups. Additionally teachers supporting the program such as the LLN teacher, are required to be qualified in their area of expertise and be able to work collaboratively.
The teachers are required to have expert negotiation skills in order to facilitate continuous student contributions to group and individual goal setting. This is critical to harness the dynamics and deal with issues arising in the program. Giving the learners a voice builds confidence and gives learners ownership and a sense of belonging whilst developing the advocacy skills. It builds group dynamics so that individuals become team players, build their own community and gain confidence which motivates learners. Listening and observing are key to recognising issues in such programs. In the pilot program we became aware students were hungry so we provide lunch for them. This has made a huge difference to their capacity to engage. Partners played an important role in finding solutions beyond our capability.
