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Position as Governess / Tutor
The position as Governess / Tutor is an important role in the development of children in what can be is a very challenging environment. For many of the families involved in pastoral properties, the education of their children is a prime concern almost in balance with the focus of their livelihood, which is the land.
The work of the Tutor teacher is as broad as it is specialised. In addition, the environment for teaching can vary from a formal "classroom" set up, to a work area set up in part of the family home. It is in this context that the total role and work of the tutor teacher needs to be viewed. Teaching is partly a human-relationship exercise, and as the tutor/teacher becomes a part of the family group, this can have implications for the manner in which the performance of the tutor teacher is considered successful. The successful tutor/teacher will have a balance of personal and professional attitudes to the position.
Families
Like many schools, families have different "operational styles" - the expectation in many is that all members contribute in a variety of ways. Whilst the tutor / teacher is an employee of the family, they can also make the teaching learning process so much more effective by the manner in which they become involved in "family duties". It is also good role modelling for the children, to have their guide and learning mentor taking a lead role in "pitching in" to assist occasionally with family duties. These duties can vary from assisting with cooking, cleaning, gardening to helping with work on the property.
Therefore an open attitude to the role is very important and can be the foundation for a successful placement as tutor with the family.
(NB It is not expected that the governess take the role of servant or house help.) It has been shown that tutor teachers who "get involved" by assisting with family duties have most to gain from their placement.
The Program
Many of the students receive their formal program of work through the School of Isolated and Distance Education (SIDE). Students participate in "School of the Air" lessons - generally 30 minutes per day via radio from their local regional centre. Current technology enables them to develop a special teacher pupil relationship from a distance. In the 2003 school year, many of these students will be given access to new learning modules using "satellite" communication.
The role of the tutor requires a collaborative approach in using the materials provided by SIDE and also complementing the special relationship developed with their "on-air" teacher. The same collaborative stance is required in completion of work for submission. The students come to appreciate they have many teachers - all whom are working together with their parents to make the educational experience a positive one.
Timetable
Whilst the timetable for school will vary from each placement to another, most families require the tutor /teacher to help establish a routine for the children. This is very important part of their development. Most will expect that school lessons commence around 7.30/8.00am (due to the early rising requirements of rural families) and depending on the age of the children, complete early after lunch.
Preparation
The need for the teacher to do some "preparation time" has been allocated by most. This is an important part of the routine and provides the students and their families as evidence of a professional approach to the role.
Other Aspects
Some families whose properties are within a suitable driving distance to regional centres take the children to town on a weekday. This is generally to purchase fresh provisions as well as the opportunity for the children to either visit the local school (for some extra socialisation experience) or the local library. Tutor / teachers can be required to work another day "in lieu" of a normal school day, or they can accompany the children and assist in making the day an enjoyable and educational experience. The details of these arrangements are very much according to family requirements, and will be negotiated with each tutor/teacher as required.
Naturally, if the tutor / teacher is keen and willing to be part of the regular family activities after regular hours in leisure pursuits, (games, bush walking, fishing etc), then such participation can only assist in developing the bond of educating the whole child.
Conditions of Employment
The position of tutor/teacher is not currently covered under any specific award, and therefore most families have provided rates and conditions that apply to many of the staff they employ on their family properties.
Part of the conditions is the supply of accommodation and meals. This needs to be factored into the equation when comparison with other award conditions. Tutors / teachers work under different conditions to a regular school and not necessarily subject to the same expectations (other than duty of care) of a teacher in a regular system. There are no formal reports, parent interviews or co-curricular duties.
Most family businesses will provide "workers compensation" as part of their contract requirements.
Safety & First Aid
Having a current First Aid Certificate is considered a pre-requisite in some positions. In addition Safety procedures are to be followed by all staff.
Police Clearance
All tutor teachers / governesses will be required to provide a copy of an Australian Federal Police Clearance.
The Benefits
There are many benefits for tutor teachers who take the role of governess with families. Many stations are located close to tourist venues of WA and the opportunity to visit and experience different environments is a bonus. In addition, the chance is presented to experience "life on the land". Many of the teachers who take these positions end up remaining close friends with the families.
Now it's up to you!
If you feel you could benefit from this type of employment then apply immediately through our website.
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