About the First Nations ERG
Comprising over 240 members selected through a rigorous due diligence process, the ERG embodies a wealth of knowledge and experience crucial to advancing First Nations education.
Encompassing 12 key specialty areas, including First Nations education research, teachers, non-profit sector engagement, early childhood education and care, and curriculum development, the ERG ensures comprehensive coverage and representation of voices from remote, regional and urban First Nations communities.
Outputs developed by and with the First Nations ERG
Our 240+ expert members specialising in First Nations education, research and practice provide valuable guidance and insights to AERO on a diverse range of projects. The number of projects that the ERG is working on continues to grow.
Artificial intelligence in schools
The ERG supported and advised AERO on working on a standards framework to ensure responsible AI integration into schools, supporting secure and effective learning environments.
Additional learning needs
The Engaged Classrooms project focuses on developing strategies to enhance student engagement in classrooms, aiming to create more inclusive and supportive learning environments. ERG members informed the development of 7 practice guides for teachers and school leaders to support students with additional needs.
Preventing and managing persistent and escalated behaviours
Expanding on AERO's existing classroom management resources, the ERG helped to inform the development of a further practice guide on preventing and managing persistent behaviours.
This practice guide aims to build knowledge and provide guidance for teachers and school leaders on what to do when disengaged and disruptive behaviours continue, are more frequently occurring or more serious.
Reflection and refinement
The ERG provided guidance in developing practical tools for school leaders to foster engaged and reflective classrooms, helping teachers to improve student engagement.
Foundational resources
ERG members provided review of already published foundational classroom management resources, helping to refine them for rerelease in 2025.
Initial teacher education
The ERG is supporting and advising AERO on First Nations education research, policy and practice, to assist in the development of a rigorous and robust methodology and approach to assessing the implementation of core content in initial teacher education (ITE).
Maths explainer
The ERG provided input to help develop and shape a plain language maths explainer aimed at a policymaker audience, to assist understanding of how the AERO model of learning and teaching applies to maths education.
Educational standards for EdTech
ERG members have worked with AERO to support an initial exploration of the extent to which AERO's draft design standard and domains include First Nations perspectives.
Practice guides
Focused on accessibility, the ERG supported and guided AERO in creating 5 new evidence-based practice guides to help teachers and school leaders enhance student learning. These guides offer practical strategies on:
- scaffolding practice
- revisiting and reviewing learning
- varying practice
- organising knowledge
- extending and challenging students.
These resources form part of AERO's model of learning and teaching, with more guides and videos coming in early 2025.
Videography
Building on AERO's existing pool of evidence-based teaching practices (EBP) in schools, the First Nations ERG has assisted in reviewing footage recorded for a suite of videos demonstrating schools using practices related to our model of learning and teaching based on how students learn.
Implementation in schools
The ERG helped to guide this AERO project in addressing challenges school leaders face in implementing research-backed practices with step-by-step resources.
Implementation in schools – Round 2
The ERG is providing advice to AERO regarding the development of a series of resources to help school leaders take a deliberate and structured approach to implementing evidence-based teaching practices.
Systems guidance
The First Nations ERG works alongside our AERO team to refine resources for educational systems, promoting the adoption of evidence-based practices and contributing to cohesive frameworks that strengthen support structures across schools.
Wellbeing linked to learning
The ERG provided guidance to AERO's Wellbeing Linked to Learning project that aims to provide insights to policymakers on practices and programs improving aspects of student wellbeing linked to learning. The project is focused on strategies that have the most rigorous and relevant evidence.
Evidence-based practice in early childhood education and care: Review How Teachers Teach (Evidence synthesis)
Members of the ERG assisted with the review of an evidence synthesis on a proposed intentional teaching model for use in an upcoming research project, with the discussion paper arising from the review being released for publication.
Improved professional learning
ERG members recently convened to provide advice and guidance on AERO research that aims to generate insights on ways to improve the effectiveness of professional learning.
Disability and inclusion
The ERG has just commenced work with the Disability and Inclusion project team to assist the development of evidence-based insights that can inform the design of system and sector supports with a focus on Autistic students and students with ADHD.
Internal inclusive language guides
ERG members supported AERO's development of internal inclusive language guides for both First Nations communities and people with disability.
Internal data and information management policy
ERG members have provided advice on AERO's Data and Information Management Policy, which aims to ensure ethical and efficient data management practices across all AERO projects. Their contributions have helped to ensure the genuine integration of principles of Indigenous Data Sovereignty and Indigenous Cultural Intellectual Property (ICIP) throughout the policy.
Online learning design
ERG members provided expert guidance and advice on the design of courses for school teachers and leaders to best support First Nations students.
First Nations research project
The AERO First Nations Research Project will identify and document common elements across schools that are successfully implementing culturally safe learning environments to support First Nations Students.
Quality and equity in early childhood education and care
An ERG member was engaged to review 2 proposed project methodologies, ensuring the proposals maximised opportunities to uphold Indigenous Data Sovereignty and Indigenous Data Governance.
First Nation ERG leads
The First Nations ERG leads bring together a wealth of experience in First Nations education, research and policy. They represent the 240+ member ERG on projects with the AERO First Nations team and Executive.
Tamia Blackwell
Tamia Blackwell is the Curriculum Coordinator for Aboriginal Pathways (SA Department for Education) and Year 12 Aboriginal Studies teacher with the South Australian Aboriginal Specialist Training Academy (SAASTA). She serves on the Australian Education Research Organisation (AERO) First Nations Expert Reference Group, the South Australian Certificate of Education (SACE) Aboriginal Education Allyship and is a Board Director for Reconciliation SA.
In these roles, Tamia contributes to research, curriculum review, and policy development to ensure education meets the needs of First Nations communities. As Aboriginal Pathways Curriculum Coordinator, Tamia leads the implementation and continuous improvement of curriculum across SAASTA and Workabout Centre programs. These include school-based academies, the Connect program and specialist academies in netball, basketball, soccer and STEM - engaging more than 50 schools statewide. A proud Narungga woman, teacher and leader, Tamia is deeply committed to reconciliation, cultural awareness and inclusive practice. Her work centres on amplifying school community voices, fostering trust and dismantling systemic barriers.
Glen Cook
Glen Cook is the Principal of Maam Giingana (a bilingual school in Coffs Harbour). Born in Dunghutti Country and raised on Bundjalung (Nyangbal) Country as one of 11 children to Lewis and Lurline Cook (nee Smith) from Bellbrook.
Glen studied at the Northern Rivers College of Advanced Education (now Southern Cross University) in Lismore, where he obtained an Associate Diploma in Applied Arts and a Diploma in Teaching (Primary). He also completed a Diploma in Teaching at the University of Western Sydney. Glen has held numerous roles in schools over the past 40 years, including as an Aboriginal Education Assistant at Lismore High School, a Classroom Teacher at Tabulam Primary School, a Principal at Cabbage Tree Island Primary School and an Assistant Principal at Evans River K-12 School at Evans Head.
Glen currently lives in Ballina/Coffs Harbour on weekdays and is married with 3 sons and 11 grandchildren.
Christopher Evers
Christopher Evers is an experienced educator from the Bwgcolman people of Palm Island. He has held almost every role within the Queensland Department of Education, from teacher aide to Deputy Director-General. As a teacher, school leader, and system leader, he has led initiatives that strengthened educational outcomes for Indigenous students. He has also driven initiatives to improve the effectiveness of education systems in supporting Indigenous learners. His leadership has advanced reforms promoting equity, excellence, and achievement for Aboriginal and Torres Strait Islander students. In 2023, he returned home to Palm Island to work at Bwgcolman Community School.
Professor Melitta Hogarth
Melitta Hogarth is a Kamilaroi woman and Professor of Indigenous Education in the Faculty of Education at the University of Melbourne. Prior to entering academia, Melitta taught for almost 20 years in all 3 sectors of the Queensland education system, specifically, in secondary education.
Melitta's PhD thesis, Addressing the Rights of Indigenous Peoples in Education: A Critical Analysis of Indigenous Education Policy, was awarded both the Queensland University of Technology and Faculty of Education Outstanding Thesis Awards. A prolific writer about the need for change in education to better support and serve Indigenous peoples, Melitta is the Director of Ngarrngga, a signature project at the University of Melbourne looking to effect change in education.
Casey Millward
Casey Millward is a Kalkadoon woman with 20 years of experience in Aboriginal and Torres Strait Islander Affairs in the public, community-controlled and university sectors. Casey was awarded a Master of Philosophy in Public Policy from the University of Cambridge in 2019. Her dissertation focused on the implementation of the Uluru Statement from the Heart. Casey also holds a Master of Management from the Australian National University and a Bachelor of Business from the University of Southern Queensland.
Casey is currently the Chief Operating Officer at the Department of Industry Science and Resources. Previous to this, she was the Head of Secretariat and Policy at the Coalition of Aboriginal and Torres Strait Islander Peak Organisations, working with the 80+ Peak organisations and in partnership with all Australian governments and the Australian Location Government Association on Closing the Gap.
Rosie Paine
Rosie Paine, whose Aboriginal name is Putjupa, is a Yilka (Wongutha), Noongar and Yamatji woman. She was born on Noongar Country and grew up in the remote communities of Cosmo Newberry and Laverton. Rosie has been in education for over 16 years in various roles, including Principal Consultant (Aboriginal Education Teaching and Learning), classroom teacher and Deputy Principal.
Rosie currently lives in Perth, Western Australia, with her husband, 2 children and miniature schnauzer. She is passionate about inclusive education and developing culturally responsive school communities.
Andrew Plastow
Andrew Plastow is the Founder and Head of College at Ngutu College. He is an experienced educator and a visionary leader, best known for his 15-year tenure as Principal of Alberton Primary School (2004 to 2019). Under his leadership, the school was awarded an 'Excellent' rating by the Australian Standards Board and gained international recognition through the OECD's Innovative Learning Project. He led the creation of award-winning outdoor learning environments, delivered equitable outcomes for disadvantaged children, and has overseen major multi-million-dollar infrastructure projects, including the successful amalgamation of 2 schools into a new Alberton Primary School.
Andrew is widely respected for his research-informed, arts-rich approach to holistic education and has presented his work across Australia and internationally. Andrew is passionate about creating opportunities for children to express themselves in diverse ways and to pursue their passions, and is committed to working with families to build a strong College culture, which brings Ngutu's values to life.
Aunty Denise Proud
Aunty Denise Proud is a proud Aboriginal woman who was born and raised in Cherbourg (Wakka Wakka Country). She has connections to the Koa people of the Winton area through her grandmother, and to the Kuku-Yalanji people of North Queensland through her father and grandfather. Her mother was a member of the Stolen Generations with connections to Brisbane and Southwest Queensland.
As a consultant, Aunty Denise delivers cultural and educational workshops across a range of sectors and industries to better support organisations in engaging and collaborating with Aboriginal and Torres Strait Islander peoples and communities.
Aunty Denise is a board member at Reconciliation Queensland, an Honorary Senior Fellow of the University of Sunshine Coast and an Honorary Research Senior Fellow of The University of Queensland. She is on the publications committee of Early Childhood Australia. In 2023, Aunty Denise was honoured with the ECA Barbara Creaser Award for her work in the early childhood sector and was awarded an honorary doctorate from Queensland University of Technology in 2024. In 2025 she was made an Honorary Professor at the University of Queensland.
Joe Sambono
Joe Sambono is a Jingili man with familial ties across the Northern Territory, Queensland and Western Australia. His cultural background and academic expertise in Zoology (Bachelor of Science, James Cook University) and Education (Bachelor of Education, University of Queensland) has equipped him to merge his cultural, scientific and education expertise with a passion for transforming Australia's education system.
As a Professor of Practice in Indigenous Australian Perspectives at Queensland University of Technology, Joe focuses on embedding First Nations knowledge systems and cultural perspectives into educational curricula. This work builds on his leadership experience with national curriculum initiatives at CSIRO and the Australian Curriculum, Assessment, and Reporting Authority (ACARA).
Joe also serves as an expert advisory panel member for Ngarrngga, an initiative connecting Australian students with Aboriginal and Torres Strait Islander knowledge systems and cultural heritage.
First Nations ERG selection, diversity, process and confidentiality framework
AERO announced the launch of the First Nations ERG in 2024, and a public recruitment round was held. Public expressions of interest were reviewed to assess qualifications, expertise and commitment. Shortlisted candidates underwent due diligence to verify qualifications and confirm availability, and final ERG members were selected based on how their qualifications, expertise and experience contribute to a diverse and impactful group.
Why not all First Nations ERG members are named
Our ERG model is based on free, prior and informed consent. We follow Indigenous Data Sovereignty principles and ethical research protocols. Not all members wish to be named, and that right is protected.