2022 Team Finalists

Congratulations to the Team Finalists in the 2022 Australian Teacher Aide of the Year Awards.

We hope you enjoy reading about these exceptional teams, and how they work collaboratively to support student learning and wellbeing at their schools.

Thank you to the schools that submitted a team nomination, and made time to recognise the work of their teacher aides.

Team Finalists are now in the running to be named 2022 Australian Teacher Aide Team of the Year.

We wish each of the Finalists all the best!

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Yawarra Community School, NSW - Team Finalist

Nominated by: Cassie Davis, Rel. Assistant Principal

The School Learning Support Officer (SLSO) Team, at Yawarra Community School, in New South Wales, are Finalists in the Australian Teacher Aide Team of the Year Awards.

Cassie Davis, Assistant Principal, and Tammy Batho, Principal at Yawarra Community School, a School for Specific Purposes, said that “Teacher assistants are a vital part of any school, but for us they are part of our jigsaw puzzle that makes us who we are. Their dedication to students and the school only proves how much they are part of our foundation and how our school community would crumble without them. They have individually and collectively laid the foundation of wellbeing for students and staff.”

The School Learning Support Officers (SLSOs) explicitly teach, model, support, and guide each student towards their goals, and apply their skills and knowledge to scaffold student learning and independence.

The SLSO team get to know the complex range of physical, emotional and mental health needs of each students, and work towards providing them with the feeling of safety and security in the school environment. They provide dignity, care, assistance and modelling to each student, to provide them with life‐long skills, and promote self‐worth and achievement.

The team have knowledge of intervention required for all medical conditions, and provide support with administering medication, health care, nutrition and tube feeding, toileting and hygiene, as well as with social skills and communication, behaviour and interventions, and co‐regulation.

The team have bi‐weekly informal meetings to share the ‘pits and peaks’ of the week, which enables them to recognise the growth of students and staff, and find solutions to problems or issues which can then be taken to an executive level.

They collaborate with teachers and colleagues through a range of programs including:

• The Learning and Support Program: The team provide input between teachers, SLSOs, families, carers, and external providers
• Passport for Learning: The team contribute to the plotting and programming of each student using the continuum, in order to identify learning tasks to use within the classroom, as well as to gauge progress of students with their colleagues
• Aboriginal Committee: The team work alongside the AEO, indigenous organisations and community members to learn and provide cultural support to help promote and embed local Aboriginal culture within the school community
• Wellbeing Committee: The team obtain and share information on how to best support individual students in the classroom and playground.

The SLSO team require a wide range of skills and knowledge to be able to cater to students from kindergarten to year twelve, and are proactive in finding learning and professional development to help them grow professionally and personally. Through their Professional Development Plans the team pursue a diverse array of training topics, and share this information to help all staff.

 

Driver Primary School, NT - Team Finalist

Nominated by: Ranae Graham, Assistant Principal

The Inclusive Practices Support Team at Driver Primary School, in the Northern Territory, are Finalists in the Australian Teacher Aide Team of the Year Awards.

Ranae Graham, Assistant Principal at Driver Primary School said that “The Special Education Team is unique, complex, and systematic in its delivery of support to both teachers and students. Our community values the pivotal role and impact of support staff to deliver all areas of the Australian Curriculum. I believe we have an active hive of support staff who contribute to the success of our learners and their engagement with the community.”

The Inclusive Practices Support Team provide support across the school, including the Early Years Program, Reading, Mathematics, SET alignment with NCCD data, The Kitchen and Garden Program, and the Families as First Teachers (FAFT) Playgroup.

In the preschool, Alex Saville leads the Families as First Teachers (FAFT) Play and Learn Playgroup, receiving positive feedback from the Principal, and the families. In 2021, Alex led a school review of the program, and met with the assessors who observed and rated the program. The FAFT program was ‘Commended’ in the review.

One of Taryn Roser’s roles is to lead therapy dog sessions. Following the session, one student, who had not initiated a written piece in the previous term, proudly read two full pages of a well-crafted narrative to the assistant principal.  

Mandy Hart facilitates the school’s literacy intervention programs, and also facilitates speech programs with Melbourne University, and assists students to access online services for early intervention.

The Transition Aides, Emma Ryan, Beki Bull, Eden Lilly and Kitty (Die Hu), support the progression from preschool to the first formal year of schooling, and focus on developing ‘ready to learn’ characteristics and individual pathways for student success, resulting in an increased attendance rate.

The Support Staff Team are committed to ongoing professional learning, and have participated in a range of courses including Abecedarian Training to implement the Families as First Teachers Play and Learn Playgroup, and 'Let’s Count’ professional learning through the Smith Family.

The team are progressing towards a range of qualifications from Certificates to a Bachelor of Education. As well they participate in professional learning to learn ways to teach, and diversify practice to support individual, group and collective students.

 

Pedare Christian College, SA - Team Finalist

Nominated by: Barbara Gerber & Rebecca Wallace, Diverse Learning Coordinators

The Diverse Learning Assistant (DLA’s) Team at Pedare Christian College, in South Australia, are Finalists in the Australian Teacher Aide Team of the Year Awards.

Rebecca Wallace and Barbara Gerber, Diverse Learning Coordinators said “Our Diverse Learning Assistants are an integral part of the teaching and learning team at Pedare Christian College.”

The large team take on many different roles across the Junior, Middle and Senior School. They are integral in the delivery of intervention programs, and they support the teachers in preparing and delivering learning materials to students, as well as providing emotional support for students to be able to participate in activities.

Their roles include delivering early intervention and reading programs, facilitating social skills programs, facilitating small group learning in a range of subject areas, as well as providing additional supervision during high risk activities, and conferencing with individual students to support them to build positive relationships.

The team ensure all students have equitable access to the learning environment, the curriculum, and feel valued, resulting in overall wellbeing, increased confidence and a positive mindset when approaching learning tasks, group work, social interactions and attendance at school.

The Diverse Learning Assistants work closely with each other, the teachers and College staff to support and advocate for students. They monitor student progress through detailed note taking and collection of evidence, and provide feedback to the teachers about the support that was needed, and what the student have yet to do, to achieve success in the task.

They communicate through weekly team meetings to discuss student progress and ongoing learning needs, attend whole College staff meetings, support students with extracurricular activities, and provided essential support during the COVID pandemic.

The DLA Team have opportunities to develop their professional practice through internal and external courses offered by the College, and from each other. They attend professional development days, and also facilitate demonstration lessons for each other to support their understanding of how to deliver new programs and refresh their skills. By being included in the professional development for teaching staff, they are able to support the language being used by the teachers and provide consistency for students.

 

West Ulverstone Primary School, TAS - Team Finalist

Nominated by: Meagan Smith, Support Teacher

The Teacher Assistant (TA) Team at West Ulverstone Primary School, in Tasmania, are Finalists in the Australian Teacher Aide Team of the Year Awards.

Teachers, Angela McAuliffe and Meagan Smith, said “Our TAs have been involved at the school for a combined total of 93 years. We believe they are part of the backbone of our community and live the WUPS vision every day, by making decisions based on improving student outcomes and ensuring that the student remains the focus.”

The TA team work in a variety of roles across the school including individual support, teacher support, speech, kindergarten, classroom support, regulation support, flexible learning, targeted learning programs and one on one support.

Team members collaborate with class teachers to provide scaffolded support to students such as:

• building strong relationships with students disengaged from schooling, and their families, leading to improved attendance and engagement
• using their knowledge of best practice to consistently support students who require routine and structure
• working alongside class teachers, to create learning opportunities that engage students at any level
• supporting students in kinder and prep to have successful beginnings to their schooling, and building great relationships with families and students’ support networks
• bringing positive energy to learning tasks for students who need adjustments
• delivering a targeted support program to improve engagement levels for the most disengaged students
• being trauma-informed.

The TA Team have been an important part of creating the school vision, and are consulted regarding whole school approaches, and their opinions are valued. They learned about providing a research-based program across the primary area to improve reading and engagement, that is now being implemented across the school.

Collaboration has ensured all students and the preconditions for learning are well known, ensuring teachers and TAs are on the same page, keeping the learner at the centre.

They attend staff meetings twice a term in order to collaborate and plan together regarding students and programs. The team are consulted when developing learning plans for students with additional needs, and meet with senior staff to actively problem solve and make suggestions about the running of the school and programs being delivered. The richness of the conversations between the TA team and teachers has been paramount to the success of the school in recent years.

Research is used to guide Professional Development Plans and actions, and the TA team have been guided by the Guidance Report: Making the best use of Teaching Assistants. In 2022, the school has been particularly focused on recommendation 5 – delivery of high-quality support.  

 

Lalor Gardens Primary School, VIC - Team Finalist

Nominated by: Donatella Giuliano & Karen ter Haar, Assistant Principals

The Education Support (ES) Team at Lalor Gardens Primary School, in Victoria, are Finalists in the Australian Teacher Aide Team of the Year Awards.

Assistant Principals, Karen ter Haar and Donatella Giuliano said “ We are nominating our team for the exceptional work and dedication they have shown during very challenging times, to work with students with incredibly complex needs, in a culturally and linguistically diverse setting. Without our ES team we would be absolutely lost. They are the backbone of our school, and we want to recognise them for their efforts in creating a calm and inclusive environment for our students.”

The Education Support team have a significant impact on the learning and wellbeing of students they directly work with, by:

• involvement in escalation mapping for students by gathering of observational data and evidence
• working on regulation strategies with students through the Zones of Regulation.
• having a voice during parent meetings and being a regular parent liaison
• providing PSD support and supporting successful play experiences
• providing one on one intervention strategies for the development of fundamental skills
• building relationships with families through regular communication and feedback.

Many of the students require intensive supports, and the ES team have played an important part in restructuring the school’s approach to inclusive practices.

Through the support and positive relationships provided by the ES team, PSD students are able to engage with learning, and better able to identify their emotions and self-regulate, enabling them to become successful adults.

The ES team work collaboratively with their teaching colleagues and families to provide a community of support around students. They support students identifying as culturally and linguistically diverse by:

• understanding students’ individual needs and supporting all students to experience success
• taking part in improved transition processes
• embracing new learning, adapting to change, and taking ownership of the implementation of new approaches
• tracking behaviours to better provide appropriate modifications for students
• liaising with families to build strong home-school connections and continuity for the children

The ES team have shown a commitment to professional growth, as a team and as individuals. They are enthusiastic participants in whole school professional development aimed at school improvement, and have been pivotal in supporting the school to become a safe, engaging place to be by participating in the Berry Street Education Model.

During Covid, the team engaged in self-directed online professional learning, and came together to share their learning and discuss strategies for implementation with their students. With the return of face to face learning, the team have continued their commitment to professional growth through targeted training, to improve their practice for the betterment of their students.

 

Holland Street School, WA - Team Finalist

Nominated by: Rachel Wood, School Leader

The Education Assistant (EA) Team at Holland Street School, in Western Australia, are Finalists in the Australian Teacher Aide Team of the Year Awards.

Rachel Wood, School Leader said “ Our knowledgeable, experienced, and dedicated group of Special Needs Education Assistants bring their all to each and every school day. They work with a diverse group of students who all come to Holland Street School with a disability diagnosis. They are passionate advocators for disability rights, for safe and equitable learning environments and they think outside the box to educate even the most complex of students.”

The Education Assistant team work closely, and reflectively, with teaching staff to plan for, implement and review learning programs. They deliver learning programs, collect data and provide meaningful feedback to teaching staff on student achievement.

The EA team implement wellbeing programs and supports to create a successful and supportive learning environment for students, and provide ongoing mental health, behaviour and emotional support for both students and their families.

The EA team interact in a professional and collaborative manner, and work closely with classroom teachers to develop, review and collect data on individualised learning goals for students. They meet regularly with their team to review and reflect on outcomes, and contribute significantly to student progress and success,

The EA team deliver specialised programs with the guidance of teaching staff, and provide meaningful data on student progress, reporting on student health, behaviour and wellbeing needs. They respond to student information in a confidential and dignified manner, and follow protocols to successfully communicate any concerns they may have to the correct channel.

The EA team are included in all professional learning opportunities, and complete a performance development plan annually. They reflect on their practice, identify their personal strengths and areas for growth, and seek the training required to achieve their annual performance development goals.

The school provides weekly professional learning opportunities that the EA’s attend, if relevant to their current role. These mini-PLs are frequently hosted by Education Assistants who have completed additional training or hold vast experience in these areas.

They complete additional learning to upskill themselves on the latest evidence-based approaches for education support settings, and provide onsite professional learning for their colleagues.

Many EA’s hold leadership positions vital to the ongoing success of learning and wellbeing at the school, and every EA actively participates on a committee of choice, contributing to the policy, procedural and administration of various needs within the school, including but not limited to: OHS representative, manutention coordinator, student health plan coordinator, Discrete Trial Training coordinator, Stephany Alexander Kitchen Garden program coordinators, Aboriginal and Islander education officer and swimming education coordinators.