Congratulations to the Team Finalists in the 2023 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 Finalist are now in the running to be named 2023 Australia Teacher Aide Team of the Year. We wish each Team Finalists all the best!
Mumbulla School for Rudolf Steiner Education, NSW- Team Finalist
Nominated by: Reagan White, Principal
The Teaching Assistant team at Mumbulla School for Rudolf Steiner Education is a Finalist in the 2023 Australian Teacher Aide Team of the Year Awards.
The team of Teaching Assistants (TAs) at Mumbulla School for Rudolf Steiner Education include Kristy Lennon, Juliet Fitzmaurice, Martin Schindler Alli Faulkner, Jess Wasikowska, Megan Brens, Kate Benedyka, Cathy Jones, Belinda Collins, Benedict Aubert, Sophia Wilcox and Mairead Ward. This team cater to the diverse needs and abilities of students from Kindergarten to year 6.
Reagan White, Principal, says ‘the profoundly positive impact of our TAs is evident in the students' learning and wellbeing. Their contributions are evident in our inclusive school environment where all students are able to thrive academically, socially and emotionally.’
By promoting positive social interactions and teamwork, the TAs at Mumbulla School create a nurturing and supportive classroom environment, and play a crucial role in implementing inclusive practices in the classroom. They help every student learn, feel included and succeed by using differentiated instruction strategies and adapting lessons and materials to meet diverse student needs.
The team work with students with varying abilities and disabilities, and students with developmental delay. Four of the team are proficient in Australian Sign Language, and at Mumbulla School, Auslan is for everyone, enabling students with hearing and speech impairments to socialise and participate fully in classroom activities and discussions.
In collaboration with teachers and colleagues, the TA team assist with the development of Individual Learning Plans (ILPs), lesson planning, and provide one-on-one and small group support. To ensure a coordinated and holistic approach to student learning, the TA team engage in regular meetings with teachers to discuss student progress, share insights and observations, and provide input on instructional strategies.
The TAs provide a link between teachers, students and families by communicating regularly with parents/guardians, strengthening the home-school connection and ensuring a holistic approach to student development.
The continuous professional learning needs of TAs at Mumbulla School are prioritised, to enable them to stay up to date and enlivened by their role as significant educators at the school. To improve their practice and effectively address the varying challenges of supporting students with diverse learning abilities, behavioural difficulties and ever-evolving teaching methods, the TAs regularly participate in professional learning. They are included in all staff education days, and are provided access to experienced mentors who offer guidance, feedback and support, helping TAs refine their instructional strategies and classroom management skills.
Reagan says, ‘The team are confident, skilled and proactive, ensuring they are equipped to support teachers in delivering effective instruction, manage classroom dynamics, and meet the diverse needs of students. This, in turn, contributes to improved student outcomes, increased engagement, and a positive learning environment. We could not do without our TAs; they are incredible at their jobs and our school is a richer learning environment with them in it.’
Latrobe High School, TAS- Team Finalist
Nominated by: Emma Forbes, Support Teacher
The Learning for Life (LFL) team at Latrobe High School is a Finalist in the 2023 Australian Teacher Aide Team of the Year Awards.
The Learning for Life (LFL) team includes Dominee Cameron, Jodie Kelly, Alex Forbes, Racheal Smith, Zac Heazlewood, Karen Atkins, Karen Rowbottom, Garry Hugen, Emily Jones, Tracy McCall, Malinda Embrey, Narelle Walker, Yaminga Feix, Cassie Jordan, Kai Cameron, Paul Campbell and Tara Sheehan. This team was established to provide greater and more targeted support for a wide range of students including students with additional learning needs, mental health concerns, students who have experienced significant trauma and students experiencing a disconnect from school in general.
Emma Forbes, Support Teacher, says ‘the LFL team develop students in a wholistic manner, caring not only for their educational needs, but their physical, emotional, and social needs as well.’
The team works closely with teachers, individual students and their families to develop targeted learning goals that suit each student’s current needs and to prepare them for a successful future, in and out of the school setting. They provide advice about “best practice” for individual students and groups, and work collaboratively to plan differentiated resources and behaviour plans. LFL staff also provide written feedback, photos, and work samples from students to assist in the reporting process, and development of individual learning plans.
The LFL team play an essential role in achieving specific outcomes documented in the School Improvement Plan. They are trained in evidence-based approaches that are centred on synthetic phonics and the principles of the Science of Reading, enabling them to ensure that all students are equipped with the necessary literacy skills to engage with the curriculum and life after school.
Beyond the classroom, the team complete daily ‘pick ups’ to ensure students can attend school, provide breakfast and lunch for students in need, support students in work placement, and develop and lead programs and activities that help students develop skills essential to life. The relationships developed through these activities are key to increasing attendance for individuals, creating a positive connection to their education, and providing hope for the future.
The LFL team are a crucial Collaborative Planning Team (CPT) in the Latrobe High School community. Over the past three years, together, the team has completed four inquiries to deepen understanding of issues affecting the students in the school community. Through these inquiries, the LFL team have positively impacted students in the program. They have presented their learnings to the whole staff and have taken on leadership roles to deepen teacher understanding of the vital topics affecting students, which include poverty and its effects on educational outcomes, sensory processing challenges, evidence-based reading practices that support teenagers with specific learning impairments, and trauma informed practice.
MacKillop Regional Catholic College, VIC- Team Finalist
Nominated by: Damian Stead, Director of Learning Diversity
The Learning Support Officer (LSO) team at MacKillop Regional Catholic College is a Finalist in the 2023 Australian Teacher Aide Team of the Year Awards.
The LSO team includes Camyrn Tyrrell, Candice Boother, Lorinda Netto, Alesha Deans, Tammie Fuller, Anna Farrugia, Demi Lampropolous, Bernadina Fernandes, Sharyn Griffin, Somer Smith, Lyn Rosso, Katie Proffitt, Michael Wilson, Anitha Perumal, Hayley Parker, Collin Dierickx and Greg Rogash. This team forms an essential part of the Learning Diversity team at MacKillop College, and as such, they are crucial in ensuring that all students can experience success; socially, emotionally and academically.
Damian Stead, Director of Learning Diversity, says, ‘The role of the MacKillop LSOs cannot be underestimated in assisting students' wellbeing and learning. They provide valuable support to both students and teachers, from individualised instruction to creating positive classroom culture.’
The LSO team support students through one-on-one support or small group instruction, provide differentiated instruction to meet unique learning needs, strengths and deficits, and support teachers to foster a positive, safe, supportive and inclusive classroom culture with high quality learning activities.
One of the students at the college has extensive physical and cognitive needs, and the LSOs assist him with movement and organisation every day, applying scaffolding and adjustments to work at his level of achieving success, which differs from subject to subject. With the support of the LSOs, this student is able to participate fully in small group project-based learning tasks, and extra-curricular activities such as camps and swimming (at both intra and interschool levels), despite his physical needs.
At MacKillop College, the relationship between teachers and LSOs is based on communication, respect and trust, establishing a fruitful and successful partnership. They work together as one unit, to create a beneficial learning environment and to engage students in the learning process.
One student came to the college as a fidgety, wary and reactive student lacking cognitive ability, and it was quickly identified that he was best supported by male role models. A team of male LSOs were timetabled for each of his lessons. This team collaborates on an ongoing basis to modify and develop the student’s support requirements, to accord him every opportunity to experience success. This student no longer requires constant on-on-one support, and requires reduced support during classes.
The LSOs at MacKillop College are lifelong learners, striving for the best outcomes for students, and an increased connectedness within the classroom. As professionals, LSOs are offered the same PD and training opportunities as teachers to enable staff, as a collective, to do the best job with shared responsibilities and care.
New LSOs are mentored by experienced LSOs, and are ‘shadowed’ as they learn how to fulfil their role at the college. Time is set aside for professional development that is targeted to individual needs. The LSOs make time to research and learn about specific disabilities of students, then tailor their support accordingly, contributing to the overall success of students.
Ocean Reef Senior High School, WA- Team Finalist
Nominated by: Jay Morris, Head of Learning Support
The team of Education Assistants (EAs) at Ocean Reef High School is a Finalist in the 2023 Australian Teacher Aide Team of the Year Awards.
The Education Assistant team includes Genna Gruyters, Mandana Khoshneshin, Alison Treloar, Jay Morris, Debra MacDonald, James Kent, Catelyn Sidauruk, Sandra Delint, Belinda Scuffham, Michelle Price, Pat Foskett, Donna Peters, Michelle Spencer, Jeanna Taylor, Ameera West, Sarah, Khoury, Sharon O'Neill Ruth McLeod, Maree Ellis, Victoria Chesney, Brodie Kay, Taylor Morey Prior, Ryan Sargent, Julie Martland, Ashleigh Gerber, Marianne Heimel, Dominic Collier, Jen Hunt, Alicia Harrop, Cherie Clarke, Sharon Davies, Sharon Wright and Narges Mahmoudabadi.
Jay Morris, Head of Learning Support, says ‘The Ocean Reef Senior High School Education Assistants have an unwavering commitment to ensure all students have equitable access to educational opportunities so that they can reach their full potential. The team works collaboratively with teachers, providing guidance and support to modify student work so that it is possible for students to understand and access.’
The EA team has a wide range of expertise, and support students in a range of subjects. Some are excellent mathematicians, others shine in creative arts but they all have a depth of understanding and the ability to support students with executive functioning, social skills, behavioural issues and emotional regulation, as well as students with physical disabilities. The team are inquiring and enthusiastic, and regularly offer new ideas and strategies to support the students’ learning and wellbeing needs.
In addition to their pedagogical classroom role, the EAs attend incursions and excursions to support students with high needs, ensuring they gain the most from the experience. They promote independence in their students, and value and support what is important to them.
The team are proficient at using Teams and OneNote enabling quick and effective communication between teachers and EAs regarding students. The collegiality amongst the team is outstanding. Using the shared Whats App group, EAs regularly acknowledge each other’s successes, highlighting the respect and trust they have in each other. For example, one EA posted ‘Well done for your work with Student A on Zones of Regulation. Student A was able to recognise she was in the red zone and use her strategies to move back into the green zone.’
The team is supported through a nurturing induction program, which includes a mentor program (experienced staff with newer staff), to expand the skill set of the team.
They are receptive to formal and informal professional development opportunities, and share their learning with the wider school staff. Collectively, the team has a wealth of knowledge on supporting students with ASD, Cerebral Palsy, hearing and vision impairment, EALD and ADHD. This knowledge has been developed through a commitment to ongoing training from professionals, department experts and the online courses and webinars provided by Australian Teacher Aide. When EAs attend professional development, they present the information to the rest of the team during weekly meetings so that the whole team benefit from the learning, improving confidence and a deeper understanding of students with particular needs.
