Congratulations to the State Finalists in this year's Australian Teacher Aide of the Year Awards.
The 2024 Finalists have been recognised for their positive impact on student learning and wellbeing, collaboration with colleagues, and improved practice through professional learning.
Thank you to the school leaders and teachers who made time to recognise the work of their teacher aides by submitting a nomination.
We hope you are inspired by these outstanding finalists and enjoy reading about the significant contribution they are making to students, their schools, and the community.
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State Finalist
Jessica Sousa Ornelas
Narrabundah College, ACT
Nominated by: Mary Weddell, Student Support Teacher/Coordinator
Jessica Sousa Ornelas, a Learning Support Assistant at Narrabundah College, is the Australian Capital Territory Finalist in the 2024 Australian Teacher Aide of the Year Awards.
Jessica is a valuable part of the Student Support unit at Narrabundah College. Through her empathy, pragmatism, and intellectual capacity she supports secondary students with a diverse range of needs.
“Jessica has demonstrated exceptional ability to understand the range and complexity of the issues that arise with young adults who are referred to Student Support Services,” said Mary Weddell, Student Support Teacher-Coordinator.
Jessica has a positive impact on student learning and wellbeing by helping students manage their individual challenges to complete their education successfully whether their pathway leads to ATAR level, Year 12 Certificate or Secondary College Record.
Jessica's support includes modifying assessments, guiding vocational pathways, and using assisted technologies. She maintains the organisation of student support spaces, ensuring there is space to work with students to create or rehearse presentations as well as accompanying them as a support person.
Jessica demonstrates the ability to relate to students on all level which provides talking points to calm and engage students. Using her mental health first aid kit, Jessica provides individual support for students who are experiencing difficulties with their emotional health. Her efforts have led to all 30 to 40 regular students in Student Support receiving their certifications in 2023, with similar success anticipated for the current cohort.
Jessica collaborates effectively with colleagues, contributing to positive educational outcomes through teamwork and communication. She regularly attends Student Services meetings and works closely with teachers.
Jessica's collaboration extends to organising resources with the library and coordinating with the front office for student needs. She helps update the schoolwide database to show appropriate scaffold assessment items and provide tailored materials.
Jessica works with the school staff and outside services to identify and support at-risk students. A notable instance of her collaboration is arranging comprehensive support for a transgender student to attend the Year 12 formal, involving multiple school and community teams.
Jessica’s commitment to professional development has significantly improved her practice, enhancing her support for students.
She has engaged in extensive training, including Domestic Family Violence Training, First Aid, and various mandatory education modules. Her initiative to start a weekly Creative Writing Club has offered students a creative outlet and furthered her connection with the student body.
Jessica’s conscientious approach to learning and reflecting on her practice has made her an increasingly effective communicator and decision-maker, continuously enhancing her professional capabilities.
State Finalist
Leesa Clift
The Scots School, NSW
Nominated by: Mary Laughton, Head of Inclusive Education
Leesa Clift, a Senior School Learning Assistant at The Scots School Albury, is the New South Wales Finalist in the 2024 Australian Teacher Aide of the Year Awards.
Leesa has been part of the Scots School for four and a half years and, during this time she has made an outstanding contribution to the whole school community, and demonstrated a commitment to student success and wellbeing.
“Leesa has a fantastic ability to create positive relationships with any student, and in doing so, helps students to reach their educational and personal potential,” said Ms Mary Laughton, Head of Inclusive Education.
Leesa has significantly impacted student learning and wellbeing by leading The Scots School’s Inclusive Education team. Using her unique ability to create positive relationships, Leesa organises and plans student support, including providing one-on-one assistance. Her strategies have alleviated student anxiety around tasks and improved submission rates, creating a more balanced and supportive academic environment.
Through Leesa’s initiatives, the Inclusive Education Team has observed a notable decrease in late submissions and missed assignments among students she supports. Her efforts also ease the pressure on parents, contributing to a more harmonious home environment.
Leesa’s collaboration with colleagues is exemplary. She consistently engages with teachers to address student needs, reviews and refines support strategies, and contributes to department discussions with evidence-based insights.
Leesa actively meets with teachers to discuss lesson plans, provides detailed feedback, and creates resources to support teaching. Her clear and concise records and feedback help refine educational practices and enhance student support.
Committed to professional growth, Leesa continually enhances her practice by mentoring new staff, developing best practice frameworks, and seeking professional development opportunities.
Leesa’s mentorship has been invaluable in training new Inclusive Education staff, and her dedication to personal and team improvement strengthens our entire department. Her proactive approach to professional development and practice improvements is highly commendable.
Leesa’s commitment to the students, staff and parents at the school as well as her professional development makes her a highly valued member of The Scots School community.
State Finalist
Kiera Ryan
Zuccoli Primary School, NT
Nominated by: Melanie Johnstone, Highly Accomplished Teacher
Kiera Ryan, a Classroom Support Officer at Zuccoli Primary School, is the Northern Territory Finalist in the 2024 Australian Teacher Aide of the Year Awards.
Kiera has had a positive impact at Zuccoli Primary School by being responsible for numeracy and literacy intervention to build students’ capacity and meet the Australian Curriculum achievement standards.
"Kiera is passionate about supporting students to achieve their best and build their confidence at school. She is respected by students, teachers and community members," said Melanie Johnstone, year 5/6 teacher.
Kiera has made a significant positive impact on the learning and wellbeing of students at Zuccoli Primary School. She provides targeted literacy and numeracy intervention programs, helping students from Year 4 to Year 6 achieve their academic goals and build confidence.
Kiera has used the SpeldSA and Meaningful Maths programs to support students and she has created tailored lessons to enhance students' reading, writing, and spelling skills. Kiera's differentiated teaching strategies and ability to connect learning to real-world contexts have been particularly effective in engaging students and improving their outcomes.
One notable example is a student who struggled to write more than one sentence. By incorporating the student's interest Kiera helped them write a paragraph which significantly improved their writing skills. This approach led to the student's ability to write descriptive sentences and basic paragraphs, transferring these skills to other subjects like HASS, Science, and Writing.
Kiera actively participates in fortnightly collaborative planning time with her colleagues in the Silver Team, contributing ideas and developing specific literacy and numeracy goals for students. Kiera keeps detailed records of student progress, including annotated work samples and anecdotal notes, which are used for NCCD data collection.
Kiera has created student workbooks to track progress and gather evidence, sharing these insights during collaborative planning time to adjust teaching strategies and learning goals. This data-driven approach has enhanced the effectiveness of intervention programs, benefiting both students and teachers.
Kiera's commitment to professional development is evident. She participates in school-wide workshops on numeracy, literacy, and social-emotional learning (SEL), applying new skills to her intervention programs. Her involvement in workshops, such as those on the NT EAL/D learning progressions and Meaningful Maths, has deepened her understanding of student assessment and goal setting.
Kiera uses her professional development experiences to accurately record student data and collaborate with teachers to set SMART learning goals. Her dedication to improving her practice through continuous learning has significantly impacted student achievement at Zuccoli Primary School.
State Finalist
Sophie Herring
Northern Christian School, TAS
Nominated by: Kerrie Prentice, Learning Enrichment Coordinator
Sophie Herring, a Teacher Aide at Northern Christian School, is the Tasmania Finalist in the 2024 Australian Teacher Aide of the Year Awards.
Sophie embodies the values of dedication and excellence in education. Sophie’s dedication and versatility have been pivotal in transforming student learning and wellbeing at Northern Christian School. A past student at Northern Christian College herself, Sophie is an invaluable member of the school community.
"Sophie’s unwavering commitment to our students has earned her profound respect and admiration within our school community,” said Ms Kerrie Prentice
Sophie has a positive impact on both learning and wellbeing through her diverse roles by effectively facilitating the ‘Minilit Program,’ supporting classroom initiatives, and nurturing Kinder students. Her ability to work with individuals and small groups enables her to tailor support to ensure that every child, including those with additional needs, receives essential guidance and encouragement.
Sophie’s impact is evidenced by the substantial progress seen in students’ literacy skills. Using the school's programs, notable growth can be seen in kindergarten students as well as improved overall academic performance.
In collaboration with her colleagues, Sophie works closely with teachers and the Learning Enrichment Team to plan and adapt programs to accommodate all student needs and abilities. She also engages in community events, such as the school’s light Festival and Book Week, demonstrating her integral role in the school's collaborative spirit.
Sophie's teamwork is highlighted by her effective management of the Minilit timetable and active involvement in school events. Her detailed feedback and positive relationships with students, staff, and parents enhance the educational experience and support continuous assessment and improvement.
Sophie has actively pursued professional development, and she has completed numerous courses to improve her practice including First Aid Training, SALT Online Compliance Training, and various assessment workshops such as DIBELS. These efforts have equipped Sophie with the skills to support both students and teachers as well as enable her to contribute to student safety, accurate assessments, and enriched classroom support.
Through her ongoing professional development, Sophie integrates new skills into her practice, enhancing both her and the school’s capabilities. Her contributions extend beyond the classroom, positively impacting the wider community.
Sophie Herring’s nomination reflects her outstanding dedication, impactful contributions to student learning and wellbeing, collaborative approach, and commitment to professional growth.
State Finalist
Nina Portail
Berry Street School, VIC
Nominated by: Rebecca Robinson, Principal and Melinda Patterson, Learning Specialist
Nina Portail, an Education Support Worker at Berry Street School, Morwell Campus, is the Victoria Finalist in the 2024 Australian Teacher Aide of the Year Awards.
Nina is a dedicated educator whose work ethic and commitment to student success have significantly enhanced the learning environment at Berry Street School.
“Nina has an exceptional work ethnic and dedication to providing the students that the school opportunities to successfully thrive, achieve and belong in varied educational options within their unique and often challenging life circumstances,” said Rebecca Robinson, Principal
In her role, Nina has made a substantial impact on student learning and wellbeing through her work with the MacqLit literacy intervention program. By administering assessments, creating accurate trackers, and tailoring support, she has improved literacy skills while supporting students' emotional needs.
Nina collaborates effectively with all staff including working with the wellbeing staff to use trauma-informed practices, maintain open communication about program implementation and student progress. Her proactive approach ensures a unified strategy in student support, reflecting her strong team spirit and leadership.
Her collaboration extends to developing student profiles and working with the leadership team to refine these tools, ensuring they meet educational standards. This teamwork has improved both instructional strategies and the overall support provided to students.
Nina continually seeks to improve her practice by professional and personal development. This is evident in Nina’s pursuit of a master’s degree in Play Therapy and working to enhance staff understanding of the MacqLit program. Her efforts include conducting workshops and integrating new insights into her practice, demonstrating a commitment to professional growth.
Nina’s work as an Education Support Worker has successfully enhanced student learning and wellbeing. Her effective collaboration with colleagues, and commitment to professional development have significantly enriched the educational experience at Berry Street School, Morwell campus.
State Finalist
Debbie Horner
Dalyellup College, WA
Nominated by: Eloise Kyneur, Principal
Debbie Horner, Special Needs Lead Education Assistant at Dalyellup College, is the Western Australia Finalist in the 2024 Australian Teacher Aide of the Year Awards.
Debbie’s extraordinary dedication and expertise in supporting students with special needs make her a vital asset to the Dalyellup College. Her warmth, humour, creativity and professionalism are valued by the whole school community.
"Debbie has supported students both academically and emotionally with the deepest of commitment. Debbie’s devotion and dedication to our student is an inspiration to the entire school community – leadership, teachers, EA’s and students alike," said Eloise Kyneur, Principal
Debbie has impacted student learning and wellbeing by providing tailored support to a vision-impaired Year 11 student. She has not only facilitated academic engagement but also supported the student's emotional adjustment, ensuring they can navigate school life and complete their ATAR pathway successfully.
Debbie’s impact is evident through her innovative adaptations, including modifying classroom materials, creating accessible tools, and supporting emotional regulation. She also works closely with relevant education authorities to ensure students have full support during exams. Her work has enabled the vision-impaired student to achieve notable academic progress, including passing all Year 12 mid-year ATAR exams and maintaining high attendance and engagement.
In her role, Debbie manages a team of 11 Special Needs Education Assistants, coordinating schedules and training to ensure comprehensive support for all students. She fosters collaboration among staff and multiple education authorities such as Department of Education, SIDE, SEN Sensory and SCSA. Debbie is a strong supporter for SEN students, ensuring their needs are met across the school environment.
Debbie’s leadership is demonstrated by her effective management of the Education Assistant team, coordination of resources, and advocacy for SEN students’ needs. Her collaborative efforts have led to a cohesive and supportive EA team, and her proactive approach has ensured seamless support for students, particularly the vision-impaired student.
Debbie is committed to professional growth and regularly engages in targeted training and learning opportunities, benefiting both herself and her team. Her focus on continuous improvement ensures that the EA team remains current with best practices and industry standards, which enhances the overall educational environment.
Debbie Horner’s nomination highlights her commitment and innovative impact on student learning and wellbeing, effective collaboration, and dedication to professional practice.
