Congratulations to the Team Finalists in this year's 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 all 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 2024 Australia Teacher Aide Team of the Year. We wish each Team Finalist all the best!
Oran Park Anglican College, NSW - Team Finalist
Nominated by: Melinda Wealands, Head of Diverse Learning (P-12)
Back Row - Desanka Banjas, Katherine Cunningham, Brooke Webster, Jack Gambrill & Samuel Wallace
The Diverse Learning Support Team at Oran Park Anglican College is the New South Wales Finalist in the 2024 Australian Teacher Aide Team of the Year Awards.
This dedicated team displays compassion and professionalism, enhancing educational outcomes and student wellbeing across both Junior and Senior schools.
“Every day, I am reminded of the remarkable care this team provides, enabling OPAC students to grow, flourish, and contribute as individuals made in God’s image,” said Melinda Wealands, Head of Diverse Learning.
The team has a positive impact on learning and wellbeing. They foster an inclusive educational environment by providing tailored support, which has led to significant improvements in student engagement and success.
The team's support in literacy and numeracy is evident in the progress in reading levels among Junior School students; non-readers have become proficient with simple texts. They use One-to-One Check-Ins to enhance student wellbeing and independence in the Senior School and have received positive feedback from parents on their children’s progress. Through the team's inclusive participation initiatives, students receiving tier three supports now engage in college activities on par with peers, demonstrating increased confidence and success.
The team’s collaboration with colleagues and school staff is shown by their participation in regular meetings attended by all junior and senior staff, as well as Diverse Learning support meetings to share ideas and directions on the best ways to support students.
The team uses collaborative tools to ensure cohesive support and effective communication; their use of Microsoft Teams for daily adjustments and tracking, streamlines the system. In classroom settings, the team works closely with teaching staff to align instructional goals and support strategies.
The team continuously improves their practice through targeted professional development and reflective practices. They embrace new insights and methodologies to refine their approach to student support.
The team has engaged in term-by-term lesson observations to improve utilising feedback and enhance classroom practices. They have also participated in ongoing face-to-face and online training, including the Australian Teacher Aide website courses. The team has made vital contributions to college-wide training initiatives on effective use of support staff.
The commitment demonstrated by the Diverse Learning Support team by their efforts and continuous professional growth show the values of compassion, collaboration, and craftsmanship, ensuring outstanding support for every student.
Driver Primary School, NT - Team Finalist
Nominated by: Warwick Peter-Budge, Principal
The Preschool Educator Team at Driver Primary School is the Northern Territory Finalist in the 2024 Australian Teacher Aide Team of the Year Awards.
This dedicated group, with individual experience ranging from 1 to 10 years, has enhanced the quality of the preschool program, impacting enrolment numbers, student engagement, parent perceptions, and staff morale. The team’s efforts have had a positive impact on the learning and wellbeing of the preschool children.
“The improvements in the learning and wellbeing of our growing preschool cohort are significantly influenced by our team of preschool educators and their knowledgeable and skilful approach to working with young children,” said Warwick Peter-Budge.
Their impact is shown in the increased readiness of preschoolers across various developmental areas and their positive, eager attitudes towards attending preschool.
The team engage in children's play, promote healthy lifestyles and maintain a safe environment. This has led to improvements in both learning and wellbeing. The team’s dedicated approach, including activities like a weekly Playgroup for younger children, contributes to a positive and engaging early learning experience.
The team demonstrates collaboration by balancing independence with teamwork. Key collaborative tasks include self-managing staff breaks, adjusting timetables proactively, and covering roles during absences.
Their collaboration is shown by improved program quality and staff morale. Regular team meetings, proactive adjustments, and shared responsibilities enhance the preschool program and strengthen the team’s overall effectiveness.
The team is committed to ongoing professional development. They engage in weekly reflective meetings, develop growth plans, and participate in learning opportunities related to early childhood practices. Their dedication extends beyond regular hours, showcasing their commitment to continuous improvement in their roles.
This commitment to professional growth is reflected in their innovative practices and motivated work culture. Their dedication to improving their skills and the preschool program has fostered a dynamic and driven environment, enhancing both individual and team performance.
The preschool educators team at Driver Primary School have a positive impact on student learning and wellbeing as well as having high expectations of themselves as a team. They take pride in their work and have assisted in creating a motivated, and exciting culture at the preschool.
Padua College, QLD - Team Finalist
Nominated by: Andrea Murphy, Head of Inclusive Learning
The Learning Support Teacher Aides at Padua College, Kedron, are the Queensland Finalists in the 2024 Australian Teacher Aide Team of the Year Awards.
The learning support team’s role helps to create an inclusive and supportive environment for students across various year levels, ensuring equitable access to education and fostering academic and personal growth.
“The Learning Support Teacher Aides are pivotal members of the educational team at Padua College, fostering a culture of collaboration and mutual support among staff,” said Andrea Murphy, head of Inclusive Learning.
The team has had a positive impact on learning and wellbeing. By providing individualised and group support, they ensure that students with additional needs achieve measurable improvements in their academic performance and personal development.
Through the team’s interventions, targeted literacy and maths programs such as ACER Maths groups, have led to notable progress in reading fluency and comprehension, boosting student confidence and engagement in the classroom. Gains in literacy and numeracy are evident, with students showing improvements of 6 to 12 months in reading fluency within a school year.
The team demonstrates exceptional collaboration with colleagues. They work closely with teachers to develop differentiated instruction, share insights during team meetings, and coordinate with internal specialists to provide comprehensive support.
Their collaborative efforts are evident in the improved consistency of student support across subjects and year levels. This teamwork has enhanced teachers' ability to differentiate instruction, positively impacting all students, particularly those with additional needs. Staff morale has also improved due to the supportive work environment fostered by the aides.
The Learning Support Teacher Aides are committed to continuous improvement and professional growth. They engage in reflective practices to assess and enhance their support strategies, participate in professional development, and share their knowledge with colleagues.
This commitment is highlighted by their adoption of innovative practices and continuous learning, which enhances their student support. Their proactive approach to professional development and knowledge sharing contributes to a culture of continuous improvement within the school community.
The Learning Support Teacher Aides at Padua College, Kedron, are a dedicated team whose commitment to collaboration, and growth has a positive profound impact on student learning and wellbeing.
Investigator College, SA - Team Finalist
Nominated by: Diana Carter, Learning Strategies Coordinator
The Learning Strategies Officer (LSO) Team at Investigator College is the South Australia Finalist in the 2024 Australian Teacher Aide Team of the Year Awards.
The LSO team supports students from Reception through to Year 12 and demonstrates professionalism and teamwork, significantly enhancing the school's educational environment.
“The team are professional in their approach, take the time to show care and respect to their colleagues, families and most importantly, to the students in their care,” said Diana Carter, Learning Strategies Coordinator.
The team provides quality intervention programs across various subjects and grade levels, including early intervention, literacy and numeracy support, and social skills development. Their approach and interactions fosters a positive and safe environment, leading to increased student comfort and engagement.
The team’s impact on student learning and wellbeing is demonstrated by the improvements in student engagement, including positive student feedback, and academic achievement and progress. For instance, students in a small Maths group highlighted their experiences in graduation speeches, citing their sessions with the teacher aides as a highlight of their year, reflecting the team’s significant influence on students' educational experiences.
The team practices collaboration, showing mutual respect and support. They handle daily responsibilities effectively, manage timetables, and step in to cover roles as needed. Their daily meetings and proactive communication with teachers and school counsellors ensure a cohesive approach to student support.
This collaboration is evident in their effective team dynamics and problem-solving. Regular discussions and targeted meetings help address student needs and facilitate consistent program delivery. Their willingness to assist with various school activities and adapt to new initiatives showcases their commitment to teamwork and school-wide support.
The team is committed to continuous professional improvement. They actively seek to stay current with educational practices, participate in relevant training, and adapt to new programs.
Their dedication to professional growth is demonstrated by their proactive approach to learning and implementing new strategies and providing individualised resources for students. This commitment is reflected in their ability to adapt and enhance their support, leading to improved outcomes for students and a stronger overall educational environment.
The Learning Strategies Officer team at Investigator College displays dedication, collaboration, and a commitment to professional development all of which has a positive impact on student learning and wellbeing.
Calvin Christian School, TAS - Team Finalist
Nominated by: Rachael Honey, Learning Enrichment Teacher
Absent: Jasmine Blachford, Tolu Falaki, Sophie Hadfield, Dan Hartog, Sue Maiden, Melanie Molano, Mary Paton, Marianne Spencer, Ashley Tenaglia & Tracey Tilbrook
The Learning Enrichment Aides Team at Calvin Christian School is the Tasmania Finalist in the 2024 Australian Teacher Aide Team of the Year Awards.
The team, which includes long-serving members as well as newer, plays a large role in delivering educational support. They are a cohesive group that supports both primary and secondary students across various needs and are known for their professionalism, empathy, and strong sense of collaboration.
"The team is so dedicated, positive, cohesive and professional. Nothing is ever too much for the team. They will frequently step in to cover each other, take on extra duties, support teachers and care for students,” said Rachael Honey
The team has a positive impact on student learning and wellbeing. They provide essential interventions in literacy, math, and social skills through programs such as Maqlit, Minilit, and Numicon.
Their interventions have led to improvements in student achievement, with an increase in the number of students reaching grade-level proficiency in literacy and maths. The team also offers emotional and social support, including counselling and tools for emotional regulation, which has helped students with trauma and anxiety feel more secure and engaged in their learning environment. Their efforts are reflected in positive feedback from students and parents, who appreciate the aides' dedication and impact.
The Learning Enrichment Aides demonstrate collaboration with teachers.
The team meets weekly with teachers to discuss goals and strategies, and they access shared planning documents to stay informed about student needs.
The team are actively involved in developing learning plans and contributing to de-escalation strategies. Their input is valued in staff meetings, where their feedback helps refine school-wide systems and practices. The aides also support whole-school initiatives and contribute ideas for classroom improvements, enhancing the overall effectiveness of student support.
The Learning Enrichment Aides are committed to professional development, staying updated with best practices and methodologies.
They participate in ongoing training and adapt their interventions based on new knowledge and student feedback. This commitment to continuous improvement is evident in their adoption of new programs and their proactive approach to refining their practice. Their dedication to professional growth and their ability to contribute meaningfully to the school's educational practices underscore their exceptional role in supporting student success.
Overall, the Learning Enrichment Aides team at Calvin Christian School demonstrates dedication, collaboration, and ongoing professional development making a positive impact on student learning and wellbeing.
Nazareth College, VIC - Team Finalist
Nominated by: Emma Wray, Instructional Leader Learning Diversity and Engagement
Standing left to right: Hansa Parashar, Roshni Shakeeb, Caitlin Trustum, Emily Bryon, Tania Persi, Tiffany Blake, Amy Graham & Angela Jordan
The Learning Diversity Team Learning Support Officers from Nazareth Catholic Secondary College are the Victoria Finalists in the 2024 Australian Teacher Aide Team of the Year Awards.
Nazareth College is supported by a Learning Diversity Team of 21 Learning Support Officers. This team plays an important role in supporting students’ learning and social-emotional needs throughout the school day and beyond.
“As well as supporting our students, they work collaboratively with teachers and school leaders to deliver a high quality, inclusive experience for the students at our college,” said Emma Wray, Instructional Leader.
The Learning Diversity Team positively impacts student learning and wellbeing by volunteering for initiatives such as the Breakfast Club, providing lunchtime support, running social skills programs, and offering one-on-one support for wellbeing, organization, and homework.
They also implement positive behaviour support plans in classrooms, use a Check-in Check-out behavioural system, and work closely with the Wellbeing Team. In their role, the team provides academic support, including in-class assistance, small group literacy and numeracy interventions, online support through OneNote, after-school homework help, exam and test revision, and special provisions during tests. Programs they deliver include Multi-Lit, Quick-Smart Mathematics, and PEERS social skills. They are also involved in mentoring through the I Can Network and offer one-on-one tutoring and homework club support.
The team collaborates with teachers and school leaders to deliver an inclusive educational experience. This includes supporting students in whole-class settings, small groups, and one-on-one situations, demonstrating a high level of commitment and professionalism.
The team reviews lesson plans, requests formal feedback, and contributes to inclusive education practices. Daily briefings and weekly meetings are held to update on student progress and develop strategies. The team’s notes and data are used by external specialists and support behaviour-tracking and positive behaviour systems.
The Learning Diversity Team is dedicated to professional growth and improving practices. They engage in continuous professional development, covering areas such as QuickSmart Mathematics, ADHD, intellectual disabilities, mental health, assistive technology.
They share their learning with each other and support teachers in integrating these strategies into their teaching. This ongoing development has enhanced the team’s ability to support students, particularly through assistive technologies, which foster greater independent learning.
Overall, the Learning Diversity Team at Nazareth College enhances student leaning and wellbeing by displaying commitment, collaboration, and professional growth.
