Born and raised in the small town of Ayr in far North Queensland, school has always held a special place in my heart. Growing up in a close-knit community meant that teachers and friends were a constant presence in my life. Imagine going from prep to grade 12 with the same group of friends and having teachers who were either relatives or your mum’s best friend! There’s something truly unique about this small town that made me love school, and that love still burns brightly today.

Now, as an adult, that love has morphed into a mission: making sure my students feel the same way I did. Coming back to teach at my old school is a blast. Working with the wonderful teachers who once put up with me is a daily reminder of how lucky I am. Sure, it’s a bit awkward calling these amazing ladies by their first names now, but it’s also a huge honour. Since graduating with a Bachelor of Education from Swinburne University, my journey at St Francis Catholic School, Ayr has been nothing short of incredible. Here’s a little peek into my adventure so far…

When did you decide you wanted to become a teacher?

During my school years, I was all about music. I performed regularly with my town’s performing arts group, The Burdekin Singers & Theatre Company, and taught voice, piano, and guitar at my sister ’s performing arts centre, Perform Studios. Music was a massive part of my life and sharing it through teaching and performing was a blast. So, after high school, I thought, "Why not make this my career?" and started an online Bachelor of Music. Six months in, reality hit me like a rogue cymbal crash: my passion for music might not be enough to sustain me through adulthood. Cue the light bulb moment—why not use my love for music in a classroom setting? Becoming a music teacher sounded like the perfect gig—doing what I love and sharing it with kids every week. Brilliant, right? I quickly hit the pause button on my music course and switched to a Bachelor of Education through Swinburne Online. Because, honestly, who wants to leave this awesome town?

Meanwhile, Southern Cross Catholic College in Townsville was hunting for a new music tutor. Perfect timing! I could learn from some of the most talented musicians and teachers in the area while studying. So, I grabbed the job at Southern Cross, and wow, what a ride. Teaching one-on-one voice lessons, being part of their immersion program, and directing the junior choir—it was all so rewarding. And getting involved in a musical production? Pure gold. I learned more from these hands-on experiences than any textbook could ever teach me. In addition to my music gig, I picked up a few teacher aide jobs and completed all four of my pracs.

Life was buzzing, and I was soaking up knowledge in both music and general education like a sponge. But here ' s the twist: while I loved teaching music at Southern Cross, my pracs in the Burdekin were the real game-changers. I did four four-week pracs during my degree, and each one was a revelation. That' s when I realised my heart was truly in classroom teaching, and music could be my personal joy.

What are the benefits of being a graduate teacher and how has TCE and the school supporting you?

From the very start of my teaching journey at TCE, I’ve felt super supported. Kicking off the year, we had a two-day conference at The Ville. This early career conference was a total game-changer. I learned the ropes, figured out who to turn to for help, and got a solid grasp of what was expected of me. Seriously, without that conference, I would have been lost. Since then, TCE has kept things rolling with regular Zoom check-ins and tons of useful info, making life as a graduate teacher way easier. One of the best parts of being a graduate teacher is having a mentor. I struck gold with Cate Eathorne, who is like a teaching superhero. Cate observed my classes, modelled lessons, and gave me great feedback. Her support and encouragement have boosted my confidence in the classroom and around other teachers.

Living in a small town means support is always close by. I am surrounded by a family of teachers, including my Aunty Chiara Oar, who also works at St Francis. Having her guidance anytime I need it is amazing. Plus, my sister and mum are involved in TCE, so I’ve got a solid support network. Coming from a big Italian family, I’m lucky to have so many relatives, including cousins in my class! How cool is that? This sense of family and community makes teaching so much easier. I feel supported every day and never hesitate to ask for help.

What has your experience been transitioning into teaching?

Growing up, I attended St Francis Catholic Primary and Burdekin Catholic High School. Fun fact: I was the school captain at St Francis in 2014! My family has always been deeply connected to our Catholic faith, so it was a no-brainer for me to start my teaching career at a Catholic school. At the early careers teacher conference, I had a bit of an eye-opener when I realised some teachers aren't even Catholic! It had never occurred to me before—though, of course, it' s completely okay. This made me appreciate my solid Catholic background even more, as it helped make my transition from student to teacher much smoother. I was already familiar with the routines and expectations, which was a big plus.

Before I completed my degree, I spent two years working as a music tutor at Southern Cross Catholic College in Townsville. This gig was a gamechanger and helped me slide into the classroom without too many hiccups. I got to know the TCE system and procedures, and I even mastered the art of marking the roll-on Compass. Plus, I met some amazing people who became my mentors and guides along the way. Honestly, without those two years at Southern Cross, my transition into teaching would have been a lot bumpier.

What have you discovered about yourself as a teacher?

When I started my practicums, I wasn't quite sure what kind of teacher I would be, but I knew the kind of teacher I wanted to be. I wanted to be the one who made kids excited to come to school, the one who'd listen to their made-up stories, no matter how long they took. I imagined myself as the teacher with colourful clothes and decorations, where the classroom looked like a rainbow explosion.

While I have achieved some of these things, I quickly learned that it's more than just the exterior. Students want to build a relationship with their teacher, and that became my main focus. I realised my mission was to make these kids love coming to school. Sure, the curriculum is important, but there's no way they're going to engage with it without strong, established relationships. Once those were in place, I could introduce the curriculum in fun and innovative ways—through games, hands-on activities, and technology. I' m proud to say I've built those relationships, and each student in my class loves learning. I guess I have grown as a teacher, as my perspective on what is important has changed. In the beginning, I was too focused on what to teach instead of how to teach. I' m proud of my achievements and can't wait to keep growing.

Highlights so far…

From the start of my teaching journey, one experience has left a lasting impression: the story of my student Billy. Billy was born with enlarged vestibular aqueducts, which caused progressive hearing loss. This condition makes it difficult for him to differentiate between multiple sounds and voices. To help him learn effectively, our classroom is equipped with the 'Roger ' system, which allows him to hear both his teacher and his classmates. When Billy joined my class, I was determined to provide him with the best possible learning environment.

Just two weeks into my teaching career, I was participating in a local production of 'The Little Mermaid, ' playing the role of Ariel. Naturally, when my students discovered their teacher was performing as a Disney princess, they were eager to see the show and convinced their parents to buy tickets. Billy was among them! However, when Billy told me he was coming, I was concerned. He had never attended a live performance before, and I wanted to ensure he had the best possible experience. I reached out to Dave Luscombe, the sound technician at Burdekin Theatre, to see if we could enhance Billy ' s experience. Thanks to Dave's ingenuity, we connected the show's audio to Billy's cochlear sound processor—a ground breaking first for The Burdekin Theatre. This allowed Billy to enjoy the performance fully, hearing every note and sound, and experiencing the magic of the music.

To say my teaching journey started on a high note is an understatement. Realising that I have the power to create such impactful moments for my students has made me even more passionate about my career. Last term, Billy was one of six children from Australia and New Zealand selected to speak before 30 parliamentarians at Canberra Parliament House, including the Minister for Health and Aged Care, Mark Butler. My journey has only just begun, and I am thrilled to see what other incredible moments lie ahead.

Life in the Burdekin

If there's one thing the Burdekin is known for, it's a supportive and close knit community. The sense of community spirit here is unmatched, and it's something I cherish deeply. I’m an active participant in our community, particularly in the cultural scene. It’s amazing that my entire class came out to watch me in a local performance, supporting both their teacher and our local organisations. These performances are entirely volunteer-based for me; they’re my way of giving back to the community that has given me so much.

On my opening night, I received a heart-warming gift from my students. In just two weeks of knowing me, they had banded together to sign a card and gift me a pair of pearl earrings. I was over the moon and, of course, had to wear them on stage—because what mermaid doesn’t have pearl earrings, right? This gesture was incredibly special and is a testament to the kindness and generosity that defines our small community.

It’s moments like these that remind me why I love teaching and being part of such a wonderful place. Seeing my students and their families support me so enthusiastically after such a short time is truly remarkable. While I started my teaching journey focused on lesson plans and classroom management, these unexpected moments of support and kindness have really shaped my experience. Who wouldn’t feel a bit more magical performing as a mermaid with a class of enthusiastic supporters cheering them on? This is just a small example of the big heart our community has, and I feel incredibly lucky to be a part of it.