"WE TEACH WHO WE ARE"
(PALMER, 2017)
about me
I am a passionate and creative graduate teacher specialising in Visual Arts and Design, with a deep belief in the transformative power of the arts to inspire, engage, and empower young people. My journey weaves together a rich background in both education and the creative industries, including over seven years in education management and curriculum development, alongside a successful career as a fashion designer and business owner.
Currently completing my Master of Teaching (Secondary) at Deakin University, I bring a unique blend of practical industry expertise and pedagogical knowledge to the classroom. Returning to study after a nine-year hiatus has been a profoundly reflective journey, fostering both personal and professional growth. Through this process, I have explored my identity and integrity as an educator; shaping my values, sense of purpose, and aspirations for the future.
My professional experiences—ranging from managing an art gallery to leading teams and educational programs at Shichida Australia Early Education—have strengthened my skills in inclusive curriculum planning, team leadership, and fostering positive relationships with students, families, and colleagues. These experiences have also fueled my commitment to culturally responsive practice and to building safe, supportive environments where every learner feels seen, valued, and empowered.
With preservice experience teaching Year 7–10 Visual Arts, Textiles/Fashion, VCE Art Creative Practice, Year 10–12 Visual Communication Design, and Product Design and Technology (Units 1 & 2), I am dedicated to preparing students for diverse pathways in the arts and broader creative industries.
My goal is to contribute not only to the classroom but to the wider school community, inspiring students to see themselves as capable, creative, and connected learners ready to shape their futures.
TEACHING PHILOSOPHY
Greek philosopher Socrates (469–399 B.C.) famously stated that “education is the kindling of a flame, not the filling of a vessel” (Churchill et al., 2022). This metaphor captures the heart of my teaching philosophy: education is not merely the transmission of knowledge but the ignition of curiosity, creativity, and critical thought. Within every pedagogy lies a dynamic interplay between the profound and the practical, between knowing and being. As educators, we navigate the delicate balance between theoretical understanding and lived experience, guiding students to connect what they learn with who they are and who they aspire to become.A high-quality education forms the foundation for lifelong success, shaping both individual opportunities and collective social outcomes. Visual arts, in particular, hold significant psychological, developmental, and educational value, offering a unique language through which students can explore complex ideas, emotions, and identities. Through imagery, metaphor, and symbolism, the arts provide a powerful means of communication that transcends words, making visible what is often unspoken.
My practice is deeply informed by place-based and experiential learning pedagogies (Smith & Knapp, 2010), which position the teacher not as an authority figure but as a guide and facilitator, provoking thoughtful dialogue and authentic engagement. As an emerging visual arts educator and social justice advocate, I see the art classroom as a sanctuary for authentic expression. Creative spaces can challenge dominant narratives, amplify diverse voices, and foster collective agency. Barton et al. (2015) affirm that when students engage with creative documentation processes—tactile, visual, oral, and spiritual—they become empowered tellers of their own stories. Similarly, Clay (2001) highlights how the very act of making art allows young people to hold and shape ideas, visually voicing their unique experiences and identities during the pivotal stage of adolescence.
Teaching, as Britzman (2003) suggests, is an “incomplete project”—a nonlinear, evolving journey shaped by the tensions between theory and practice, knowledge and being. This understanding has deepened my appreciation of the ethical and personal dimensions of teaching. I view teacher development as a dynamic interplay of subject expertise and self-awareness (Berliner, 2004), where every challenge becomes an opportunity for growth. Guided by Schön’s (1987) notion of the reflective practitioner, I am committed to staying critically attuned to my evolving practice.Even within the constraints of neoliberal education systems, I believe professional standards can be leveraged as catalysts for ethical, socially responsive action (Campbell, 2021). My goal as an educator is to cultivate inclusive and transformative learning environments where students feel seen, valued, and empowered.
