[A blue screen appears with text that reads ‘Subject Matters: A guide to teaching in Victoria. Vodcast hosted by Gorgi Coghlan’.]
[Gorgi Coghlan, Host]:
Hello, and welcome to Subject Matters, the vodcast series that aims to share all you need to know about teaching in Victoria. My name’s Gorgi Coghlan, I’m an Australian TV presenter and former Secondary School teacher with a passion for science and storytelling.
Welcome to episode two, today we’re tackling the question “what does it take to become a teacher in Victoria?” We’re talking to Andrew McConchie, Amy Robertson and Dimple Bhardwaj about their experience of teacher training and what it takes to be successful in this process.
[Dimple Bhardwaj, Primary School Teacher]:
Thanks Gorgi, my name is Dimple Bhardwaj and I'm a year five classroom teacher in a learning specialists team, and I teach at Hillsmeade Primary School in Melbourne.
[Amy Robertson, Primary School Teacher]:
Thanks for having us Gorgi. My name is Amy Robertson and I'm currently studying my final year of Bachelor of Education. My final rounds are at Tarwin Lower Primary School.
[Andrew McConchie, Assistant Principal ]:
Hi Gorgi and hello everyone. My name's Andrew McConchie. I'm an assistant principal at Geelong High School and an English teacher as well.
Gorgi:
Welcome everyone. Let's go through maybe just start, I'm really interested in how you came into teaching. Like what route you took, maybe I'll start with you, Andrew.
Andrew:
Okay. I grew up in Mooroopna in Country Victoria and moved to the Big Smoke to do a Bachelor of Arts after my VCE. And then after that, I wasn't really sure what I wanted to do. So I did a bit of travelling and I went to South Korea and I taught English as a second language there. Then I just loved that so much, I came back, did the graduate diploma in education and haven't looked back really.
[A text box appears on screen. It reads: The Graduate Diploma in Education has been replaced by a range of postgraduate master’s teaching degrees.]
Gorgi:
In a way I suppose, that hands-on like almost industry experience in South Korea that then led you back to do the formal training?
Andrew:
Yeah, it was kind of after I left, I started getting emails and, you know, little comments and thank you’s from the kids and that sort of thing. I just, yeah, I felt like I'd had an impact and it was probably the first time I'd had that experience. So yeah.
Gorgi:
Amy, you have done what I'd probably say is maybe the more traditional pathway. Take us through how you've come into teaching.
Amy:
Yeah, definitely. So as soon as I finished high school, which was four years ago, I decided to move to Melbourne because I live in the country and I started my teaching degree in primary education at Deakin university.
[A text box appears on screen. It reads: There are 12 Victorian institutions that offer a variety of teaching degrees.]
Gorgi:
And Dimple, a very different approach for you?
Dimple:
For sure Gorgi. So I was born in India and finished my year 12 and did Bachelors of Homoeopathic Medicine and Surgery, which is a five and a half year course. Practised there, used to see patients in my clinic and practised for seven years, then decided to come to Melbourne.
When I came to Melbourne, my degree and my education was attested and recognised here internationally as well. So I joined the Australian Homoeopathic Association and I practised for two years in Bentleigh. And then I noticed the difference between the acceptance of homoeopathy in India and in Melbourne is quite different.
So then I used to, in India also teach anatomy and physiology because science is my passion. And so I thought, teaching, right, let's do it. But I didn't know anything about this country. So I actually did a GradDip from Monash University.
[A text box appears on screen. It reads: The Graduate Diploma in education has been replaced by a range of postgraduate master’s teaching degrees, and in some cases, the opportunity for employment in a school while completing the degree.]
And of course during that time I had some amazing mentoring teachers and then I came and I got out of that year and applied at Hillsmeade Primary School. And I'm still here.
Gorgi:
So Amy, you're currently in the midst of finishing your studies. Was there anything that surprised you about the course? Did you find the lectures and the theory as opposed to sort of the teaching rounds, the balance great. How did you find it as you were going through it?
Amy:
I think it was a really good balance. So each year you obviously have your placement rounds and in your first year of studying, you have one week of just placement rounds and the rest is lectures and mainly face-to-face classes.
We don't really have many lectures in teaching as it's a lot of face-to-face learning. And in my second year and third year, I think I had four weeks each year of placement, which was really nice. I think it's a great way to get to know the kids and the schools and get a feel of the different teaching styles. And then in my final year, I had an eight week block of studying teaching.
Gorgi:
And Amy, did you find the lecturers really supportive and tutorial supportive? Was there anything there that you found challenging or you found that there was a really great support system as you were going through the course?
Amy:
I think your mentor teacher is your biggest support. I feel like they guide you through everything. They're with you every step of the way. They know how much to give you. They've been through the study and everything, but also the Uni, Deakin University's been great because we have a mentor teacher also from the university who calls us up and checks in on anything we want to share with them. So it's an amazing support system that you'll have once you start teaching.
Gorgi:
Andrew, can I chat to you about how education is changing, how teaching is changing? We've talked about how the pandemic has precipitated new skills, new flexibility in schools, teachers and students. What do you think the classroom will look like in 10 years, particularly given your experience now of a pandemic?
Andrew:
Look, I think traditionally we look back on the stereotypes that are probably still out there about what teaching is and it's the Sage on the stage stereotype where at the front end parting our knowledge onto children who are sponges and are going to absorb it.
And I think it's really moved quite a long way from that now. I think the pandemic in some ways has helped that movement towards a more community-based approach where we’re a culture of learners really, even teachers are saying, "I don't have to know everything. I'm going to learn this with you. Let's make meaning out of this together."
I think in 10 years we'll still be doing that. I don't think there's going to be radical upheaval in education. We've got access to far more information than we could possibly make sense of at the moment. I think it's just about schools being places where people will connect with one another to help support each other into brighter futures.
I think we're going to continue to get better at that. We're probably going to become more and more inclusive and we're probably going to get better at tailoring our support for a wider range of learners as well.
[A blue screen appears. It reads: What is it like teaching your first lesson? ]
Gorgi:
Andrew, do you remember your first lesson on one of your first teaching rounds?
Andrew:
I remember how nervous I was. I've never been a huge fan of public speaking so I was petrified at the start. But I think once you get in there, it only takes you about two days and you've just, you've got to get over it. And you just move on.
Gorgi:
Dimple, do you remember yours?
Dimple:
Yeah. I was very lucky. My mentor teacher was there. She was holding my hands in the way that, all right, let's start with the small guided reading groups first and then go big the whole class, you know? I think the most empowering thing for myself, looking at her, was how she does things because she was such a perfect role model for me. And then I understood how important it is to make relationships with those little ones to deliver any content. So yes, the placement is the best part of the uni degree I think. Yeah.
Gorgi:
Andrew, putting your assistant principal hat on, what do you look for when you have student teachers coming out? What can you quickly assess whether this person's got it, or this person might not be great at teaching?
Andrew:
I don't think it works like that. I don't think anyone's innately a teacher or not. I think what we're looking for is engagement and that willingness to learn. If you're willing to push that extra mile, you show up to meetings, you get engaged in discussions, you're listening to teachers and you're hungry to sort of go out and observe teachers who you hear are particularly good in a particular area, then we start to think, yeah, this person is going to grow into someone who's going to have a really profound impact on young people.
Gorgi:
So it's really interesting that you said,” I don't think we categorise them into not making it or don't.” That's encouraging to someone because, does that buy into the philosophy as you say that it's a process to become a teacher?
Andrew:
Absolutely. There's a lot of research into what happens when you first start going into the classroom and it talks a lot about you working out what kind of teacher you are. And there are thousands of different types of teachers and we're all various combinations of all those different identities and all those different ways of approaching teaching.
But I think that's a real strength of education. It's all, different teachers relate in different ways to different kids and bring different skill sets. It's what we do together as a whole that matters. So if you're bringing energy and enthusiasm and a willingness to learn, then you've got a really good shot I think.
Gorgi:
What other qualities do you think make a good teacher?
Dimple:
I think the first thing is being passionate about what you're doing. You know, you wake up in the morning and it's such a great feeling. You know you're going to make an impact. And you can make a difference. So the qualities I would say is eagerness to learn and also knowing that it's okay to make mistakes. That growth mindset, that, Okay, I'll do it, but I'll learn and grow with my students because I'm the students ready for the world, for those 21st century skills and everything, which even I don't know what the world is going to look like in the years coming ahead.
So I think every day with open-mindedness that yes, we're going to collaborate, we're going to be a team player. We're going to learn from each other and make a difference.
Gorgi:
Andrew, could you talk to us about the differences you're seeing in the candidates arriving based on sort of the changes in courses that you're seeing in teaching, how the degrees are sort of changing and what are you seeing at the frontline with the teachers that are turning up to you now?
Andrew:
There's I think a much deeper knowledge across education about the diverse needs of the students that we're dealing with and the different ways we can cater to some of those needs and engage them. I think there's also a lot more sort of work being done around some of the fundamentals and the theory of teaching and learning. So teachers are often coming to us, they can talk really proficiently about scaffolding, about different pedagogical strategies that they'll use in the classroom. And I think we're also seeing an awareness of sort of more systematic contributions that young teachers can make.
Gorgi:
What have you noticed in your staff in terms of their skills and adaptations and what different staff have been able to cope with during the pandemic?
Andrew:
We've just been amazed at what teachers have been doing. I think part of it has been learning about the challenges that we're facing and being adaptable and being flexible about what we're doing. But I think we've also seen teachers come at the role with a new purpose and we've seen families also appreciate teachers in a way that is kind of a bit next level.
We've had stories about parents who can't believe that the principal has driven round and dropped a laptop off to them. Or a tutor has kind of rung up and done a two hour one-to-one session with a student who's finding it hard to engage or having certain challenges.
So I think that's given a lot of people extra purpose and reinforced I think the important role that teachers have and play. I think as an English teacher for example, I'll give you an example, we've seen in the media lots and lots of different representations of what we as a society should be doing at the moment. At times that's been really heated and really controversial. And there's been very clear agendas that have been played out in that space.
And English teachers I think have been out there kind of teaching kids to see through that, teaching kids to unpick that, and it's been so important. I think as a state we've been relatively successful because as a community we're able to do those sorts of things. And it's teachers that lead the way in people having that capacity. So I think there's a new purpose that's come as well with the challenges we're facing.
Gorgi:
Do any of you remember a moment in your teaching degrees and your training that really sticks out that a light bulb went on why you're doing teaching and why that training was so crucial?
Dimple:
I can share one. So on my placement rounds, we had a student who had some learning difficulties. And I think it was that week when I was given full control of the classroom. So classroom management was always a challenging thing. I'm like, "Okay." And so that student, I was trying my best and I was observing my mentor on how to engage that student. So I was trying to do some arrangements in my lesson plan as well.
But after the lesson finished that lovely little student, he actually held my hand. And it was time to go to the assembly and he held my hand and I was in tears and literally he just held my hand. And he wanted to go with me. And that was the moment when I thought, I'm glad I'm doing teaching. And I'm in the right place.
Gorgi:
That's a beautiful story, Dimple.
Dimple:
Yeah, it touched my heart.
Gorgi:
I love that it stayed with you too. Amy, have you had any experiences in your training or any moments with kids that's given you a lot of clarity about what teaching is?
Amy:
I think actually in my final placement. So this is my final round and I've been at the school for four weeks previous to this, and on this final round on the Monday when I showed up to school, I had a kid come up to me and they said, "Miss Robertson, Miss Robertson, ah we've missed you." And I think that is the biggest thing, like as a student teacher you wouldn't think that a student or anyone even remembers you or come back to think, Oh, this student teacher has been here.
But to have a student say that they miss you and to show that eagerness that they're excited for you to be back, I think means a lot to you as a teacher.
[A blue screen appears. It reads: Why should people consider a teaching career?]
Gorgi:
If I'm someone listening to this vodcast and I'm considering going into teaching but I'm daunted by the process and I'm daunted about what I'm doing. You could have your twelves listening, you could have people in industry listening, you could have people in other careers listening. What are your words of advice to those people about entering the teaching profession and how to be successful?
Amy:
Just go for it. You have nothing to lose. If you have even the slightest idea, I remember I was unsure and I knew I wanted to study teaching. It's not until you start the course that you start realising the effects that it has on you and how suited it is for you. So just go for it. You have nothing to lose and it's a very valuable and rewarding career and I can't wait to hopefully get a job next year.
Dimple:
Just be ready to fly. Just dive in and be passionate. If you are passionate, just be aware that yes, it is tricky at the start. It is challenging. We know those challenges as well, but don't be afraid to ask and also be reassured that when you step in the school, any school, now we have so much support, you know. We have the aides there. We have the mentors there for the mentees. We have the principals, the leadership, everyone's supporting those new teachers. So don't be afraid, just believe in yourself and just go for it.
Andrew:
You can do some incredible things in teaching, but they're just the accumulation of all those little steps you make and set yourself some short-term goals. Get up in front of that class for the first time or, sign up for the course and show up to your lectures.
I think the profession will shape you and will change you. And you will grow as much as you see students grow around you. So start small and set little achievable goals and you'll do incredible things.
Gorgi:
Great advice. Dimple, Amy and Andrew, thank you so much for your time. It's been wonderful to chat and I'm sure you've inspired a whole new batch of teachers hopefully ready to go into the profession.
That brings us to the end of today’s episode. Thanks for watching Subject Matters with me, Gorgi Coghlan. For more information about teaching, search Teach the Future.
[End of transcript]
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