Congratulations to the State Finalists in the 2025 Australian Teacher Aide of the Year Awards.
The 2025 Finalists have been recognised for their positive impact on student learning and wellbeing, their commitment to improving their support practice through ongoing professional learning, and effective collaboration with colleagues.
Thank you to the school leaders 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
Bronwyn Forsyth
Galilee School, ACT
Nominated by: Tim McNevin, Principal
Bronwyn Forsyth, Learning Support Assistant at Galilee School, is the state finalist for the Australian Capital Territory in the 2025 Australian Teacher Aide of the Year Awards.
Bronwyn is deeply committed to relational, student-centred support that recognises and responds to the developmental and learning needs of every individual.
“Bronwyn’s gentle, patient, nurturing demeanour is a ‘gift’ that she gives to her students – they respond to her, they connect with her, they trust her” says Tim McNevin, Principal.
By creating safe, responsive spaces and applying developmentally informed strategies, Bronwyn empowers students to engage in learning and thrive both personally and academically.
Bronwyn draws on a deep understanding of her students’ individual learning plans, cognitive stages, and emotional needs to shape her support strategies. She works with teachers to identify each student’s zone of proximal development and tailors support accordingly. Her approach fosters genuine trust, engagement, and success. Bronwyn is actively involved in a range of programs including the Dogs Connect Wellbeing Dog Team, Farm Skills, and Horses Helping Humans, each requiring her to develop new skills to meet the complex and holistic needs of her learners.
Bronwyn is a trusted and skilled collaborator, contributing meaningfully to school-wide inclusion and student wellbeing.
She builds respectful partnerships with teachers, carers, and the wider school community. Bronwyn plays a key role in emotional regulation through the school’s Wellbeing Dog initiative and supports goal-setting processes through student-led academic reviews. She communicates regularly with families and helps translate learning goals into personalised student and parent action plans. Her collaborative spirit ensures that each student is known, supported, and celebrated across all learning contexts.
Bronwyn consistently deepens her professional practice through reflective feedback, knowledge-sharing, and purposeful inquiry.
She proactively seeks feedback from colleagues and applies it to improve her practice. She is deliberate in aligning her role with pedagogical goals, engaging in curriculum planning and assessment support. Bronwyn maintains strong awareness of ethical responsibilities, celebrates diversity, and champions a culture of inclusion. Her thoughtful application of school policies ensures consistency, student safety, and alignment with school-wide objectives.
State Finalist
Lana Doorey
St Raphael’s Catholic School, NSW
Nominated by: Kristie-Lee Cooley, Learning Support Coordinator
Lana Doorey, Executive Assistant and Student Learning Support Officer at St Raphael’s Catholic School, is the state finalist for New South Wales in the 2025 Australian Teacher Aide of the Year Awards.
Lana brings deep expertise, insight, and compassion to her role, underpinned by lived experience and a strong foundation in Early Intervention.
“Her knowledge is not only deep but shared widely, building the capacity of those around her. Her qualifications, insight, and initiative far exceed her role” says Kristie-Lee Cooley, Learning Support Coordinator.
Lana’s strengths lie in supporting students with complex needs and in equipping others through her guidance and modelling of best practice.
With specialisation in autism, communication, and inclusive practices, Lana supports students through visual tools, sensory regulation, and individualised programs. Her role in programs such as MiniLit, MacqLit, and QuickSmart demonstrates her skill in supporting literacy and numeracy intervention. A standout achievement includes the transformation of a student with ASD and significant language and motor delays. Through Lana’s consistent support, this student has shown substantial growth in communication, engagement, and independence.
Lana’s collaborative approach enhances teacher capacity and supports the whole school to implement inclusive, practical solutions.
She works side-by-side with teachers to co-design classroom adjustments, create social scripts and visuals, and strengthen understanding of NCCD processes. She mentors early career teachers and SLSOs, offering not just strategies but encouragement and shared responsibility. Her calm, clear communication ensures alignment across the support team, while her active role in wellbeing initiatives further enriches the school’s inclusive culture.
Lana is a lifelong learner whose growth mindset shapes both her own practice and that of her peers.
She regularly undertakes professional learning in ASD and inclusive education, staying current with best practice and NCCD guidelines. Drawing from her early intervention background, she models practical techniques and provides professional guidance to others. Her use of Key Word Sign, adaptive tools, and her understanding of differentiated instruction demonstrate her technical expertise and her proactive, learner-centred mindset.
State Finalist
Lee-Anne Puddey
Nightcliff Primary School, NT
Nominated by: Ranae Graham, Principal
Lee-Anne Puddey, Student Education Support Officer at Nightcliff Primary School, is the state finalist for the Northern Territory in the 2025 Australian Teacher Aide of the Year Awards.
A quiet achiever and powerful innovator, Lee-Anne exemplifies lifelong learning, integrity, and influence in her student support and school-wide leadership.
“Due to her extensive knowledge, positive relationships with staff, students and the community, Lee-Anne is trusted to apply her knowledge of students to differentiate instruction, support shifting student demographics… and support all staff” says Ranae Graham, Principal.
Through evidence-based reading interventions and social-emotional support programs, Lee-Anne has improved student learning outcomes and built a stronger school community.
Lee-Anne has been instrumental in implementing Read Write Inc. (RWI) and Fresh Start programs, driving improvements in early literacy. Her work includes conducting reading assessments, grouping students by need, and analysing outcomes to inform practice. Her leadership in interventions contributed to Nightcliff Primary School meeting its 2024 and 2025 NAPLAN improvement goals, with a notable increase in students reaching LEXILE Pro levels and Year 3 reading results classified as ‘Strong’. She also leads a Life Skills program, embedding social, emotional, and practical skills into weekly lessons for senior students.
Lee-Anne collaborates closely with teaching teams, leadership, and the wider community to embed inclusive practices and targeted support systems.
She co-leads school-wide reading assessment and analysis efforts, working alongside the Principal and Assistant Principal to drive strategy and outcomes. She supports the co-design of Education Adjustment Plans, mentors colleagues in reading instruction, and helps build capacity in classroom-based literacy delivery. Her involvement in initiatives such as Breakfast Club and the Tree of Resilience framework has fostered a nurturing, responsive school culture that values regulation, routine, and belonging.
Committed to professional growth, Lee-Anne seeks out training and shares her expertise to build staff capacity and enhance student learning.
She has completed extensive self-directed and school-funded training in the Science of Reading, special education, RWI, DIBELS, and Berry Street Education. She models lessons for staff, leads reading intervention data cycles, and aligns her work with national teaching standards. Her influence ensures the school’s improvement agenda is met and that inclusive, differentiated instruction becomes embedded across year levels.
State Finalist
Claudia Belcher
Redlynch State College, QLD
Nominated by: David Zhang, Deputy Principal, Diverse Learning Centre (DLC)
Claudia Belcher, a dedicated teacher aide at Redlynch State College, is the state finalist for Queensland in the 2025 Australian Teacher Aide of the Year Awards.
Claudia is widely respected for her empathy, professionalism, and deep knowledge in supporting students with disability.
“Claudia embodies the excellence, empathy, and expertise that define an outstanding teacher aide” says David Zhang, Deputy Principal (DLC).
Her work transforms learning experiences for senior students in the Diverse Learning Centre (DLC), fostering independence, dignity, and confidence. She ensures students engage meaningfully in inclusive learning environments.
Through her 20 years of service, Claudia has shaped an inclusive model that empowers students well below age-level expectations to participate fully in mainstream classes. She co-designs modified tasks, documents assessment evidence through interviews and videos, and supports personalised curriculum adjustments. Her creative use of the ASDAN program with disengaged students, and a gardening unit integrating core subjects, enabled hands-on learning aligned with curriculum goals. Claudia also led initiatives such as the Reconciliation Action Plan during COVID, enabling Indigenous student voice and fostering cultural inclusion. Camps, leadership activities, and student-designed fitness programs highlight her commitment to student development and real-world skill building.
Claudia is an enthusiastic team player who fosters collaboration across the secondary campus.
She works closely with HODs, case managers, teachers, and allied health professionals to coordinate inclusive practices. Claudia plays a pivotal role in meetings, proactively shares student progress, and leads documentation of accommodations and evidence for QCIA and AARA frameworks. One teacher shared, “Claudia frequently anticipates needs before they arise, often organising and creating special resources for students. Her collaborative spirit has helped the teaching team cohesion and contributed significantly to a positive learning environment”. Her initiative and reliability make her a cornerstone of the DLC.
Claudia is deeply committed to improving her professional practice through continuous learning.
She maintains up-to-date knowledge of QCAA requirements, attends training in ASD, trauma-informed practice, and executive functioning strategies, and independently upskills in assistive technologies like Read&Write, Clicker 8, and Microsoft accessibility tools. She mentors others in applying these tools to classroom settings. Her leadership in adapting assessments and improving access for students with hearing impairments shows her commitment to inclusive excellence. Claudia’s expertise, curiosity, and willingness to learn ensure her practice remains innovative and responsive to student needs.
State Finalist
Sean Higgins
Para Hills School, SA
Nominated by: Thi Vu, Year 3–6 Special Options Class
Sean Higgins, School Services Officer and Librarian at Para Hills School, is the state finalist for South Australia in the 2025 Australian Teacher Aide of the Year Awards.
A passionate, creative, and tireless contributor, Sean brings warmth, commitment, and initiative to every aspect of school life.
“Throughout my time at Para Hills School, I have not worked with an SSO who is as devoted as Sean, who consistently caters to the needs of our students and their well-being” says nominator, Thi Vu.
Sean’s commitment enhances learning and wellbeing by creating inclusive learning environments and opportunities that are engaging, nurturing, and inspiring.
Sean supports student learning across mainstream and special education settings, consistently going above and beyond to provide inclusive learning experiences. As librarian, he curates resources, manages displays, and coordinates the Scholastic Book Fair and Book Club. He brings science to life by introducing live creatures - frogs, caterpillars, and fish - into classrooms. In the Special Options Class, Sean supports students toward One Plan goals, encourages engagement, and provides one-on-one assistance to help students navigate learning and behaviour challenges.
Collaboration is central to Sean’s practice, and he is regarded as a trusted team member across multiple school communities.
Sean actively contributes to school committees such as Book Week, the Reconciliation Action Plan, and Social Club. He participates in school events, is a member of the staff netball team, and builds strong professional relationships across leadership, teaching, and support staff. He shares resources, attends meetings as the AEU representative, and assists with planning and hosting incursions. Sean’s visibility and reliability across diverse contexts ensure that all staff can rely on his experience and steady support.
Sean is deeply committed to professional growth and applies his learning to improve student outcomes and school culture.
He attends all professional development workshops offered by the school, including sessions on pupil-free days and during holidays. He has a particular focus on upskilling in strategies to support students with additional needs, and he consistently applies this learning to his daily practice. His curiosity, initiative, and dedication to becoming the best support for students, has earned him the trust and admiration of his colleagues.
State Finalist
Erin Turner
Northern Christian School, TAS
Nominated by: Kerrie Prentice, Head of Teaching and Learning Enrichment
Erin Turner, Teacher Aide at Northern Christian School, is the state finalist for Tasmania in the 2025 Australian Teacher Aide of the Year Awards.
With warmth, integrity, and deep professional insight, Erin supports learning and wellbeing across classrooms and intervention programs.
“Erin’s contribution to student learning and school culture exemplifies the values and qualities recognised by the Australian Teacher Aide of the Year Award.”
Her work has directly improved student engagement and confidence, particularly in literacy, and strengthened the school’s inclusive, supportive culture.
Erin delivers structured literacy instruction through MacqLit and supports students working toward ILP goals using scaffolded methods like the Gradual Release of Responsibility. Her lessons are calm, structured, and student-centred, promoting both academic growth and emotional regulation. Middle-of-year DIBELS data shows measurable progress for her students in decoding, spelling, and sentence construction. Students who once struggled now engage independently and confidently in learning tasks.
Erin is a trusted team member whose collaboration strengthens the quality and consistency of support across classrooms.
She communicates regularly with teachers to align support with student needs and lesson goals, share student progress, prepare resources, and contribute to lesson organisation. Her mentoring of other aides, particularly in delivering MacqLit, has helped build the confidence and capability of the support team. Erin also contributes to community events like the Light Festival and Kite Festival, promoting a sense of belonging and school pride.
Erin actively builds her professional knowledge and generously shares it to uplift others.
She has completed training in instructional scaffolding, student regulation, MacqLit delivery, First Aid, and Child Protection. She models program delivery, supports fidelity to frameworks, and guides others in data tracking and intervention delivery. Teachers and leadership describe her work as professional, effective, and consistently aligned with best practice, noting that she enhances classroom instruction across the school.
State Finalist
Eira Unsworth
Bayside Christian College, VIC
Nominated by: Louise Van Niekerk, Primary Education Support Coordinator
Eira Unsworth, Education Support Staff – Foundation Level at Bayside Christian College, is the state finalist for Victoria in the 2025 Australian Teacher Aide of the Year Awards.
Eira is known for her intuitive, calm presence and her deep commitment to student growth and wellbeing.
“Eira goes above and beyond to build relationships, create evidence-based resources, and collaborate with the broader school team. Her efforts consistently contribute to improved outcomes for both students and staff” says nominator Louise Van Niekerk, Education Support Coordinator.
Through her tailored support and resource creation, Eira strengthens learning outcomes and helps young learners thrive emotionally and socially.
Eira’s work in the Foundation team encompasses classroom support, behaviour management, and targeted small-group interventions. A standout achievement for Eira includes designing a personalised fine motor program for a student unable to hold a pencil, enabling them to progress to confident handwriting. She designs tactile phonics tools and colour-adjusted resources for students with dyslexia and begins each day with ‘sensory invites’ to support student regulation. Students seek her out as a ‘safe person’, recognising her calming influence and unwavering respect for individual needs.
Eira’s collaborative style strengthens team cohesion and instructional impact across the Foundation setting.
As an integral member of the Prep team, Eira attends weekly planning meetings, updates teachers on student progress, and co-develops differentiated classroom strategies. She aligns her planning with teacher expectations and creates decodable readers and tailored literacy resources that now form part of the school’s regular program. Her contributions to documentation systems ensure continuity and confidentiality, while her mentoring of new support officers has established a culture of collaboration grounded in best practice.
Eira continuously seeks opportunities to develop her practice and implement new approaches.
She is a long-standing Australian Teacher Aide member and pursues professional learning independently, exploring topics like phonics acquisition, trauma-informed practice, and executive functioning. Currently studying in the field of Autism, Eira ensures her support strategies are evidence-informed and tailored to the needs of her students. She generously shares her learnings with peers, uplifting the capacity of the entire Education Support team. Her custom teaching aids are widely adopted by intervention specialists and classroom teachers alike.
State Finalist
Jenny Brown
Gosnells Primary School, WA
Nominated by: Michael Everett, Deputy Principal
Jenny Brown, Lead Education Assistant at Gosnells Primary School, is the state finalist for Western Australia in the 2025 Australian Teacher Aide of the Year Awards.
Jenny exemplifies leadership through her commitment to learning, her strategic thinking, and her deep dedication to inclusive education.
“Jenny not only models lifelong learning but actively leads initiatives that elevate the knowledge and practice of her team” says Michael Everett, Deputy Principal.
Jenny’s work has directly enhanced the confidence, consistency, and impact of education assistants across the school, leading to stronger academic, behavioural, and wellbeing outcomes for students.
Through the implementation of a peer shadow program, Jenny has transformed the way new education assistants develop their skills. She models inclusive, trauma-informed, and developmentally appropriate practices, coaching colleagues in evidence-based strategies that support independence and engagement. One student with autism, previously disengaged, now completes tasks and self-regulates, an outcome attributed to Jenny’s coaching. Across the school, teachers report improved focus, participation, and wellbeing, owing to intentional, targeted EA support.
Jenny leads with purpose, aligning EA practice with teaching team goals and building a high-functioning culture of collaboration.
She maintains a centralised rostering system to ensure coverage is strategic and student-centred. Regular debriefs between EAs and teachers, led by Jenny, allow for real-time review and planning. She mentors staff in professional conduct, ethical responsibilities, and the use of teacher feedback to adjust support. As a result, classroom operations are smoother, staff feel more confident, and students benefit from cohesive, responsive support. A recent internal audit highlighted Jenny’s systems as key to the school’s inclusive education success.
Jenny’s professional growth initiatives have embedded reflective practice and continuous improvement across the EA team.
Using the Australian Teacher Aide (ATA) platform, Jenny mapped professional learning to school priorities, led coaching sessions focused on linking theory to practice, and supported colleagues in applying the Australian Teaching Assistant Professional Standards (ATAPS) framework. As a result, every EA has completed at least two targeted ATA modules. Staff now demonstrate stronger support for diverse learners and greater professional confidence. Reflective dialogue and peer mentoring are now part of daily practice across classrooms, and this is credited to Jenny’s leadership.
