For Anna-Louise, education has always been grounded in relationships: the friendships formed during her Graduate Diploma of Education, the colleagues who shaped her early years in the classroom, and the students, staff and families she now leads as Head of Wadhurst at Melbourne Grammar School. In this Alumni Spotlight, Anna-Louise reflects on the community that sustained her as a graduate teacher, the lasting influence of her time at the Faculty of Education, and why authenticity, curiosity and connection remain at the heart of meaningful teaching.
What course did you study at the Faculty of Education (then MGSE)?
Graduate Diploma in Education 2003
What do you remember fondly from your time there?
I look back most fondly on the incredible friendships and sense of community I developed during my time at the University of Melbourne and throughout the GDip.Ed. Many of those friendships have endured well beyond my studies, and I remain grateful for the support, encouragement, and connection they have provided over the years – and to today.
I remember the laughter and conversations shared between lectures, the collective excitement and apprehension as we prepared for our first teaching placements, and the amusing uncertainty around what actually constituted “professional dress” as we stepped into the classroom as teachers for the first time.
I also fondly remember the passion, enthusiasm, and inspiration of my lecturers, particularly Dr John Whitehouse, whose energy and commitment to education left a lasting impression on me. Those experiences shaped not only my approach to teaching, but also my appreciation for the importance of relationships, collaboration, and giving back.
What do you love most about your current role?
As the Head of the Middle School campus, Wadhurst, at Melbourne Grammar School, what I value most is the opportunity to create meaningful change that positively impacts our community. I find great purpose in knowing that my leadership can make a difference in the lives of students, staff, and families.
I am continually inspired by the energy, curiosity, and optimism of middle school students — their enthusiasm is infectious. I make a conscious effort to spend time with students every day, as those interactions ground me in the reason I chose education and remind me of the privilege of this role.
The world our young people are navigating is increasingly complex and uncertain, which makes the responsibility of ensuring our systems, programs, and educational approaches truly support their growth even more significant. I love the challenge of creating an environment where students feel known, supported, and empowered to thrive.
What helped you most as a graduate teacher when you first started out?
What helped me most as a graduate teacher was maintaining regular contact with my fellow early-career teachers. Sharing our experiences helped me realise that the concerns, pressures, and challenges I encountered in those first years were a normal and important part of the journey. There was great comfort in the camaraderie we built — a problem shared really is a problem halved.
I also learned early that asking for help is a strength, not a weakness. Schools are extraordinary communities of care, built on relationships and a shared commitment to supporting one another. I came to understand that this relational nature of schools is something to embrace and draw upon, rather than something to navigate alone.
What advice can you give current students about how they approach placement?
My advice to current students approaching placement is to embrace it as an opportunity to learn, grow, and reflect rather than as a test of whether you are already a perfect teacher. No one expects you to have all the answers — placement is about developing your skills, seeking feedback, and learning from the experiences and people around you.
Do not be afraid to ask for help. Asking questions and seeking guidance is a sign of professionalism and a genuine commitment to improving your practice. Your supervising teachers and colleagues understand that you are there to learn, and they will value your willingness to listen, reflect, and grow.
Most importantly, be yourself. Your personality is one of your greatest assets as a teacher; it is something students connect with and something you cannot, and should not, hide. Bring your authentic self into the classroom, while remaining open to feedback and new approaches.
Remember that placement is not about getting everything right from day one. It is about being curious, trying new things, making mistakes, reflecting on what you learn, and taking each experience as a step towards becoming the teacher you aspire to be.
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