Katherine completed a Master of Teaching (Secondary) with specialisations in English and Psychology. Now teaching undergraduate Psychology at university, Katherine brings the same energy and student-focused approach to lectures, turning traditional content into active, engaging learning experiences. In this spotlight, Katherine shares thoughtful reflections on her teaching journey, offers grounded advice for navigating placements, and reminds us why staying curious, flexible, and connected can make all the difference.
What course did you study at the Faculty of Education (then MGSE)?
I studied the Master of Teaching (Secondary), with English and Psychology subject specialisations. I completed my studies in 2020.
What do you remember fondly from your time there?
Some of my fondest memories are of the connections and friendships I formed with fellow students. Because we all had different subject specialisations, we all had varied backgrounds and had such diverse interests and perspectives – which was incredibly enriching.
I especially loved the lively discussions we had in class. Compared to my undergraduate studies, the students in my education course were much more eager and open to contributing to discussions and activities. That energy helped bring the (sometimes dense) theories and concepts to life. It felt like a truly active and collaborative learning experience, which I really valued.
What do you love most about your current role?
What I love most about my current role is the opportunity to teach Psychology, which is such an exciting and important subject. Until very recently, I was teaching VCE Psychology in Victorian schools. Psychology is not only a fantastic subject but also one of the most popular VCE offerings. I loved teaching a subject that naturally fostered rapport with students - everyone can connect in some way to the study of human behaviour. In addition to teaching, I’ve also been a VCAA assessor, marking the end-of-year VCE Psychology exam. This has been fantastic professional development and has deepened my understanding of the curriculum. It’s given me a unique perspective on how to support students in meeting assessment standards and improving their exam performance.
I now teach undergraduate psychology at a university. I enjoy applying my teaching knowledge and skills in environments that don’t always lend themselves to active, engaging learning - such as lectures. While traditional lectures often involve an authoritative delivery style, as I teacher I lean towards using a more dialogic approach, embedding short, sharp activities throughout each session. This can sometimes surprise students, but it consistently supports greater engagement and builds rapport.
I also enjoy watching students progress through their undergraduate journeys. Many change majors, discover new passions, and develop exciting plans for their futures. Although my formal training is in secondary education, students transitioning from high school to tertiary studies are still adolescents in many ways. This allows me to draw on the same skills and knowledge I developed - both in my degree and during my experiences teaching in Victorian schools - to support my current student cohorts.
What helped you most as a graduate teacher when you first started out?
What helped me most as a graduate teacher was having a strong support network and being open to learning. I found that connecting with colleagues - whether it was my mentor teacher, other early career teachers, or even the staffroom team - made a huge difference. They offered practical advice, shared resources, and were always willing to listen when things felt overwhelming.
I also learned to ask questions and accept that I didn’t have to know everything right away. Adopting a reflexive approach helped me a lot – particularly with the daily stresses that come with being a teacher. Being reflective and willing to learn from feedback, students, and even the occasional lesson flop helped me improve quickly. On a practical level, having a consistent planning routine and being organised with lesson materials helped me feel more confident each day.
Something else that really sustained me was my love of learning. I’ve always enjoyed educational theory and research, and I found that staying engaged with current thinking about teaching and learning helped me stay motivated and curious. It reminded me that teaching is both a practice and a discipline - one that I’m continually growing in.
Finally, I reminded myself often why I chose teaching - to make a difference for students - and that purpose kept me motivated through the inevitable challenges.
What advice can you give current students about how they approach placement?
See every day as a new opportunity. When you're on placement, you quickly realise how fast things move in a school - and how often plans change. I used to think I was a “flexible” person… until my first week of placement proved otherwise! I learned quickly that I needed backup ideas for lessons, contingency plans in case my mentor teacher was away, and a sense of what to do when the fire alarm went off. You really do need to be ready for anything.
While incredibly rewarding, placement can also be overwhelming. Don’t be surprised if you find yourself falling asleep before sunset after a placement day. Be kind to yourself. Placement is a big shift in pace, and you’re absorbing a huge amount each day - it’s natural to feel exhausted. Make sure you’ve carved out space in your personal and work life to give placement your full attention and get the most out of it.
Take each placement day one at a time. Learn from the teachers you’re working with, teach as many classes as you can, and build rapport with the students - they will remember you! Some of the students I taught for just a few weeks on placement have recognised me years later in the supermarket or even reached out on LinkedIn.
Placement is one of the best parts of an education degree - so make the most of it, and most importantly: Enjoy it.
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