We caught up with teaching extraordinaire and University of Melbourne Alumni, Sayna Sadigi. A qualified secondary teacher for the past 11 years, Sayna is working at Parade College and has a rich history in the education profession. From the uni community to school community, Sayna has taken on many hats throughout her teaching career.
What course did you study at the Faculty of Education (then MGSE)?
I studied the Master of Teaching (Secondary) over 18 months in 2013 and 2014, which included the completion of the Graduate Diploma of Education (Secondary) after the first 12 months.
What do you remember fondly from your time there?
During my time at MGSE, the sense of community we built with fellow MTeachers was one of the most rewarding aspects. We completed an intensive version of the course, taking six subjects per semester, with the option to pursue the Masters component later. The year was challenging and filled with intense learning, but the support from our 'MTeacher Family' was invaluable. It offered stability, encouragement, and a strong sense of belonging. We learned from each other, reflected on our experiences, and supported one another. Many of these relationships still exist today, more than 12 years down the track.
What do you love most about your current role?
I am currently a History teacher and I also hold two additional non-teaching roles on campus: an Instructional Coach for Staff and the College Pre-Service Teacher Coordinator. Each role is deeply fulfilling, but my greatest passion in all of them is centred on the building of relationships. In the classroom, the relationships built are most rewarding, as we have the privilege of getting to know our students. This is amplified in the senior years where students are highly engaged in our lessons - I love sharing my passion for modern history with them and learning from them and about them in the process too.
In my PTSC role, I find great joy in mentoring aspiring teachers and helping them develop confidence and skills in the classroom. Seeing their growth and enthusiasm is incredibly fulfilling and re-inspires me too.
Finally, as an Instructional Coach, I support my colleagues in reaching their professional learning goals, and in doing so, I get to build strong relationships with them. It’s a privilege as I have the opportunity to see them teach inside their classrooms, to work alongside them so collaboratively, and to support them in their own continuous learning.
What helped you most as a graduate teacher when you first started out?
To support my growth as a graduate teacher, three things were crucial: building a support network, prioritising organisation and planning, and setting up clear expectations and routines in my classroom.
Firstly, having a supportive community of colleagues, including both graduate and experienced teachers, was vital, and these relationships continue to be so valuable to me today. Secondly, organising my calendar and planning ahead really helped manage the workload, especially when teaching multiple classes across different learning areas. Finally, establishing clear routines and expectations from the start of the year in each of my classes created a structured environment, laying the foundation for effective classroom management.
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