A Classroom Teacher and Learning Specialist at Auburn Primary School, Skylah is shaping learning at both the student and system level, strengthening early literacy outcomes while fostering a culture of trust, reflection and collective growth among colleagues.
In 2025, Skylah’s contributions were recognised statewide when she was named a finalist in the Victorian Education Excellence Awards for Outstanding Primary Teacher, an honour celebrating effective, innovative practice and meaningful impact on student learning and wellbeing. Her leadership in evidence-informed literacy instruction, the adoption of structured synthetic phonics, and the strengthening of coaching practices reflects a deep commitment to continual improvement and equity in education. Skylah’s journey is a powerful reminder of what’s possible when passion is paired with expertise.
What course did you study at the Faculty of Education?
I studied the two-year course – Bachelor of Teaching (Primary) (2007-2009)
What do you remember fondly from your time there?
I look back very fondly on the diverse range of guest speakers and educators who shared their professional journeys with us. Their insights were both inspiring and grounding, offering a real sense of the impact of a career in education. Equally meaningful were the relationships I built with my peers. We spent countless hours collaborating on group projects, supporting one another through assessments, and reflecting on our placement experiences.
There was a genuine sense of shared purpose—we were all discovering a profession we felt deeply passionate about. As we began applying for teaching positions, that same spirit of encouragement and collegiality continued.
A particularly pivotal moment for me was my first placement. It was during that experience that I realised I had found not only a career I was capable in, but one where I could make a meaningful difference in students’ lives.
What do you love most about your current role?
In my current role as both a classroom teacher and Learning Specialist, I am fortunate to experience the best of both worlds. As a curriculum leader, I collaborate closely with the leadership team to design professional learning and develop responsive curriculum plans. I also work alongside teachers in a coaching and mentoring capacity, supporting their ongoing development.
At the same time, being in the classroom allows me to “practice what I preach.” It ensures that the approaches and strategies we implement are both effective and responsive to the needs of our students.
What I value most, however, are the relationships I build across the school community. Being able to contribute to a culture that prioritises high-quality teaching and learning, while supporting students to thrive, is incredibly rewarding.
What helped you most as a graduate teacher when you first started out?
The most significant support I received as a graduate teacher came from experienced colleagues who generously shared their expertise. Their guidance in areas such as planning, behaviour management, and day-to-day classroom practice was invaluable.
I was particularly fortunate to have a mentor who regularly observed my teaching and provided thoughtful, constructive feedback. I also had the opportunity to team-teach with a highly passionate and dedicated educator whose commitment inspired me daily.
In addition, I made a conscious effort to build strong, respectful relationships with my students and their families. These partnerships were instrumental in helping students feel safe, settled, and supported, and in establishing a classroom environment grounded in trust and care.
What advice can you give current students about how they approach placement?
My advice would be to approach each placement with openness and curiosity. Every school operates within its own unique context, with differing systems, structures, and approaches. While there are common elements—such as curriculum frameworks and departmental expectations—these are often enacted in ways that reflect the specific needs of the school community.
Each placement offers an opportunity to expand your personal “teaching toolkit.” You will bring with you the knowledge and strategies from your studies, while also learning practical insights from experienced educators.
Importantly, take the time to build meaningful relationships with your students. Even within a short placement, you have the capacity to make a lasting impact—whether by helping a student grasp a challenging concept or by ensuring they feel seen, valued, and understood.
Teaching is a continual journey of growth. Even after nearly two decades in the profession, I am still learning every day, refining my practice, and reflecting on how I can improve. Each day presents a new opportunity to grow and to make a meaningful difference in the lives of students.
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