I grew up in a home where creativity and curiosity were a big part of everyday life. My parents are both visual artists, and I have siblings who all followed creative paths—there’s a musician, a circus performer, a magician, and a fashion designer among them! I attended a specialist performing arts high school, and post school studied audio engineering and sound production and later classical saxophone at Elder Conservatorium of Music. I eventually found my way into teaching, completing a Bachelor of Education in junior primary and primary, and later a graduate certificate in vision impairment at Flinders University.

I’ve been teaching for over 15 years now, in both mainstream and specialist settings, including as a classroom teacher, music and creative arts teacher, and vision support teacher. I’ve spent much of that time at the South Australian School and Services for Vision Impaired, where I’ve been able to combine my love of the arts with my passion for inclusive education. I also really enjoy writing, presenting at conferences, and collaborating with others in the field. Outside of work, I enjoy playing in my band and spending time with my family.

I’ve always really enjoyed studying—I genuinely believe that learning should be a lifelong journey. It can definitely be challenging to carve out time for professional reading and reflection amidst the busyness of day-to-day teaching, so enrolling in this course has given me a structured way to stay current with the latest research, innovations, and technologies in the field. It’s helped ensure that my teaching remains evidence-based and responsive to students' needs. I also had a few colleagues who had completed the NextSense and Macquarie course and spoke very highly of it, which encouraged me to take the leap. It’s been lovely to have that peer support as we move through the course at different stages.

The main highlight for me has been forming connections with other students, lecturers, and teachers working in the field. I’ve also really appreciated the opportunity to refresh and deepen my foundational knowledge. When I first completed the Graduate Certificate in Vision Impairment between 2010 and 2012, I was still very new to the field. Now, coming back more than 15 years later, I’m engaging with the content through a completely different lens.

It can be challenging to deliver content like this well in an online format, but overall the quality of teaching has been excellent. The units I’ve completed so far have used a variety of approaches, and I’ve found the teaching to be engaging, responsive, and supportive. There’s a real focus on encouraging discussion and collaboration, with plenty of opportunities for students to share their experiences and learn from one another. Guest speakers have also brought in a diverse range of perspectives, which has been a real strength. One particular highlight for me has been the chance to study several units with Fran Gentle before her semi-retirement!

I’ve already been able to apply a lot of what I’ve learned directly to my teaching. The refresher on the structure of the eye and different types of vision conditions has helped me better understand and respond to the unique needs of my students. I also really appreciate that many of the course tasks are practical and immediately useful—like the tactile book we created in the braille course. I used it with all of my classes straight away, and it was such a valuable resource.

Looking ahead, I’d love to keep contributing to professional learning in the field and support other educators in developing inclusive practices. I’m also really interested in working at a policy level to help embed accessibility and inclusion more broadly across the education system.

I was genuinely surprised and honoured to be chosen as the recipient of the award. It meant so much—especially knowing that I was nominated by colleagues whom I deeply admire and respect. That in itself was incredibly moving. It’s also really validating to have our work in professional learning acknowledged, especially in the area of innovation, because trying new things can sometimes feel risky. The whole experience was a beautiful reminder of how powerful it is when we share our practice and learn from one another.

A lot of my work has focused on making creative arts more accessible to students with vision impairment, and sharing that knowledge with other educators. For example, I’ve developed and run workshops on tactile drawing techniques, inclusive music pedagogy, and sonification in the classroom. These sessions aim to give teachers practical tools they can use straight away. I’ve also co-authored articles and presented at conferences to help bridge the gap between specialist and mainstream education. Feedback has shown that these sessions not only build confidence in teachers, but also lead to richer learning experiences for students.

I believe relationships are at the heart of it. When students feel seen, supported, and genuinely included, they’re far more likely to thrive. Access to the right tools and specialist support is essential—but just as important is a school culture that values difference and sets high expectations for every learner.

It also makes a huge difference when students are encouraged to explore their creativity, express themselves, and build connections in ways that feel meaningful to them. Whether through sport, the arts, or other interests, these opportunities help foster confidence, a sense of identity, and a feeling of belonging—foundations that can carry into adulthood.

Go for it! Whether you're new to the field or have been working in it for a while, the course offers so much. It challenges your thinking in the best way and gives you tools to make a real impact. The flexibility of the course makes it manageable alongside work, and the content feels so relevant to what we’re doing day to day in schools and communities.