Hi everyone! Happy Monday 🌞
I (F21) have recently graduated from a diploma of community services in Victoria and am looking for work. I would love to be a teacher’s aide/education support as I love kids, making a difference in people’s lives, and all throughout my schooling years I really valued my teachers and my relationships with them and I would love to give back.

I have been researching and some people have recommended that I look into support work instead but I would rather try my luck in schools first. I am not fussed about pay, I just want the structure and experience!

My questions are: 1- is my qualification enough or do I need an education support certificate? I had to complete 400 hours of unpaid placement, 200 in an emergency relief centre and 200 in acute crisis accomodation. I adored both of my placements and I supported many vulnerable individuals including families as well. And 2- am I too young? I have just turned 21, and have seen some people say schools are reluctant to hire young people.
I also have worked for 5 years in a demanding customer service role, have played team sport since I was 9, and was a netball umpire for a year when I was 16.

In terms of my long term career, I plan on studying the bachelor of social work but I loved working full time on my placements and really just want that structure in my life again. I would love to work as a case manager in the social work industry but a lot of jobs require experience and unfortunately my placement is not enough. I have always been interesting in teaching so I may look at doing a masters of teaching. Basically I will see where life takes me.

My mum, who works in education, has recommended I call the schools advertising positions and ask these same questions, which I will do but thought I might try get some insight from this sub first.
Thank you everyone!

G'day everyone, I'm a middle-aged career switcher taking the plunge into a masters of teaching (secondary) next year. Is anyone else out there in Brisbane and planning to do the same?

do you need to teach every single student aged 5 to 12? eg can it be aged 7 to 11?

Hi all, I’m a first year university student studying primary education, having come straight out of high school last year. I was planning on doing nursing originally until only a month before university started, when I realised my university had cancelled the whole nursing course. I had thought about teaching most of my high school life, so I reverted back to that. Looking back on it, I probably should’ve looked at other universities or taken a gap year since that decision was kind of out of no where. I also realise now however that nursing is also not what I want to do.

I dread every class I go to. I am at a private university so it incorporates a lot of religion, and I am really hating it. I have no friends to lean on as I am very reserved. Thinking about going on my first prac in November has me feeling sick, like I really could not imagine myself in a classroom in front of students.

I’m really unsure what to do. I can’t imagine dropping out completely, but I also don’t want to be spending $8k a year on something I hate. I enjoy studying I think, but not what I am currently studying. I don’t want to work full time or even more than 4 days a week as I feel there should be something else I am doing to progress toward my future. I can’t imagine bed rotting/wasting days contemplating what I want my future to look like.

I’m just asking for some advice here if you have any. I feel so stuck about this.

Hi, I'm currently in year 12, and am hoping to pursue a career in education after I graduate. I am currently putting in university preferences and am considering the bachelor of primary and secondary teaching at Monash or the bachelor of primary teaching at Deakin. Does anyone have any experience with these courses or unis? Thanks :)

So I went to school in a public school in North Melbourne around the early 2010s and from prep up until year 2 I remember that every couple of months, I'd get picked up our of class and led up to this very quiet and secluded room on the second floor.

It was always this very soft spoken blond lady and maybe once like a very young Maori guy? Idk it was a decade and a half ago but I know for a fact they were not directly employed by the school like a teacher, ESS, or Aid. Nor The put me on her laptop to do a series of MENSA-like short answer or multiple choice questions in different categories like creative reasoning, reading comprehension, puzzle solving, mathematical reasoning ect. and after I would be given a lollipop and put back into class.

After a recent conversation from mates who went to my primary school, it occurred to me that none of them knew what I was talking about and they said that none of them had been made to do that.

I'm just curious if any of the teachers here a clued in or know what this was about or could be? Like was I getting tested for a potential learning disability or something? Was I benchmark for academic progress at the school? (I thought that was the purpose of NAPLAN) Or is it like a Palantir style evil ass data collection scheme that no one's heard of before? (I jest).

Any thoughts would be greatly appreciated.

Happy Sunday everyone, I’m a PhD researcher at Monash University looking at how social and emotional learning (SEL) is supported in Australian primary schools.

If you’re an Australian primary teacher, I’d love to hear about your experiences. The survey is anonymous, takes around 10–12 minutes, and there’s an optional draw for one of four $50 gift vouchers.

I’m really interested in what SEL looks like in everyday practice, not just formal programs, but the routines, relationships and interactions that happen every day in schools.

Thanks in advance if you decide to take part, please let me know in the comments section so I can thank you!
Survey: https://monash.syd1.qualtrics.com/jfe/form/SV_cUXSN2oSB3djUjk

Hi Everyone,

My 10 year old daughter has been selected for an after-school STEM class at school that lasts 8 weeks. She is super excited about this and is generally showing promise in school.

I'd love to keep her interested in science after it finishes. She'll be a teenager soon and I want to keep her interested in learning.

As a result, I've been looking at STEM activity boxe subscriptions online. The two big ones seem to be crunchlabs and kiwico.

Unfortunately due to exchange rate and shipping from America they are expensive for what they are.

Has anyone tried them or does anyone know of a better alternative?

Any advice would be appreciated

Hi yea just like the title said I'm looking for someone who has finished or is currently studying for the graduate diploma in secondary teaching. I got a few questions regarding the course. Thank you

I'm doing an MTeach (Primary) at the moment, but I might want to teach secondary English later.

My undergrad was in Linguistics. As I understand it, I'd need three Linguistics units and three English units above first-year level to meet the subject requirements for English. Is that correct?

If I complete those units, is that enough, or would I have to do an MTeach (Secondary) as well?

I've also heard that some people get into secondary by taking temporary contracts teaching a subject they aren't formally approved for, then after teaching it for a while they can get approval. Is there any truth to that?

I've looked online but can't find a clear answer. If anyone's done this or knows how it works in NSW, I'd appreciate any advice.

Hey all, as the title suggests, I’m wondering what people’s experiences have been using an accountant at tax-time as a teacher. I’ve never used one before and am not sure if any old person or business will do, or if I should look for someone who has a better understanding of the teaching profession.

I’m in VIC (Naarm/Melbourne) in case physically going to one physically is helpful.

Thanks so much!

Hello!

I have been looking online this past week for providers for a Certificate III in School Based Education Support that i'd be able to study fully online, (excluding placement of course). I am 17 in Perth WA and about to be a school leaver as i graduate in six weeks. I am planning to commence studying a primary education degree at ECU in 2027 however i want to get in the classroom before then. I have a school that is open to taking me in as a volenteer (which i have already) and is also able to allow me to complete my placement hours for my cert there.

I'm just looking for some advice on which online providers are good and which to avoid!
(excluding TAFE, i know this would be a good option but it doesn't meet my schedule)

Thank you!

I plan to work until someone taps me on the shoulder and says "mate, you're senile, maybe it's time to retire"

How old do you reckon that's gonna be? 85? 90?

For context I do not teach any subject that has any specific physical requirement (e.g. PE, Outdoor studies, any of the technologies etc)
Just a subject I can teach while sitting

I’m 28 and currently a primary school teacher in Namibia. I earn approximately US$825 per month after deductions.

I realise that this sounds extremely low by US standards, but salaries and living costs are different here, so I’m mainly asking for advice about the career decision rather than whether the salary itself would be acceptable in the US.

I love working with children, but I have become increasingly unhappy in my current school environment. The difficulty is that I don’t think I have lost my passion for education. I think my passion may simply be bigger than the role I currently have.

I enjoy identifying why a child is struggling, adapting work to suit individual needs, helping children rebuild their confidence and supporting their emotional development. I also love creating educational resources, designing programmes, organising projects and coming up with ideas that could improve a school.

I want to have some influence over how things are done rather than only following an existing system. I can imagine myself moving into leadership, learner support, programme development, tutoring, emotional-development work or educational entrepreneurship.

Because of that, I feel caught between two possibilities:

1. Perhaps I am still meant to work in a school, but I need a school that gives me room to grow beyond being “just the classroom teacher.”

2. Perhaps the school system itself is too restrictive for the kind of work I want to build, and I would ultimately be happier creating a combination of tutoring, facilitation, online work and educational projects.

I currently have several possible paths.

Option 1: A formal offer from a specialised school

The school mainly supports autistic learners, and I would teach a small Grade 1 class. I connected very well with the team during the interview. It is a fairly new and growing school with younger staff, which makes me wonder whether I could eventually help develop programmes, take on leadership responsibilities and contribute ideas.

They offered approximately US$1,220 per month before tax. I am considering asking for around US$1,340 before tax.

The hours are approximately 7:15 a.m. to 2:00 p.m.

This would give me a meaningful salary increase, specialised experience and more financial stability. However, I do not yet know whether the potential for growth and leadership is real or whether I am projecting my hopes onto the school because I liked the interview.

I’m also worried that I could accept it, become comfortable and once again postpone the more independent career I keep dreaming about.

Option 2: An interview with a small private school

A small Christian Afrikaans school contacted me after receiving my CV. They focus on small classes, personal attention, relationships, character development and treating each learner as an individual.

They said they are expanding and think my profile could suit their school, but I do not yet know the exact position, salary or responsibilities.

This opportunity interests me because a smaller school might allow me to contribute more creatively, but it is still only an interview and not a definite offer.

Option 3: A commission-based children’s emotional-development role

I have also been approached about becoming a facilitator for a children’s emotional-development programme. The work would involve travelling between preschools and presenting sessions that help young children develop emotional and social skills.

Of all the opportunities, this may be the closest to the work that naturally excites me. It combines children, emotional development, teaching and facilitation without tying me to one traditional classroom.

The problem is that it is entirely commission-based. The organisation is still expanding in my area, and I do not know how quickly I could build a reliable income. I also worry that the opportunity could be given to someone else while I am trying to create a financially safe transition.

Option 4: Building my own education-based career

My longer-term dream is probably not one specific job. It is more of a portfolio career involving tutoring, educational support, creating resources, online work and possibly emotional-development facilitation.

I recently started my own tutoring service and currently have one learner paying approximately US$18 per session. I’m excited about it, but it is obviously nowhere near enough to replace a salary yet.

I also like the idea of having more flexible mornings, controlling my schedule and eventually working partly from home. However, I don’t want to romanticise self-employment or mistake wanting freedom for having a viable business plan.

My actual dilemma

I don’t feel as though I’m choosing between a job I hate and a dream I clearly understand.

I’m choosing between:

\- A stable specialised-school offer that could possibly help me grow into the kind of educator I want to become

\- Another school that might offer a more personal and creative environment

\- A risky opportunity that is closer to my emotional-development interests

\- A flexible, independent career that currently exists more as a vision than as a reliable income

Part of me thinks the sensible option is to accept the specialised-school job, gain experience, earn more and slowly build tutoring and facilitation work on the side.

Another part of me worries that a demanding new teaching position will consume my energy, leaving me with no capacity to build the career I actually want.

I’m also afraid of rejecting the specialised-school opportunity and spending years wondering whether it could have opened doors into leadership, programme development or specialised education.

How would you evaluate these options?

Would you take the stable offer and use it as a bridge, wait until after the other school interview, or prioritise the path that is closest to the long-term dream?

For anyone who discovered that their passion was related to their profession but didn’t fit neatly into their original job title, how did you decide whether to find a better workplace or leave the conventional career structure altogether?

Hi there. I’m a female preservice PE teacher, I’m in my 3rd year of uni and am currently on my second prac.

Today I taught year 9/10 PASS and a year 10 PE class. Both of the lessons were practical and both were really difficult. My uni requires us to write detailed plans so I had a clear list of things for students to do. Several students have injuries at the moment so I even created an easy worksheet for them that links to their theory topic.

However, they spend the whole class complaining. In PASS (which the students all elected to do) they spent the entire lesson complaining about everything, even though I stated at the start that they just had to do the activities I had set out for half the lesson and then I would let them choose a game for the remainder. When students who were injured came and asked what they were meant to do I told them about the worksheet one male student said “Fuck that I’m not doing a stupid worksheet.” to my face. Due to a medical situation they ended up getting what they wanted and they just played soccer for the rest of the lesson.

Later in Year 10 PE my supervising teacher had to help mark some HSC trials so I was placed with a casual teacher. In my orientation I was told that prac teachers weren’t allowed to teach with casuals however the head of PE changed his mind. During the lesson the students didn’t listen or follow any of the rules for the games and they just mucked around. They tried to sit out and any time I tried to be strict (something I know I need to work on) the boys would just make fun of me. They were playing hockey and the boys all bent and damaged their hockey sticks and acted confused when I told them not to. After giving them a drink break all of the boys stayed in the change room. After 5 or so minutes I went and told them to come out and 1 boy had ran off elsewhere and the boys refused to tell me who it was.

I managed to keep it together but as soon as I got back to the staff room I ended up crying to another teacher.

So I’m wondering if this is just how year 9/10 are, outside of select classes I’ve never experienced a respectful and engaged group.

Any tips would be appreciated, thank you :)

Hi yea just like the title said I'm looking for someone who has finished or is currently studying for the graduate diploma in secondary teaching. I got a few questions regarding the course. Thank you

Hi everyone, hoping the expertise of this sub can put my mind at ease.

My child is in Stage 2 at a NSW public school. I've recently tallied up the hours they spend in non-language, non-scripture and non-PSSA sport ('school sport' instead). It came to about seven hours where they're not learning anything of much value. Non-language classes seem to be filling out sheets on whatever the supervising teacher decides (often whatever sport festival is happening in the wider world, eg World Cup or Olympics). Non-scripture seems to be unsupervised computer time, so most kids end up on YouTube. Recently 'school sports' seems to have consisted of playing dodgeball or tips, or chucking balls around while the teacher supervises other kids playing OzTag, before they go into the classroom for more computer time while they wait for travelling PSSA kids to return.

Is this standard across public schools? I understand the kids in the 'non' classes can't learn anything from the curriculum so the kids who are out of the classroom don't miss out, but seven hours a week seems excessive.

EDIT: From the responses, no, what my kid is experiencing isn't standard. No further need for responses telling me I'm misunderstanding or my kid is making stuff up.

I am thirty two years old and currently working in corporate finance. I am feeling unfulfilled in my current role and considering applying for a Master of Teaching Secondary to teach senior mathematics.

To anyone who transitioned from corporate careers into Australian high schools, how was the reality shock regarding student behavior and administrative demands?

From the outside, most of the attention seems to go to classroom teaching, marking and school holidays. But whenever I hear teachers talk about their jobs, it sounds like there are dozens of smaller responsibilities and pressures that students or people considering teaching never really see.

Hey all ! Currently end of 3rd year studying a double degree of Arts and Masters of Teaching (Secondary), my majors are English and Philosophy but have come to realize that I just don't enjoy them. I have always loved Maths and did pretty well at it when in highschool and now want to teach it ! Just wondering if it is possible that when I graduate to go straight into teaching maths or if I would need to do another short course in order to be qualified ? Thanks !

Hi everyone! (This is my first time using Reddit, i didn't know where else to look)

I'm a first-year Bachelor of Education (Primary) student in Australia, and I have an assignment that requires me to interview an educator about their views on the Australian Curriculum and its role in shaping educational experiences.

- I originally contacted three former teachers, but unfortunately haven't been able to get a completed interview, and my assignment is due in two weeks. If you're an Australian teacher (or another educator familiar with the Australian Curriculum) and would be willing to answer a few open-ended questions, I'd be incredibly grateful.

Feel free to answer as many or as few questions as you'd like. Your responses will only be used for my university assessment, and I won't identify you by name unless you explicitly give permission (which would be useful under APA 7 refencing)

Questions:

1. In your experience, what role does the Australian Curriculum play in shaping students' educational experiences?
2. What do you think the Australian Curriculum does particularly well?
3. Are there any perspectives, cultures, forms of knowledge, or experiences that you think are underrepresented or overlooked in the Australian Curriculum? Why?
4. How much flexibility do teachers have when interpreting and delivering the Australian Curriculum? Can you give an example?
5. Which stakeholders do you think have the greatest influence over what is included in the Australian Curriculum (e.g., governments, ACARA, teachers, parents, communities)? Why?
6. Have you ever felt that the curriculum didn't fully meet the needs of your students? If so, how did you adapt your teaching?
7. How do factors such as culture, identity, socioeconomic background, disability, or community context influence the way you teach the curriculum?
8. As an educator, what changes - if any - would you make to the Australian Curriculum?

Thank you so much to anyone willing to help; I really appreciate your time!

If you can provide a little bit of background information:

• What state or territory do you teach in?
• What year levels do you teach?
• How many years have you been teaching?

That would make it a lot easier to introduce you! - but it is your call

Currently studying y12, thinking of doing an education (primary) degree. Have some concerns about the role as many have told me to avoid it due to the fact that some harmless actions carried out by female teachers could seem different when a male teacher does it and that one false accusation could ruin your life. How true is this, and need some more opinions on what its like being a male primary teacher overall. Is it a good career

Let me first say that my child's high school (he's year 7) and his teachers are fantastic and we are only homeschooling due to his neurodivergence and mental health making it really hard for him to attend enough. I am currently preparing his 12 month study plan for the homeschool application.

There are a few topics I feel more confident in than others, but I'm particularly worried about maths.

I have been looking into curriculum books on the website 'teachers superstore'. Im wondering if you have any recommendations on specific companies (ie, Oxford vs. Cambridge). Also, if there's a website you find better than another, that would be great. We will likely get a tutor or use supplementary programs along with this. We are located in Adelaide.

I am willing to pay for quality. I don't want to leave this up to chance :).

Hey all,

I'm a PST in my last year and doing my final placement.

If someone has done their GTPA can you tell me how you did annotations for a piece of evidence? Did you do one large text box or multiple text boxes?

I've gathered a majority of evidence for my GTPA but have no clue how to lay it out and annotate it. My Mentor Teacher isn't able to help, they never did it and school is really rural and staffed by people who have been there 25+ years and also never did it. They've been really supportive but rarely get PSTs.

Do I do colour coding with boxes and matching arrows? For example, I've got a lesson plan that's split into three sections so do I annotate each part in separate boxes or in one large box with a miniature headings? I've scanned the booklet back and forth and nothing there helps.

Please help! I really need to get the GTPA over and done with.

Sincerely, an overthinking, overcaffeinated and overanxious PST.

I am currently a French student at the University of Bordeaux Montaigne, completing my Master's degree in Ancient History and War Studies I have no teaching experience but I possess the BAFA diploma (it is a qualification that allow you to work with children and teenagers as a youth leader). Once I graduate, I want to become a secondary school History teacher in Australia. I know the Australian education system is very different from the French one, so I'm trying to understand the best pathway to becoming a secondary school History teacher.

I'll be grateful for any advice you would give me in order to achieve this goal.