North Metro PEAC Staff

Whilst completing my degree in English Literature in the UK, there was no doubt in my mind the next step was to become a teacher. I gained valuable experience in a number of high schools and worked extensively as an examiner. I believe in being a life-long learner, and have since completed qualifications in counselling and my M. Ed in `Gifted Education`. I still undertake extension courses at UWA and online through OUA. I hope my continuous quest for new learning experiences models the behaviours of an autonomous learner for my students.
When I started teaching at PEAC, I felt as if I had ‘come home’. In my role, I endeavour to provide not only enriching, inquiry based learning opportunities, but also to support students socially and emotionally. Caring for the whole child enables them to strive beyond their perceived limits. My courses often involve academics and specialists in their fields visiting the PEAC classroom, and my door is always open to parents and carers. I firmly believe such partnerships are vital in supporting the students on their PEAC journey.

I began my PEAC journey in 2000 and it has been a source of inspirational learning experiences ever since. I was approached to enter this field of teaching after developing programs for Students at Educational Risk for several years, as well as Talented and Gifted Programs for Years 4 to 7. After undertaking various Professional Learning to improve my skills in this area I obtained a Certificate in Gifted Education. Academically able students continue to fascinate me with their flexible and open approach to learning and enthusiasm to embrace new challenges. I have also come to appreciate the diverse needs of these students.
Courses I specialise in are often science or technology based, Robotics, Kings Park Rangers and Cosmology being of particular interest. I believe students benefit from active, hands-on learning, using higher order thinking tools to plan and organise how they will approach and work their way through new learning opportunities. This also promotes a strong sense of efficacy, as well as an appreciation of the importance of developing critical and creative thinking skills. In this way very able students have the necessary tools and empowering environment to confidently explore new and innovative ideas, as well as those of their peers, so they can better understand the world around them and their place in it as continuous learners.

I started my journey in Gifted Education in 1994 whilst on a teaching exchange to Canada. I worked as the School Resource Teacher of an elementary school, which required me to develop programs for the highly able students in the school, as well as coordinate district-wide events for these students. I brought my knowledge, experience and passion for critical and creative thinking, the technology process and enterprise education back into my Australian classrooms and in 1998 I was recognised for my innovative practice and was successful in my application to become a PEAC teacher – one of the best career moves I ever made!!
I have also worked as the district coordinator for Gifted and Talented Education for several years before moving to Perth Modern School to coordinate the state-wide Online Gifted and Talented programs for primary and secondary students.
I came back home to PEAC in 2018 and have loved being back in the classroom with young, inquiring minds who surprise and challenge me every day. I love it when students say, “it was challenging and I didn’t get it to work, but I had a great time trying!” Curiosity, creativity, persistence and a love for learning are traits that I want to foster in my students, and I endeavour to provide a learning environment that does this - with an element of fun!

I began my teaching career in 1997 teaching in mainstream classrooms across Perth. I taught students across all year levels in different schools and school settings.

In 2005 I gained a position at PEAC which is when my passion for this field of education was ignited. I have been on an ongoing learning journey since this time to ensure my knowledge is current and I am developing programs that suit the diverse needs of our students.

As a PEAC teacher I value the opportunity to teach and advocate for our students. Providing professional learning across the region to educators is an important aspect of this position that I am very committed to. In the role of Professional Learning Coordinator, I have worked with ECU and many networks, schools and teachers across our region to build capacity in this area within our schools.

I teach a range of PEAC courses that focus on Critical and Creative Thinking and supporting students to become more independent and autonomous learners. In courses such as Sports Science, I draw on my experience, knowledge and skills as a former state athlete to bring authentic learning to my classroom. Encouraging students to discover their passions and explore their interests is something I feel strongly about.

In 2012 I achieved my Level 3 Classroom Teacher status. I am also an Early Years Extension (EYE) Coordinator and I have a lead role in the administration and teaching of PEAC’s EYE Program for students in Year 1-3.

“Education has the power to change the world”. This mantra has inspired me as an educator and created the roles that made a difference. My teaching career started in Singapore and moved to the Wheatbelt region in WA. From a classroom teacher, my passion for science and STEM subjects, allowed me to create opportunities and access for students and educators in the region as the regional science consultant, providing support to several networks of schools in curriculum development, partnerships and professional development.
My work in education went beyond schools and into the community through Rotary. My aim is to provide our children with a holistic and balanced education that offers them an opportunity to become successful students and achieve their potential. To provide a quality education that brings the best out of them; physically, socially, emotionally and spiritually. To build their character and resilience while growing to be independent learners and thinkers; caring and respecting the values and norms of our society, while building the social and physical environment and communities in a knowledge based and global economy.
My love to seek knowledge provided me an opportunity to embark on a Doctorate in Education program at UWA which I completed this year.

I have been a passionate educator for 11 years, with 8 years’ experience working with gifted students in both the government and catholic sectors. A Masters of Education in Literacy and post graduate studies in Gifted Education through UNSW support the research based and intentional best practice implemented in my classroom. I thoroughly enjoy the challenge of teaching at PEAC and am particularly passionate about designing and delivering STEM courses, which includes Robotics. The highlight of my teaching day is watching students use their critical and creative thinking skills to push themselves to new limits. Acting on curiosity to pose open questions, conducting effective research from credible sources and developing feasible, creative, outside the box solutions to real world problems are skills I prioritise, model and develop in each course.

I am passionate about inclusivity. I believe all students have the right to achieve at their full potential and believe it is my role as an educator to assure every student is accepted, valued and fostered.
I focus on Inquiry based learning and develop a range of meaningful and relevant activities using the Maker Model to ensure I differentiate content, process, product and environment for the students. My courses are innovative in their diversity of approach, open mindedness, the capacity to introduce new ideas and approaches into existing working practices, demonstration of original and lateral thinking, ability to adapt to change, going the extra step, making a difference, thinking on your feet, implementation of new ideas and activities, ability to devise new skills.
I believe that when students learn in an authentic and relevant manner, outcomes are optimised. For this reason, I regularly use interpretive material and resources in my courses to encourage and motivate students to engage with ideas and tap into their creativity.