Tanya has had a diverse and enriching career that led her to her current role at Studio Schools of Australia. With 28 years of teaching experience in private schools, she has taught maths and Japanese, held various leadership roles, and had a 16-year tenure at Wesley College (Melbourne).
Her involvement with indigenous issues and the Kimberley region emerged unexpectedly when she was invited to lead an induction program at Yiramalay. This experience, though challenging, led her to discover her passion and calling. Tanya eventually became the induction coordinator in 2011, managing this role alongside her position as the middle school curriculum coordinator at Wesley.
In 2012, she took on the role of head of the program at Yiramalay Studio School, witnessing the program's growth and development and guiding over 200 Indigenous children to discover their potential while personally being challenged on her own approach to teaching on a daily basis.
At the end of 2015, Tanya left her role at Yiramalay and returned to teaching at Wesley but was lured back to Yiramalay through SSA in 2022, when offered a role at the Indigenous Education and Research Centre (IERC), marking a new phase in her career characterised by learning, adaptation, and a commitment to education and cultural understanding.
Tell me about how your journey started with Studio Schools Australia?
As Yiramalay was just beginning, my head of campus invited me to lead the second induction trip with 20 Wesley Students. The program was in its early days - raw and unrefined. I didn’t have much experience with Indigenous issues or people at that point, but I am someone who’s always interested in people and culture. So here I was, taking a group of students to a place I’ve never been for an experience that would change the course of my career! It was a lot. Those three weeks were filled with challenges, new experiences, and tears - lots of tears. But, it was incredibly rewarding.
Everything was new, and it felt like nothing I'd ever known as a teacher mattered. That was the start of my journey of ‘unlearning’ what I knew about education.
The following year, the head of the program at Yiramalay resigned, and Helen Drennen, the driving force behind Yiramalay, offered me the position. It was a daunting decision - continue my comfortable career at Wesley or embark on a thrilling adventure with Yiramalay? I chose the latter.
Who is the induction program designed for, and how has it developed over the years?
The induction serves as a way to explore and experience the school. In an ideal scenario, no staff member or student would start their journey at Yiramalay without doing an induction. The experience helps them understand the environment, the community, and the distinctive approach to learning at Yiramalay. It serves as a trial to ensure it’s a good fit. Since the start, the core ideas and objectives have stayed consistent. We want students to experience personal development, connect with indigenous culture, explore various industries, and engage in academic learning.
The program is designed to align with our objectives, focusing on the four core areas: land, language, culture, and industries. Around 70% of local students who complete the induction enrol in our school and we expect this percentage to grow as we continue to establish ourselves in the new SSA system.
How have you adapted your teaching style since working with Indigenous students?
The local students here exhibit a unique level of engagement and emotional expression. For instance, if they aren't interested, they may openly leave the class, use strong language, or demonstrate their disinterest in various ways. This made me reflect on my experiences teaching in private schools, where students tended to be more compliant. I realised I needed to question my teaching methods and be open to changing them.
One vivid memory from my early days at Yiramalay, we were working on a project where students created posters with information about themselves. When I went over to one of the students to look at her work, she got upset and told me she disliked teachers looking at her work. Her use of the word "teacher" in a negative context struck me. I apologised for inadvertently upsetting her, and we barely spoke for the rest of the induction program because I thought she was not comfortable with me.
As we finished the Induction, she surprised me by giving me a poster that read, "I'm going to miss you, Tanya, thank you for everything." It was a profound moment because I hadn't actively engaged with her, yet she felt comfortable enough to express her gratitude. It made me think deeply about how students perceive their educators.
Local students at Yiramalay possess a remarkable level of emotional intuition, which makes them highly attuned to authenticity and honesty in their interactions with teachers. They can sense when someone is insincere. Emotions and connections are magnified, as the students are more intense and direct in expressing themselves.
Can you give an example of how your teaching has changed?
In maths, I let students choose what they want to learn and how they want to learn it. The focus is on removing the initial barriers, building trust, and empowering them to believe in their abilities.
What I teach them in my maths classroom actually doesn't matter. What matters is, are they learning how to learn? Are they learning that they can do it? Are they learning that if they ask for help, it'll help get them there?
For me, all of my teaching since coming to Yiramalay has been about learning how to learn, not about what they're learning.
How does Studio Schools of Australia (SSA) partner with the local community?
One of the key principles is the concept of two-way learning, where everyone in the community, including teachers, learns from each other. It's not a top-down approach; rather, it's a collaborative effort where everyone contributes and grows together.
My own experiences at Yiramalay have reinforced this.
When I'm up there, it's a different world, and I rely on the local knowledge and skills of others to navigate unfamiliar terrain. Everyone brings their strengths and knowledge to the table, and we support each other.
Community buy-in is also a critical element of the model's success. The Indigenous world is unique, and while I've learned a lot about it, I recognize that I can never fully understand the experience of an Indigenous person from Fitzroy Crossing. That's why it's vital to have individuals who can bring their perspectives, experiences, and community dynamics on the ground.
At its core, the model focuses on the comprehensive development of the individual, can you tell me more about this?
It emphasises meeting students where they are and assisting them in defining their goals, then guiding them toward achieving those goals. I believe the residential aspect of SSA schools contributes to this authenticity and responsiveness. For example, when one of our students experienced the loss of his father in a car accident, our school responded swiftly and effectively in a way that was genuine and healing. Being on-country is a crucial part of this process, as it's believed to have a healing effect. Living together as a community helps forge these connections and allows for more meaningful responses to challenges.
We maintain an open-door policy, welcoming students who may have faced challenges or struggles elsewhere. While it can be challenging due to the lack of traditionally strict boundaries, it's incredibly powerful in demonstrating alternative family dynamics to these students. It shows them that they are accepted and valued within our community.
How do you create a welcoming environment where students feel safe and nurtured?
We've encountered situations where students have committed serious acts, and they are still with us. We have made the decision not to send them home as a form of punishment but to help them learn from it. It's a constant challenge, and the approach evolves based on the specific circumstances.
However, we understand that we play a crucial role in their lives. We believe in the importance of fostering positive relationships and providing a safe space for these students to heal, rediscover themselves, and grow.
That’s a sobering reality.. SSA is so much more than a school, do you feel people understand that?
Absolutely. So the starting point for us is ensuring that the students are healthy, we invest a significant amount of time into addressing medical issues. From there, we work on helping students gain self-worth, improve their health, and focus on their physical well-being. Then, we strive to get them into the classroom and engage them in learning.
When people ask about our literacy and numeracy results, I remind them that our challenge often lies in just getting these students to sit down and take the test. There's a significant lack of understanding about the dire circumstances these children come from, which can be frustrating when people make sweeping statements about the education system not working.
It's about addressing the whole spectrum of their needs and challenges. Students sometimes just need that one person who believes in them, and I'm grateful for the opportunities I’ve been given to be that person, at times. An example is a student who struggled with ADHD and a difficult family background, we didn't give up on him, even when he self-medicated with marijuana. It was a constant battle, but today, he's thriving, and I'm proud to have played a role in his journey.
It's not easy, and there are days when the challenges make you want to quit. But then you remember the difference you're making in these young lives.
You’ve now taken on a different role as Associate Director of the IERC. Tell me more.
The IERC is crucial to SSA's success. It acts as a support system and provides the necessary structure and guidance for the schools within the SSA network. Without the IERC's guidance, coordination, and support, it would be challenging for individual schools to operate effectively and maintain alignment with SSA's principles and goals. Authenticity and staying true to the vision are paramount as we scale.
There are three key areas: staff development, quality assurance, and research (including data).Staff development is about ensuring that the staff comprehend the model and are provided opportunities to grow. Quality assurance is focused on delivering the model as intended and meeting various government standards. Research is about enhancing the model and sharing what works.
It's not a static model, and it should respond to the unique needs of different schools and communities. Building relationships with various communities leads us back to the core values of the model, constantly examining its relevance.
Will the IERC play a big role in SSA’s ambitious vision of having 10 new schools in the next decade?
Absolutely, it's enormous. To draw a parallel, consider the Catholic system of education. What makes it uniquely Catholic is its foundation in Catholic beliefs and rituals. While each Catholic school may look different, they share common elements and engage in discussions about what aligns with their values. Similarly, the IERC plays a central role in defining what makes SSA unique and ensures it stays true to its core principles.
I view the IERC as a custodian of the model's identity and values. It's what sets us apart and what keeps us on track. While SSA can take different forms in various local contexts, these elements are the glue that holds everything together.
What challenges and opportunities lie ahead for SSA?
The journey isn't without its hurdles. Staffing, sustainability, cultural nuances, and internal dynamics within remote Indigenous communities are just a few of the challenges we face. However, despite these challenges, I firmly believe in the importance of our work.
We must continue trying because the current state of education and employment opportunities for Indigenous people is far from ideal.
SSA's journey seems to reflect the broader reconciliation journey in Australia, emphasising understanding and meaningful change.
Absolutely. It's about fostering genuine understanding, working together, and making meaningful progress.
SSA is just one piece of the puzzle, but it's a piece that can inspire change and showcase what's possible when people from different backgrounds come together with a shared goal.
With its emphasis on partnership, flexibility, and deep understanding, it can be a shining example of how reconciliation and closing the gap can work in practice. It's an embodiment of the principles we aspire to on a national level.
