2024 Teacher Fellow, Government sector
Leonie Tamala
Reframing education: Embedding First Nations knowledge across the curriculum
Leonie Tamala was awarded a Victorian Academy of Teaching and Leadership Teaching Impact Fellowship. She teaches at Mildura Specialist School, a remote P–12 setting supporting approximately 200 students with intellectual disabilities. She initiated a project on embedding First Nations perspectives meaningfully and respectfully across her school’s curriculum. With 25% of their student population identifying as having Aboriginal or Torres Strait Islander heritage, the project was rooted in the recognition of the cultural significance and educational imperative of representing Indigenous knowledge, histories, and cultures in an inclusive and accessible way.
How would you summarise your Teaching Impact Fellowship?
While the initial focus was on curriculum integration, the project evolved in response to staff and student feedback and emerging needs. It became clear that to create sustainable change, I needed to build the capacity and confidence of our educators. As a result, the project shifted toward professional learning - developing staff knowledge, cultural understanding, and pedagogical strategies to deliver First Nations content with authenticity and respect. This included targeted professional development, the curation of appropriate resources, and fostering relationships with local Indigenous peoples to ensure cultural guidance and accuracy.
What have been the impacts of your project so far?
The outcome has been a growing sense of confidence among educators, deeper engagement with First Nations content across multiple subject areas, and stronger cultural visibility within our school. The project continues to evolve as we strengthen our commitment to reconciliation, cultural inclusion, and equitable education for all students.
What have been the benefits to date of taking part in a fellowship?
Throughout my Teaching Impact Fellowship, I have learned to broaden my perspective and lead with intention. A key area of growth has been stepping outside my comfort zone – delegating, negotiation, and building trust through shared ownership. Critical reflection has become central: true reflection goes beyond a chronological recount to explore the “why” behind actions and outcomes. This mindset, including reflecting on reflection itself, has deepened my leadership, and enriched both teaching and team dynamics.
