Ethan Jolley

Humanities, Physical Education and Health Teacher
Bachelor of Outdoor Education

As an outdoor educator running school camps, Ethan Jolley witnessed growth and built meaningful relationships with students – but he would have to say ‘goodbye’ after just a few days.

Ethan made the decision to pursue a career in teaching through our Leadership Development Program to foster this growth over a longer time.

“I was working as an outdoor educator, coming into schools, running school camps with an outdoor ed and environment focus but I noticed it wasn’t sustainable for me to work in the industry as a casual contractor,” he said,

“I would develop these meaningful and trusting relationships with students over four-five day camps. I would notice growth in these young men over that period and then I would have to say ‘goodbye’ and that was hard.

“That’s what made me want to go into a school environment where I can support growth over a longer time.”

Teach For Australia’s program offered Ethan a structured pathway to become a teacher while continuing to make a positive impact on young people’s lives.

He joined our 2024 Cohort, teaching humanities, physical education and health at Nhulunbuy High School in the Northern Territory.

A change of direction

Ethan wasn’t always set on being an educator – he had wanted to be in the Airforce ever since he was young. But a diagnosis of Hodgkin’s Lymphoma when he was just 17 years old “completely threw a spanner in the works”.

“The following year, after six months of chemotherapy – I still thought I could get in despite my health battles, but I was turned away with the final decision being made a week before my year 12 exams. I was shattered,” he said.

“I was fortunate enough to have a few amazing mentors, past teachers and other adults in my life who recognised my potential and encouraged me into a path of educating young people. I was given the opportunity to work as a swim teacher during my gap year and I guess that’s where it all started – my pathway into teaching.”

Connection to community

Ethan says he has a deep connection to the Northern Territory cultivated over three years working with the Yolngu First Nations community which has strengthened his ability to connect with his students.

“Knowing about the kinship system and being able to have a base level understanding of words and phrases instantly allowed for greater connection with the students,” Jolley expressed.

“They know that I respect their home language and that they can be my teacher in that world.”

When asked what he hopes to contribute to the future of education: “My hope is for the education system is to value First Nations perspectives, languages and culture.”

Kyla Bokelund

Psychology and Sciences Teacher
Bachelor of Science (Psychology)

Living in rural Western Australia as a child, Kyla Bokelund quickly realised the disparities in education, especially as an Indigenous student – and it has motivated her to pursue a career in teaching through Teach For Australia.

With a Bachelor of Science (Psychology) from the University of Melbourne, Kyla has started teaching psychology and sciences at Elevation Secondary College in Craigieburn, Victoria, as part of the 2024 Cohort of our Leadership Development Program.

She’s on a mission to empower students and foster a love for learning in her classroom.

“I was born in Melbourne and moved to rural WA when I was in primary school. In this new environment, I realised, throughout my schooling and education, that students were not being treated equally and some must try a lot harder to get where they want to be in life,” she said.

“My firsthand experiences of facing barriers in education, including racism, lack of resources, and low expectations, have equipped me with a unique understanding of the challenges that students, especially First Nations young people, may encounter.”

The TFA pathway

Our program participants – known as Associates – work in schools teaching subjects directly related to their previous studies while they undertake a Master of Teaching (Secondary) (Leading Learning) with our academic partner Australian Catholic University (ACU).

During the two-year program, Associates receive one-on-one coaching and mentoring and earn a full salary – approximately $62,000-$65,000 base salary, depending on the placement location.

Kyla said she saw Teach For Australia’s program as an opportunity to combine her passion for education with her commitment to social justice and equity – with “invaluable” support and mentorship.

“The program offers ongoing training, professional development, and mentorship from experienced educators, which has been extremely beneficial in enhancing my teaching skills and confidence in the classroom,” she said.

“My mentors have provided guidance, feedback, and encouragement, helping me navigate the challenges of teaching in disadvantaged communities and empowering me to make a positive impact on my students’ lives.”

Valuable insights

Passionate graduates – like Kyla – bring specialist knowledge and valuable perspectives to classrooms across Australia through our Leadership Development Program.

“My background in psychology provides me with valuable insights into cognitive, emotional, and social development,” Kyla said.

“Understanding the individual needs and learning styles of my students allows me to create inclusive and supportive learning environments where all students can thrive.”

Molly Smith

Maths and Science Teacher
STEM

“I look back at my first term of teaching compared to my last and cannot believe how far I have come in my teaching journey.”

Molly Smith credits Teach For Australia’s employment-based Masters pathway for her “exponential growth” as a teacher in just two years.

She relocated from Melbourne, Victoria, to teach Mathematics and Science at Tintinara Area School in South Australia as part of our 2022 Cohort of the Leadership Development Program.

“It was a demanding experience as I worked full time whilst studying full time; however, the support provided was phenomenal and allowed me to excel in both my teaching at school as well as my university course,” she said.

“My mentors – at school, TFA and ACU – were all extremely supportive and provide numerous opportunities for reflection, brainstorming, emotional support and advice.”

‘The best way to get into education’

Molly applied for Teach For Australia’s program soon after graduating with a Bachelor of Science (Genetics) and a Diploma of Languages (French) from Monash University.

While she had always been interested in education and teaching, she felt even more motivated to pursue the career path during the COVID lockdowns.

“The program was definitely a tough two years with constant university deadlines on top of school admin and the day-to-day responsibilities of teaching,” she said.

“But being able to teach full time allowed my growth as a teacher to excel exponentially, compared to how I think I would have gone with just a university program with smaller placements.

“If you are passionate about teaching, Teach For Australia’s program is the best way to get into the education field. You learn so much in a short amount of time and it’s so fulfilling.”

Standout moments

Reflecting on key highlights from her two years at Tintinara Area School, Molly said it was a “huge win” to see many students go from a negative mindset towards mathematics to feeling more confident – and reporting they actually enjoyed her lessons.

“Another standout moment was in my second year of the program when I organised a Science Fair. We set it up just like the American movies – down at the local hall, with poster boards on tables displaying their different experiments,” she said.

“The whole school, teachers, parents and other community members visited the hall to see and learn about what each student researched. It was fantastic to see our secondary students communicating and presenting their information to fellow students as well as parents and teachers.”

A new community

Hailing from Melbourne, Molly had never lived in a rural town and said it was an adjustment to life in the city. While she has returned to her home state since completing the program, she said living in Tintinara was an “amazing experience”.

“The community was extremely welcoming and supportive. I loved getting to meet all the different people among the community and I learnt a lot more about the farming industry,” Molly said.

“I got involved in the local sport quickly which helped me integrate and settle into the community.”

Her advice for anyone considering a move to rural South Australia for TFA’s program is that it might be daunting, but it might also change your life.

“One quote that I love is ‘Change is the only constant’. Change can be extremely scary and nerve wracking, but without it, we never experience anything new and different,” she said.

“Be open to all the possibilities and keep an open mind – you never know what you will find!”

Jun

A little bit about Jun

Life Before Teach for Australia
Law

Teaching Areas
Legal Studies, Chinese –Mandarin, English as an Additional, Humanities

Current Employment
Policy Manager at the Department of Education (Victoria)

Jun wanted to do something meaningful and impactful in his life. Originally from Brisbane, he was considering his career options in law and diplomacy. Teaching wasn’t on his list until he learned about Teach For Australia.

“I never intended to be a teacher until I found Teach For Australia, where I could work towards a bigger goal of systemic change and impact,” he says.

“My placement was in the northern suburbs of Melbourne. My school was very multicultural and diverse which made the place really interesting. I had a wonderful experience at my school and loved working with all the different type of students as well as interacting with the different parents.”

“I learnt that I was quite capable of adapting to situations quickly and that I could lead. It really set up an orientation in myself that I could do anything and helped me to apply for my senior positions after the Leadership Development Program.”

Jun is now a Policy Manager at the Department of Education in Victoria, committed to a vision of an Australia where all children, regardless of background, achieve an excellent education.

“I know that to address educational inequity, it requires multiple players in multiple sectors. But the thing I miss about teaching is interacting with young people each day and helping them grow and learn.”

Kath

A little bit about Kath

Life Before Teach for Australia
Manager at Ernst & Young

Teaching Areas
Legal Studies, Accounting, History

Current Employment
Classroom Teacher at Mill Park Secondary College

After nearly nine years in the corporate world, Kath realised that she wasn’t doing what she loved.

“I had plenty of time working for commercial gain,” she says, “and knew I wanted a renewed focus on doing something that is beneficial to society as a whole.”

She wanted a career with more social interaction, and less time sitting behind a desk. Kath wanted to pass on the opportunities she had in her education to another generation of students, but Kath didn’t want to put her life on hold to change careers.

“A priority for me was to not feel that I was taking a step backwards in my professional life, and taking two years out of paid work to attend a conventional Masters degree,” Kath says.

“The draw of the Leadership Development Program is that it throws you in to work straight away – and that very much suited me.”

“The most rewarding part of the program is that I get to form new connections every day with those who are either in the education system (students) or are passionate about improving it (Associates, staff, other teachers).

“To be able to guide my students through subjects that I love and to see them become interested in and motivated to pursue the subject is really something.”