The Academy of Future Skills is a team of specialist executive teachers who work with ACT public school staff to support the delivery of high-quality STEM education. Over time, the model has led to the development of a skilled STEM teaching community, where upskilled teachers feel empowered, best practice techniques are shared across the school networks and STEM education is more accessible to all students.
We spoke to Caroline Schultz to find out how she became a specialist teacher, how teaching and learning with the Academy works, and how to properly pronounce her last name.
How did you first get into this role with the Academy?
I moved from the UK in 2017 and after getting my teacher registration, I worked at Telopea Park School teaching science before I got a permanent position as a science teacher at Lanyon High School. I saw a role with the Academy of Future Skills advertised and applied - it seemed like a good fit for me!
What inspired you to become a teacher?
I had completed an Honour’s Degree in Forensic Science, with a focus on Analytical Chemistry and Explosives Analysis, but I didn't really know what to do afterwards. My friend was going to complete her teaching qualifications and she said I'd be good at teaching too, because I always helped everyone at university with their work.
I also have big family, so I’ve been surrounded by children my entire life. I've got five brothers and three sisters, and as one of the oldest, I've always looked after the younger ones and helped with their homework. I actually still rope my siblings into things now! My sister is a Doctor of Zoology and Microbiology and a lecturer at a university in the UK. So, in one unit where each of my students developed their own inquiries relating to microbes, I called up my sister, Chloe, and she answered their questions on video. I've got like everything in my family, from a baker, to a ceramist, to a lawyer, so I can bring them all in whenever I need.
Can you explain the role of the specialist teachers in the Academy?
I'm responsible for supporting teachers. When a teacher expresses interest, we’ll meet to discuss what they need support with. We arrange a scope, sequence or unit and then if needed, I’ll come into their class every week to co-deliver the unit that we've planned.
This is great for the teachers, if there’s a subject they’re not familiar with, like digital sensors or robotics, I can teach the students at the same time that the teachers are learning.
When we support them in the unit what we hope is that the next time, they might not need me there to co-teach with them, they might just need to borrow the resources. If they do need any further support, they can always give us a call, or an email and we’ll help them on the go. It's so nice to see them gain confidence.
What do you enjoy most about your job?
Every day is different, I visit 10 or more schools every week, so I get to meet all different teachers and work with students of all ages from K -12.
I love learning from everyone in the profession. I like getting ideas from teachers and seeing their teaching styles, when something works really well, I pick it up and share with other schools.
And of course, kids are always telling you the funniest things. Some can’t say my name, Mrs Schultz. They’ve pronounced it “Mrs Shorts”. Once a student couldn't quite remember, he must have linked my name with shorts in his memory and called me “Mrs Pants”.
I really cherish the relationships that I have with the students that I get to work with longer term. They tell me about their lives, and I'll ask questions about how their football is going, or whatever else they’ve got going on. Although I'm a smaller part of the school community, I'm part of many more communities.