Taylah Griffin is Kerry Street’s Acting Deputy of Teaching and Learning and Year 4/5/6 class teacher. Taylah holds a Bachelor of Education (Primary), majoring in Special Needs, and is part-way through a Master of Education in Learning Difficulties and Educational Leadership. She has a strong passion for life-long learning and is continually upskilling her knowledge and understanding, particularly in the field of Psychology, where she focuses on trauma-informed restorative care and inclusive education and intervention.
Taylah joined Kerry Street in 2019 and has quickly become a pivotal member of the team, providing our Principal Melissa Kennedy with administrative support across a wide range of business areas, and leading projects like the development of the school’s Reconciliation Action Plan. Her professional background in supporting students with complex needs makes her an empathetic and approachable member of our school’s community and a much-loved colleague and friend.
In the Year 4/5/6 classroom, Taylah and her Education Assistant, Kisani Wyatt, take care to create educational experiences in which students are accountable for their own learning, and collaborative opportunities in which students who have expertise in specific areas can teach and support their peers. The class spends their days exploring the curriculum in whole class, small group, one-on-one and individual lessons, using problem-solving strategies to investigate authentic, real-life issues.
“I love the atmosphere, culture and support of the school community here at Kerry Street. I have never felt more welcome and at home at work ever before in my life, with the community not just welcoming me, but also my family.
Progressing our school’s Reconciliation Action Plan was essential to me given my experience volunteering in a small Aboriginal community called Ali Curung, in central Northern Territory. The importance of Aboriginal and Torres Strait Islander history and culture simply cannot be overstated.”Taylah Griffin
Taylah confidently maintains, endorses and practices the philosophy that learning is holistic. It is the development of the whole person – their physical, emotional and social well-being, and not just the cognitive and linguistic attitudes of a child – that contributes to the acquisition of knowledge and becoming strong, vibrant and active members of society. She aims each day to provide a learning environment in which each student is able to achieve their own goals and push themselves to higher limits.