Leanne Hillman
Leanne has worked around questions of equity, access, and outcomes for students with complex learning profiles in Australian and UK school contexts for decades, and continues to work alongside incredible educators - pursuing excellent teaching and learning strategies.
Leanne has taught in classrooms since ‘82, and closely with teaching assistants for students with disabilities, since the mid-80s in primary, secondary, and SSP school contexts.
She has worked with TAFENSW designing learning programs and delivering the national qualifications for teaching assistants, supervising many hundreds of in-school practicums of teaching assistants across all sectors in primary, high schools, and SSP environments.
Collaborated with Aboriginal Indigenous Mentoring Experience, Save the Children, Smith Family and Youth Off The Streets designing school-based programs for teaching assistants.
Leanne was a reviewer for ‘Supporting Education’ Karen Kearns – the vocational textbook for teaching assistants.
Leanne completed a Study Tour (2019), joining the London UCL Institute of Education Maximising the Impact of Teaching Assistants Project; and was a consultant on The Australian Guidance Report for Teaching Assistants.
Collaborated with Homebush West PS, receiving a NSW Disability Strategy grant to develop professional learning for school communities around maximising the purposeful partnership of teachers and teaching assistants - mentored and coached a number of Wingara schools.
The EIP [Excellence in Practice] network of schools are working with teaching assistants to grow their capability in supporting access, participation, and engagement for all students.
In collaboration with ATA, Leanne is keen to see the development of an Australian Professional Standards for teaching assistants.
Leanne has begun researching for a PhD with the University of Newcastle in classroom practice for teaching assistants.
Leanne presented at the Successful Learning Conference 2019: Maximising the Impact of Teaching Assistants; and co-presented at the Australian Inclusive Schooling Conference 2021: Purposeful teacher/teaching assistant partnerships – maximising success for every student.
What you can expect when you work with me
I champion learning where every student from all social, cultural, community and family backgrounds, of all identities, and all abilities can belong in a school community that purposefully engages them in successful learning.
Excellence
I exceed expectations in every facet of my work and approach all we do with a sense of possibility and positivity.
Expertise and wisdom
I know that creating learning spaces that include and support all students are not simple, and require careful thought, research, and action - together we bring these elements to the work.
Trust and Integrity
In all that I do, I choose to do what is right over what is fast, fun, easy, or comfortable. I choose to practice my values and do what I say I am going to do. I don’t overpromise and I deliver on commitments.
Respect
I treat every colleague with respect, kindness, and compassion.
Generosity and abundance
I extend the most generous interpretation possible to the intentions, words, and actions of others, and nurture practices sourced from a place of abundance and openhearted kindness.
Celebrations
I practice gratitude, recognising and congratulating excellent work in others.