Helen joined Tombolo in July 2020. She is an accomplished educator with 20 years of experience working with neurodiverse students in Australia and the United Kingdom. Her background has centred around supporting the most vulnerable students, including those with a diverse range of needs and abilities. Helen has experience working with Autism Spectrum Disorder, Attachment Disorder, Depression, Anxiety and Pathological Demand Avoidance.
Helen was formerly the Principal at the Cheshire School, a specialist intervention school in Glen Waverley. Due to Helen’s expertise and success, she also acts as an advisor to numerous schools in developing their behaviour management strategies. She maintains close relationships with a wide variety of specialists, outside agencies and parents.
Previously, Helen held the Curriculum and ICT Leader position for the REAL school program at Ballarat High School. A teacher at Ballarat Clarendon College and a curriculum writer for Cool Australia.
Alex has worked in specialist schools for over 13 years, in the UK, New Zealand and Australia. During that time, he has held various roles such as Teaching Assistant, Sports Coach, Leading Teacher and Head of Student Support and Wellbeing
He has an extensive background in working with learners with ASD. This has ranged from engaging and supporting non-verbal communicators who displayed incredibly challenging behaviours, students with complex needs alongside their ASD diagnosis, to working with gifted and talented 2e learners in ASD resource bases.
Ensuring that all students can engage and develop the fundamental skills necessary for them to progress and become independent learners regardless of their abilities or backgrounds underpins Alex’s pedagogy.
Alex has a strong focus on student well-being in the classroom. He believes in building strong and meaningful relationships with all of his students. Developing trust and understanding helps students to feel comfortable and safe in their learning environment.
As a Forest Leader, Alex has a strong connection with the outdoors. He is looking forward to having the opportunity to bring some of his outdoor learning to Tombolo through schemes such as the Duke of Edinburgh Award.
Fraser has recently moved to Melbourne from regional Western Australia. He is a passionate educator, advocate and supporter of the rights of all people, particularly those who have been marginalised.
Fraser has worked across a range of educational settings, including special development schools, an autism program in a mainstream high school, and as a visiting teacher for students with vision impairments. Outside of school, he has also worked in disability advocacy, with a focus on supporting people to engage with the Disability Royal Commission.
Fraser has a strong focus on social-emotional learning and well-being and recognises that students first need to feel safe, calm, and comfortable before being ready to learn.
In his spare time, he loves gardening, singing, and listening to country music.
Josh has recently emigrated from the U.K. to sunny Melbourne. He is a passionate educator, who aims to elevate the teaching of mathematics for all students.
With a particular focus on project-based learning, Josh leans on his; academic background in Law and Politics, professional background in events and finance, and his fervour for all things nerdy, to bring maths to life with contemporary, relevant and highly engaging activities that foster collaboration, curiosity and autonomous learning.
Josh has worked in inner-city London schools where diverse learners have diverse needs and strives to be a positive role model for students. His fascination for mathematics started at a young age, from playing chess in the local library to building solar system models.
Josh has always had a unique insight into the application of maths and, more broadly, problem-solving. He strives to demonstrate the explicit link between mathematics, other academic subjects and the interests of his students whenever possible.
Josh believes that everyone has an untapped potential to develop mathematical thinking and that this may manifest through near-infinite possible pathways.
English and Drama Teacher
Kim was raised in the foothills of the Cascade Mountains in the Pacific Northwest region of the United States and holds a BA in Theatre Performance from the University of Oregon as well as a Diploma of Education from Melbourne University.
For over 20 years she has worked as an arts educator in the Bayside area as the Drama Learning Area Coordinator at St Bede’s College and most recently as the Head of Theatre Production at St Leonard’s College. Fostering a sense of creativity, imagination and fearlessness in her students, she has had the privilege of helping guide countless young people to embrace their gifts, work to their strengths, build resilience and hone their problem-solving skills.
Kim has a strong belief that every student is capable of taking ownership of their learning and encourages them to express their ideas with clarity and hone their team-building skills with humility. Meeting students where they are is a hallmark of her practice and she is honoured to be a part of the Tombolo team.
Art / Music / Design + Technology Teacher
Rick began his educational career lecturing in Art & Design at Monash Uni and at UWW, USA. He continued with Monash University for a further 10 years as an MFA Assessor; all the while, exhibiting as a practising artist and performing, composing and recording. He pursued a significant educational career through the Independent School, State School and International School systems.
This led to a growing interest in education and the challenged, disengaged youth, high-functioning autism & creativity and the educational, and integration process; and ILPs, (Individual Learning Plans), becoming increasingly significant.
Ricks feels it is important that students have a holistic experience that helps them develop their creative and musical strengths. He wants the Tombolo community to promote students, staff, and the school through exhibitions, musical performances, recordings, and virtual environments.
Specialist Intervention Teacher
Kim has worked in education for almost 30 years, with 20 of those being in London, UK.
Throughout her career, Kim has supported many students individually through a variety of programs and always endeavours to ensure they have a voice in the support they receive. She also works as a teacher at a specialist primary school in Victoria for students with significant social, emotional and behavioural challenges.
Kim has also recently completed a Bachelor of Creative Arts, in Photography (with Distinction) and is an avid photographer.
Sports Coach and Teaching Assistant
Dan has worked in specialist schools for over nine years as a Sports Coach and Teaching Assistant. He started his career in the UK, and in 2015 Dan travelled to Tasmania to play semi-professional football, where he stayed for three years before coming to Melbourne.
Dan was coaching tennis at the young age of 13. After starting as a tennis coaching assistant, he eventually worked his way up to become a qualified tennis coach. Dan is passionate about supporting students who have negative experiences in mainstream settings after experiencing similar challenges.
After struggling in school, Dan was eventually diagnosed as dyslexic when he started university, which led him to pursue his interest in improving student experiences and outcomes.
Sports Coach and Teaching Assistant
Amelie has worked as a sports coach and Teaching Assistant alongside playing hockey in many countries including The Netherlands, Argentina and the USA. After finishing her Masters in Education at the University of Massachusetts, she returned to the U.K. to work in a specialist school before coming to Australia to continue her hockey and teaching career.
Amelie has a strong belief in the numerous benefits that physical activity and sport can have on young people both in and outside of the classroom and is keen to share her passion for sport with students at Tombolo.
Inside the classroom, Amelie is passionate about building positive relationships with students as well as finding students’ strengths to enhance confidence and motivation towards learning.
Chris has extensive Paediatric Occupational Therapy experience in disability and developmental delay, Early Childhood Intervention and Community Health. She is passionate about supporting the well-being of children, their families, carers and teachers.
Chris understands the importance of each child’s learning, play and home environments and endeavours to use her OT skills to help each child participate and engage with everyday tasks.
Chris is very excited about working within the teaching and learning environment at Tombolo. In particular, Chris is interested in helping each student to be able to engage in learning, socialising and other activities that are meaningful to them.
Pravin arrived in Australia in 1988 to pursue further education. He was blessed to meet an Australian couple who helped and supported him along his journey to build a new life in Australia.
Pravin brings to the role of Business Manager over 16 years of commercial experience in various industries including 15 years in the Housing sector, 10 years in the education sector (Primary, secondary and post-secondary), as well as over 15 years of experience as a board member of several not-for-profit organisations.
He has a passion for the community, and he is currently a board member for two Not for Profit Organisations.
Melissa has training and experience in office administration, special education (K-12) and middle-level education. Melissa worked for many years as an executive assistant in an organisation that provided rehabilitative training for people with disabilities in WA.
Melissa also co-taught students with learning disabilities in a mainstream middle school in the US. More recently Melissa worked as an administration officer at a specialist primary school in Victoria for students with significant social, emotional and behavioural challenges. Besides Tombolo, Melissa also works as ed support in various classrooms in other specialist schools, ranging from kindergarten to Year 12.
All these experiences have taught Melissa that almost everyone can learn, given the right guidance and environment. She likes to tell her own children that smart/fast alone doesn’t get the assignments done…it takes hard work and perseverance…much like the tortoise (in the story of The Tortoise and the Hare) who wins in the end through sheer perseverance!