While teachers across Australia work selflessly each day to lift achievement, nurture wellbeing and steady young lives, there are some whose impact reverberates far beyond their own classroom walls.
On Friday 8 August 2025 at the Star Event Centre in Sydney, more than 600 principals, deputies, department heads and teachers gathered at the Australian Education Awards to recognise and celebrate these tireless changemakers. Awards were presented across 29 categories, including the national awards of Compass Australian School Principal of the Year and Australian School of the Year.
One of the big winners of the night was Chrissy Marcelli, a Level 3 Teacher and Science Specialist at West Leeming Primary School. Marcelli took home the Primary School Teacher of the Year – Government Award in the Government category.
When asked about the philosophy that underpins her approach towards teaching, Marcelli said she is driven by a love of learning, seeking to ignite the same sense of curiosity, passion and possibility in every student and colleague she works with.
“My teaching approach centres on cultivating inclusive learning environments where individuals feel a strong sense of belonging; spaces where it is safe to take risks, learn from mistakes and confidently embrace new challenges,” Marcelli told The Educator.
“I aim to inspire students to be curious, creative and confident learners through engaging, hands-on and multimodal experiences.”
Marcelli said this includes learning beyond the classroom, using the outdoor environment as a living classroom where students investigate and build meaningful connections to place.
“I use high-impact teaching strategies to scaffold students towards independence, as well as inquiry-based learning that encourages them to ask questions, investigate real-world problems and think like scientists as they explore the world around them,” she said.
“Student voice is important to me so valuing the knowledge and lived experiences that students and their families bring from their home cultures is essential.”
Marcelli said that when students are provided with authentic opportunities to share this knowledge and contribute to their learning, they develop deeper connections to people, place and Country; understanding that learning is enriched when it is grounded in culture, community and the natural world.
“Ultimately, my goal is to develop thoughtful problem solvers who can collaborate effectively and approach learning with confidence and enthusiasm,” she said. “At West Leeming Primary School, we aim to embrace and empower a culture of opportunity for success.”
Marcelli said that in her classroom, this means creating a space where every child feels valued, capable and confident to try new things.
“I focus on building strong relationships, celebrating progress and helping students recognise their own growth. When students believe in themselves and know they are supported, they can soar in their learning.
Marcelli said that a highlight of her teaching journey is helping students become confident, curious learners.
“I have many stories I could share, but one in particular stands out because it so clearly reflects the beliefs that guide my teaching,” she said.
“Just before Christmas last year, a mother came to find me with her daughter to say thank you. When I taught her daughter in Year 3, she was well below expected levels in reading and writing, had very low self-esteem and struggled socially. She saw herself as someone who simply was not good at learning.”
With support and encouragement, Marcelli said the girl felt safe to take risks and experience success in small, achievable steps.
“I used collaborative learning rotations and hands-on activities to make learning, tactile, engaging and accessible,” she said. “We practised letters, words and numbers in creative ways, such as writing with chalk on the pavement, tracing in sand and even making words with shaving cream on desks.
Marcelli said these multimodal experiences allowed her to build confidence, make mistakes without fear and begin to believe in her own ability.
“Her parents and I worked closely together to support her progress, and I intentionally gave her leadership roles within group tasks,” she said. “Teaching her peers helped her develop confidence, communication skills and a sense of belonging in the classroom.”
To say Marcelli’s work has paid off is an understatement.
“She is now in Year 10, achieving high grades and winning literacy awards,” Marcelli revealed. “Recently she told me she wants to become a teacher so she can help other students who struggle, just as I helped her.”
Marcelli said that for her, this story captures the heart of her teaching philosophy.
“It shows what can happen when students feel valued, supported and encouraged to learn in practical, meaningful ways,” she said.
“Her journey from a child who doubted her own ability to a confident, motivated young person is exactly why I strive to create classrooms built on belonging, curiosity and opportunity. Helping students move from “I cannot do this” to “I can” is the greatest reward of my profession.”