The leadership component of Teach For Australia is a massive strength. It’s the reason I’m in a position to take on a leading teacher role, after only three years in the classroom

Adam Ross | Cohort 2012 Associate | Hometown: Mildura VIC
Bachelor of Commerce | Bachelor of Laws
Lead Teacher | Horsham College

Adam Ross didn’t know that he wanted to be a teacher.

He did know that he had seen his peers in the public education system miss out on too many opportunities and that the kids he had worked with in Darwin’s Aboriginal communities deserved a better start in life. He also knew that he wanted the skills he’d developed as a lawyer to have a wider social impact than by practicing commercial law.

Like most high achievers, Adam’s career trajectory was ticking along as planned. He excelled in his Commerce and Law degrees and was quickly snapped up for a career in commercial law, which took him to the UK. It was his overarching aspiration to contribute to society in a broader capacity that made him seek a different pathway for impact.

After some Googling and soul searching, Adam realised that Teach For Australia’s mission aligned with the experience he was seeking. It was quick to deliver, with his two years as a Teach For Australia Associate at Portland Secondary College in Victoria equipping him with the invaluable experience to ultimately earn a position as a lead teacher at Horsham College.

“Through teaching, I’m working to alleviate some of the educational inequity and opportunity issues,” says Adam. “I’m really committed to this pathway.”

“Without Teach For Australia, I don’t feel that my leadership skills would have been developed to a point where I’d be willing to and ready to take on the leading teacher role in such a short time,” he says.

Adam’s time as a Teach For Australia Associate in a regional school presented many challenges but the measurable changes in his students, both academically and behaviourally, and the strong relationships that he built count as some of Adam’s proudest achievements. He also observed professional and personal changes in himself.

“Over the past three years, I’ve really developed the ability to empathise and understand different contexts in others,” he says.

“Every day in teaching, you’re working with up to 80 different people who all have different stories. You need to be able to understand where those people have come from to best work with them.”

That ability to identify with his students’ unique backgrounds put Adam in a strong position for working with at-risk kids in a regional school context.

“I’m really excited about working with a range of teachers to ensure the best possible outcomes for these kids in our regional community.”

Check out the application