Maggie Fielding - National Coordinator, Professional Learning

Head shot of Maggie Fielding, National Professional Development Coordinator Why Positive Partnerships?

Since I was first introduced to a Positive Partnerships workshop in 2010, I used the knowledge, tools and strategies gained on many occasions in primary and secondary settings. The opportunity to join the Positive Partnerships team was a really easy decision. 

It has been wonderful working with school teams, using these resources to really make a difference, not only in the lives of students with autism, but also to the lives of many other students.

These Positive Partnerships resources have continued to grow. Working as a member of the team has provided me with the opportunity not only to continue to share these resources with schools during our workshops but also to play a part in developing new resources.

What do you hope to achieve in this role?

In my role as National Coordinator, Professional Learning, I want to continue to work with sectors and schools to further build their capacity to support students on the autism spectrum. Our professional learning programs and our online resources aim to build the knowledge, skills and confidence of sector and school personnel, and provide the support to create personal and whole school change.  

What are you looking forward to?

The thing that most inspires me about Positive Partnerships is that we continue to learn and evolve. Most recently this learning has translated into professional learning programs that are flexible and responsive to the identified priorities of individual schools. I’m very excited about our professional learning programs: they encourage schools to recognise their strengths, they support schools to develop plans to address their priorities and at the centre of this process is the importance of partnership between student, family and school.

How long have you been working in the disability sector?

When I was growing up I always wanted to be a teacher. During my first year of teaching I found myself with a year 6 class. I very quickly realised that this was a class full of individuals, all with different strengths and all facing different challenges.  Each new class led to new learnings about difference and disability. Some of this learning was formal through additional university studies, but much of it was informal as I learnt from the students I was supporting. Eventually my studies and experiences led me to working not only with students, but also with teachers and schools to implement inclusive practices that supported all students.