Campus Life

Dayna Schinz (OH 2007) is a proud Haileybury alumni. She was the inaugural Haileybury Girls School Captain, and since graduating has spent 12 years teaching Maths, Science and Biology, most recently at Haileybury Pangea, where she teaches Senior School Science and VCE Biology alongside her role as Haileybury Digital Learning Leader. 

What inspired you to become a teacher? 

As a student, I cherished my time at school and adored the opportunity to ignite curiosity and nurture the same love for learning, especially in science, that I experienced throughout my education. I love the chance to create a positive and supportive classroom environment, where students feel valued and empowered to reach their full potential. 

Can you describe what the role of Digital Learning Leader is? 

As a Digital Learning Leader at Haileybury, we provide educational leadership to enhance the use of technology in teaching and learning. This includes supporting teachers with technological tools such as Office 365 and our Canvas LMS, while fostering a collaborative online environment across the school community. 

How do you create an engaging and inclusive classroom environment? 

I always aim to create a sense of belonging where every student feels valued and included. I am a warm and approachable person, and building strong relationships with students helps make them feel more connected and motivated, especially in my online classes. As much as possible, I try to engage students in active learning by using hands-on activities and practical experiments where students can experience the scientific theory being taught firsthand. As a Digital Learning Leader, I also enjoy integrating the latest technology to enhance student learning and make lessons more dynamic and accessible. 

Can you share a memorable moment from your teaching career?  

One of my most treasured memories was the opportunity to take a small group of Haileybury Science students to the Galapagos Islands and the Amazon Rainforest in Ecuador, South America. This experience was the pinnacle of my career as a biology teacher, allowing my colleagues and I to travel with like-minded students to one of the most biodiverse places on Earth. The Galapagos Islands played a crucial role in Charles Darwin’s theory of natural selection and provided a real-world context to the study of evolution taught in Year 10 Science and VCE Biology. Our stay with a remote host community in the Amazon Rainforest, only accessible via canoe, was a life-changing experience for both staff and students. 

What is the most rewarding part of being a teacher for you? 

The joy of witnessing students’ development, both academically and personally, is unparalleled. As an old girl, knowing the school’s values and culture, I am so grateful to contribute to Haileybury’s legacy. It is so deeply fulfilling and rewarding to play a part in the growth and success of our incredible students. 

What advice would you give to new or aspiring teachers? 

A crucial piece of advice would be to build relationships with your students and colleagues, to not only create a supportive classroom but also a supportive working environment. As a teacher, it is also important to be firm but fair. To achieve this, you must establish clear expectations and boundaries with your students from the beginning and consistently reinforce them. This advice also comes in handy as a mother of a toddler! 

How do you spend your time away from the classroom? 

I live in a small town on the Mornington Peninsula and enjoy the lifestyle that the region offers. I love spending time outdoors and at the beach with my two and a half-year-old son who keeps me very busy. I am so grateful to be able to teach online at Haileybury Pangea and the flexibility it affords me to blend my professional and family life. 

Casey Marshall is one of our brilliant Junior School teachers and is currently the Deputy Head of Junior School for Pastrol Care and Administration Haileybury City. In 2024 Casey taught the Year 2 cohort at City campus.  

What inspired you to become a teacher? 

In 2015, I moved to Ballarat to play basketball for the local team. As part of the program, the CEO at the time liked the players to be active members of the community, either by studying at a local university or working in town. Through a turn of events, I ended up working at the Ballarat Specialist School as a teacher’s aide, assisting students with a range of additional needs to access the curriculum. 

Within my first week, I had the privilege of working alongside a teacher in the Middle School. Each morning, the students would walk in from being dropped off, slowly walk to their classroom and enter. From the moment the students saw their teacher, however, their entire energy changed. Their smiles lit up the room, they suddenly began talking and laughing to one another, and the way they interacted with each other was incredible. 

The environment that teacher created in his classroom completely changed the students’ attitude and outlook. He created a safe and inclusive environment where students of all ability levels could learn, laugh, make mistakes and, most importantly, loved coming to every day. 

A year later, I started my Bachelor of Education in Primary Teaching. 

How do you create an engaging and inclusive classroom environment? 

Creating an engaging and inclusive environment changes dramatically each year as it is so dependent on the specific cohort. What I have done this year is different to last year and although some aspects will be similar for next year’s class, I am sure there will be some new ones as well. 

Two particular aspects that haven’t changed throughout my teaching career centre around care and focusing on the process, not the product, of learning. 

There is a popular saying in education, ‘Children don’t care how much you know until they know how much you care.’ It only takes a lesson or two to realise this as some of the most pivotal breakthroughs have happened after a check in chat or after linking the weekly writing topic to a student’s weekend hobby. 

Through focusing on the process of learning, students learn the importance of making mistakes, persevering through challenges and the power of reflecting on their own growth. These behaviours highlight that every student (and teacher) is at school to learn.  

What is the most rewarding part of being a teacher? 

Without a doubt, the most rewarding part of being a teacher is seeing the incredible amount of growth each student achieves each year. Although it is often more obvious to see a child’s academic growth by looking through their book work or their assessment data, seeing the development in their social skills or how they navigate through challenges is similarly wonderful to see and an aspect that will assist them throughout their lives. 

What advice would you give to new or aspiring teachers? 

Despite it being called teaching, I feel it is so important to continue to be a student of the profession. Whether it is observing other teachers teach, looking at patterns within assessment data, talking to other teachers about specific issues or seeking feedback, each little area of growth made in one’s teaching practice is compounded throughout the following years. 

Dominika Kapustka currently teaches Year 5 Mathematics at Haileybury Pangea and serves as a Digital Learning Leader. She supports over 150 staff members across Haileybury’s four Melbourne campuses, helping them integrate technology into their teaching practices. Dominika also leads an AI Mastery Series, which is delivered through a blended learning model to staff working with students from ELC to Year 12 across Melbourne, Pangea and Haileybury Rendall School in Darwin. In 2024, she was the well-deserved recipient of Rising Star of the Year at the Australian Education Awards. 

“Every student is a mathematician, nurtured, inspired to think deeply, and solve problems with confidence and curiosity.” 

What inspired you to become a teacher? 

It was my Grade 3 teacher who truly inspired me to pursue teaching. Her approach centred on building strong relationships, ensuring that every student felt supported in their learning. She took a genuine interest in each of us, which made a lasting impact. She became my role model, and I knew I wanted to follow in her footsteps and make a similar difference in the lives of my own students. 

How did you find yourself teaching in Australia? 

After high school I undertook a Bachelor of Science and Education program in my hometown, Winnipeg, Manitoba. I was inspired by cooperating teachers’ stories about teaching abroad, and so explored international opportunities. In my fourth year, I became the youngest candidate accepted into the teacher exchange program. This opportunity allowed me to teach at the International School in Athens under expert mentors. 

When I graduated I felt an eagerness to explore more of the world’s education systems. I wanted to teach in a school-age setting, focus on either English or French-speaking communities, and—admittedly—find a place with nicer weather after 20 years of snow. One evening, I Googled, “What is the best school in the world?” and found Haileybury. Its focus on academic excellence and international outlook intrigued me. I landed in Melbourne just six months later.  

Shortly after arriving a recruiter recommended me for a contract position at Haileybury, Berwick and my dream of teaching in a great-world school became a reality. 

Can you share a memorable moment from your teaching career?  

One of the most memorable moments in my teaching career happened during the Covid-19 lockdowns. My students, without me knowing, organised a surprise birthday party on Zoom. They decorated their backgrounds with balloons and signs, and every single one of them wore birthday hats. It was such an unexpected and heartwarming gesture during a difficult time. Their thoughtfulness and effort to make the day special, despite being physically apart, really touched me and reminded me of the deep connections we can form as teachers, even in challenging circumstances. 

How do you keep your teaching methods fresh and innovative? 

I stay committed to keeping my teaching methods fresh by actively engaging in ongoing professional development. I prioritise reading widely and listening to experts who focus on evidence-based strategies, such as explicit instruction, retrieval practice and active learning. I also value feedback from my students; after trying new strategies, I always check in with them to see if they found the approach engaging and helpful. Lately, I have been particularly fascinated by the rapid advancements in AI, and I enjoy exploring how it can benefit both students and educators. One of my favourite uses of AI is generating images tailored to student interests, which I then incorporate into problem-solving activities. 

What is the most rewarding part of being a teacher for you? 

For me, the most rewarding part of being a teacher is seeing the growth in my students. Watching students develop their confidence and curiosity is incredibly fulfilling. Knowing that I can make a lasting impact on their lives, helping them realise their potential and build their passion for learning, is what makes teaching so special to me. 

What advice would you give to new or aspiring teachers? 

Remember the reason you chose to become a teacher and hold onto your ‘why.’ There will be challenging days but keeping that purpose in mind can help you stay grounded.  Don’t be afraid to try new approaches, make mistakes and grow alongside your students.  

How do you like to spend your time away from the classroom? 

Outside the classroom, I love taking on DIY projects around my home. One of my recent favourites was building a catio, allowing my cats to safely enjoy the outdoors without bothering my chickens! Dancing is another passion of mine — I take weekly tap, hip-hop and contemporary dance classes. It is the perfect way for me to unwind, move my body and clear my mind after a busy day.