Dr Tess Rendoth

Dr Tess Rendoth is a Lecturer in the School of Education at the University of Newcastle. Tess’s research focusses on inclusive and specialist education for students with complex disabilities, as well as the use of educational technology and creative, arts-based pedagogies for initial teacher education.

Understanding multiple elements of the school teaching profession through her experience across diverse classroom settings, school leadership, policy, community development and structural reform, Tess brings a wealth of knowledge to her role.

Her background in creative arts and digital technologies informs her teaching and research practice, enabling new and innovative models of teaching and learning experiences to be implemented. Tess focuses on building collaborative, strength and evidence-based partnerships with colleagues, community partners and her students.

Teaching for Inclusion

Having worked for 15 years as a visual art, and inclusive and special education teacher in Australia and internationally, I found myself supporting students at risk of educational, social and economic exclusion on a daily basis.

I have a clear focus on promoting and adopting inclusive practice at both a school and community level and placing children and young people in the centre of the decision-making process and supporting them to be their own best advocates.

In my role as a lecturer, this focus has not changed, enabling my students to be creative, prepared, and passionate in their future careers.

My approach to teaching has meant that I have been recognised with multiple teaching excellence awards and commendations for my innovative approach in using educational technologies and inclusive educational principles within tertiary learning and education.

Teachers and Curriculum

My research has the dual aims of investigating how teachers who work in more excluded educational spaces engage with the standardised curriculum and where they get support in its adaptation, as well as how teachers personal and professional identities influence their curriculum and decision-making choices and overall professional wellbeing.

As well as researching what is happening in educative spaces that are widely ignored by our standardised education systems I look at how this emergent field of research can support us to reshape initial teacher education programs.

My research has led me to work closely with local and state level peak representative bodies, head teacher and special education teacher networks, create and deliver bespoke professional learning for schools and local area education departments, as well as research and practice partnerships with Wollotuka, HMRI, HNELHD and The Creator Incubator.

Creativity and Technology

Embedding EdTech:

As a member of the School of Education’s EdTech research pillar I am active in research projects looking at data literacy, AI in education, and how AI and data reliant systems can be made more socially just and equitable for all.

I am the School of Education’s SimCave lead. The SimCave is a 360-degree immersive learning space that has the capacity to take students in to any classroom, environment or place (real or imagined). In my role as lead, I coordinate the use of the space, the production of video and animation content, and research into its teaching and learning impact.

You can check out one of the more creative SimCave projects, as well as learn about some of our initial findings here.  The SimCave is one of three simulation technologies used within the School of Education, and the simulation suite we offer is nation leading; with my work in the SimCave, as well as the other 2 simulation platforms being profiled by AITSL (Australian Institute for Teaching and School Leadership).

Arts in Recovery:

Arts in Recovery (AiR) is an arts health organisation that has now been running since 20xx (more timely than amount of years). As the current president, and having been involved with AiR since its beginning, I am so proud to be a part of the wonderful team.

AiR facilitate monthly, free, open studio art workshops for people who have lived experience of mental health concerns. As a non-for-profit organisation AiR promotes creative engagement through the recovery journey and its role in maintaining mental wellness, through cultivating a climate of recovery leading to new connections and new friendships in a safe and non-judgmental environment. AiR is run in partnership with Hunter New England Health Occupational Therapy Community mental health team, and The Creator Incubator.

Keywords:

Arts health

Art Therapy

Mental Health

Mental Wellbeing

Education

Teachers

Teaching

Teacher Education Teacher Training

Creative Arts

Inclusive Education