MEMBER SPOTLIGHT: dEIRDRE dENNYS
DATTA Queensland proudly spotlights Deirdre Dennys, an inspiring educator who has made a significant impact in Design and Technology education in just two and a half years. Transitioning from a successful 20-year career in architecture, Deirdre brings real-world experience and passion to her role at Parklands Christian College.
In this feature, we explore Deirdre’s journey from leading architectural projects to nurturing future designers in the classroom. Her innovative teaching approach, emphasizing social inclusion and global issues, has engaged students and earned her the DATTA Queensland ‘Teacher of the Year’ award in 2024.
WHAT WAS IT LIKE TO BE AWARDED THE DATTA QLD 'TEACHER OF THE YEAR' AWARD?
Receiving the ‘Teacher of the Year’ award at the 2024 DATTA Queensland Conference was an incredibly emotional and affirming experience. As a relatively new teacher still completing my Masters of Learning and Teaching under a Permission to Teach arrangement, I was overwhelmed with shock, elation, and tears of joy when my name was announced.
This recognition for outstanding achievement in developing new design and technology programs at Parklands Christian College felt particularly meaningful given my short 2.5 year tenure in teaching. It validated the intense efforts I’ve put into balancing my studies, teaching responsibilities, and program development while still being classified as a preservice teacher.
The award serves as powerful encouragement that the path I’ve chosen – transitioning from a corporate career into education through a PTT arrangement – was the right decision. It affirms that my passion for inspiring the next generation of designers and my approach to creating innovative programs are making a real impact, even as I continue to learn and grow as an educator myself.
Ultimately, receiving this honour so early in my teaching journey has strengthened my commitment to the field and energised me to continue pushing boundaries in design and technology education. It’s a moment I will cherish as a highlight of my career transition and a reminder of the positive influence teachers can have, even when they are still in the process of becoming fully qualified educators themselves.
What inspired you to become a Design and Technology teacher?
With two decades of experience as a registered architect, I specialised in both commercial and residential design. The pinnacle of my corporate career saw me leading a team of talented graduates at the acclaimed Elenberg Fraser, overseeing a multi-million-dollar project portfolio. It was during this time that I discovered my true calling: mentoring young professionals. The immense satisfaction I derived from nurturing emerging talent ignited a passion for inspiring the next generation of designers. This realisation led me to transition into teaching, where I could fully dedicate myself to shaping future architects and fostering their creative potential.
I am truly so blessed to be able to talk about my favourite specialist area all day every day and inspire students to want to do the same!
what is your most memorable or proud moment from your teaching career?
My teaching career has been filled with numerous memorable and proud moments, each reinforcing my passion for design and technology education.
One of the most significant highlights occurred in 2023 when several of my students won state awards, with one exceptional student clinching the overall winner title for Year 9 Design. This achievement not only showcased the talent and hard work of my students but also validated the effectiveness of our design program.
A personal pinnacle was receiving the DATTA Queensland ‘Teacher of the Year’ award in 2024. This recognition from my peers for my contributions at Parklands Christian College was both humbling and affirming. These accolades demonstrate that passion truly can, and does, make a profound difference in teaching.
The growing popularity of my Design subjects has been both a source of pride and a challenge. Our senior General Design class has reached a record enrollment of 24 students, testament to the engaging and authentic learning experiences we’ve created in the junior years. While this growth is exciting, it has also increased the workload, particularly in terms of marking, reporting, and providing individualised feedback. Balancing these responsibilities with my ongoing studies and family life has been demanding at times.
Teaching a Year 12 General subject while still completing my own qualifications has been particularly challenging. The process of rewriting assessment tasks for QCAA endorsement and uploading judgment marks for confirmation can be quite stressful. However, I’m grateful for the opportunity to gain this valuable experience early in my teaching career.
Despite the challenges, the most rewarding aspect of my job is the ability to share my passion for design with students every day, inspiring them to explore and excel in this field. Witnessing their growth, creativity, and achievements makes every effort worthwhile.
These experiences have reinforced my belief in the power of passionate teaching and the importance of providing students with authentic, engaging learning opportunities in design and technology. As I continue to develop as an educator, I look forward to further inspiring and nurturing the next generation of designers.
What resources or advice do you recommend or have to help Design and Technology teachers deliver high-quality, engaging, and effective education to their students?
As a Design and Technology teacher, I’ve found that the key to delivering high-quality, engaging, and effective education lies in creating authentic, real-world learning experiences that challenge students to address persistent global issues. Here are some resources and advice I’d recommend:
1. Embrace social inclusion and co-design: I’ve had great success with projects that move beyond human-centred design to co-design methodologies. This approach teaches students to design with people, not just for them, promoting a deeper understanding of accessibility and inclusion.
2. Utilise local partnerships: Collaborating with local organisations can provide invaluable real-world experiences. For example, our partnership with Rosie’s Youth Engagement outreach has given my Year 12 students hands-on experience in addressing homelessness and social isolation.
3. Incorporate field trips: I’ve found that excursions to landmark buildings and design studios help students connect classroom learning to real-world applications. Our whole-day excursion exploring Gold Coast architecture was a highlight for my students.
4. Challenge students with complex issues: Encourage students to tackle persistent global issues within social, cultural, environmental, and economic constructs. This approach helps them develop critical thinking skills and understand the broader impact of design.
5. Implement universal design principles: Teaching students to design for accessibility and inclusion not only meets syllabus requirements but also prepares them for the realities of professional design work.
6. Use technology and multimedia: I’ve created resources like podcasts (available on Apple Podcasts) to supplement classroom learning and engage students through different mediums.
7. Attend and present at conferences: Sharing ideas with other educators, like I did at the DATTA Queensland Conference, can provide fresh perspectives and innovative teaching strategies.
8. Develop comprehensive projects: My ‘Corner Cafe’ project for Year 9 students is an example of how a well-designed, extended project can cover multiple learning objectives and real-world skills.
9. Align projects with school values: Where possible, integrate projects that align with your school’s ethos. This can provide additional support and resources for your initiatives.
10. Continually update your own knowledge: Stay informed about industry shifts, like the move towards co-design methodologies, to ensure your teaching remains relevant and forward-thinking.
Remember, the goal is to inspire our next generation of designers to create social change. By providing engaging, authentic experiences that challenge students to think beyond traditional design approaches, we can prepare them to make meaningful contributions to a more equitable and sustainable society.
What hobbies, creative outlets, or pastimes do you enjoy in your free time?
I am passionate about travel and history, which has allowed me to experience a rich tapestry of cultures and civilizations in my journeys abroad. As a creative spirit, I find joy in various artistic pursuits including watercolour painting, drawing, sewing and baking. For relaxation and adventure, I make the most of our spacious backyard and the great outdoors. My family and I enjoy cycling, diving, boating, fishing, and camping with friends. These diverse activities not only recharge me but also provide fresh perspectives that often inspire my teaching and design projects.
Thank you, Deirdre, for participating in the DATTA Queensland Member Spotlight and sharing your inspiring journey and valuable advice with fellow Design and Technology teachers. We encourage other DATTA Queensland members to participate in this series. If you would like to be featured or know a Queensland Design and Technology teacher who deserves recognition, please email us at membership@dattaqld.com.au.