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Hi! I'm Emma Thistlethwayte
My journey into the world of Specialist Intervention began with a deep fascination for the profound impact that a teacher could have on her students.
I am the 4th generation of educators in my family. My own career experience has been extremely varied (read more about it at the bottom of this page, if you like).
At an early age, both my younger brother and sister were diagnosed with autism (Autism Spectrum Disorder, or ASD). They are two of my favourite people in the world, so clever, resourceful, empathetic and kind, but their journey to adulthood wasn't an easy one.
Starting school for them was a challenge that unfortunately didn't end. Teachers didn't really know what to do with them, other students bullied them, they struggled to fit into the neurotypical classroom due to sensory issues and learning differences. Eventually, my father and step-mother made the difficult decision to home school both of them.
(Read my sister's experience of school here).
Since then, I've made it my mission to simplify inclusion and provide into practical solutions for learning to all children, including those with learning differences.
When I'm not helping my students, I love the beach, yoga, and being with family.
A quick snapshop of my qualifications and training:
- Bachelor of Education (HONS), The University of Sydney (2007) - Orton Gillingham MSL Literacy, OG Dyslexia Institute (2018) - Math-U-See MSL Numeracy, Maths Australia (2023) - Promoting Literacy Development (PLD) (2023) - Autism and ADHD, Attwood and Garnett (2023)- Autistic Girls and Women, Attwood and Garnett (2021) - Autism and Bullying at School, Attwood and Garnett (2023)- Behaviour and Emotion Management for Children and Teens with ASD, Attwood and Garnett (2020)- Fun with Feelings: Training in a CBT Program for Young Children with Anxiety and Autism, Attwood and Garnett (2021) - SPELD Specialist Teacher (2024)
- Bachelor of Education (HONS), The University of Sydney (2007) - Orton Gillingham MSL Literacy, OG Dyslexia Institute (2018) - Math-U-See MSL Numeracy, Maths Australia (2023) - Promoting Literacy Development (PLD) (2023) - Autism and ADHD, Attwood and Garnett (2023)- Autistic Girls and Women, Attwood and Garnett (2021) - Autism and Bullying at School, Attwood and Garnett (2023)- Behaviour and Emotion Management for Children and Teens with ASD, Attwood and Garnett (2020)- Fun with Feelings: Training in a CBT Program for Young Children with Anxiety and Autism, Attwood and Garnett (2021) - SPELD Specialist Teacher (2024)
My journey to clarityWorks
ClarityWorks is owned and operated by me, Emma Thistlethwayte, a qualified and registered teacher. I have had experience working in many different school settings, including primary and high schools. Here is the story of my journey to ClarityWorks where I specialise in intervention for children with learning differences.
FRESH-EYED AND BUSHY-TAILED
When I first graduated from an education degree at the University of Sydney, it was 2007 and I was bright-eyed and eager to get out into the world of teaching. I naively sent my CV to all the schools in the area. Within 24 hours, I received a call from the principal of a Behaviour SSP (School for Specific Purpose). He was desperate for teachers, so desperate in fact, that he called a fresh graduate for help (that's me!) I confessed that I had no idea that his school was a SSP for behaviour when I sent him my CV. He explained that all enrolled students presented with emotional disturbance and/or behaviour disorder. Many also had additional learning needs, such as diagnoses of autism and/or a mild intellectual disability. He told me that the school didn't have many students (about 6 to a class, ranging from Year 5 to Year 8), however all had been expelled from 4 or more schools. This was a "last stop" for these kiddos. I was intrigued, and started my induction as a supply teacher the very next day.
EYE-OPENER
It was tough, I'm not going to lie. Not just because the students presented with challenging behaviour, but because it exposed me to the difficulties these kids experienced, at such a young age. It was heartbreaking. It opened my eyes to things that I couldn't even imagine. I am so grateful for the experience to work at such a wonderful school with an experienced and empathetic team. I bring so many skills I learned at this school to my daily practice, and think about the students I worked with there often.
KEEP IT CASUAL
While working at the SSP, I was encouraged by the principal to gain casual supply teaching experience in mainstream schools. So I did. I worked at an all-girls high school (which I loved), a co-ed high school (which made me feel a little uncomfortable as I kept getting mistaken for a student), and a primary school, where I was offered a 1 year temp position as a specialist HPE teacher. It was FUN. I got to teach health and PE to grades 1-4, and was responsible for about 250 students every week. I loved it.
JUST DANCE!
I should have mentioned, during this time I had just finished up my uni jobs: a 4-year stint cheerleading for the NRL Sydney Roosters, and a 3-year gig for Channel 10's Aerobics Oz Style, and was also working as a Personal Trainer in the local area, delivering fitness sessions to adults in the early morning, along with dance and multi-sport classes to kids in the afternoons. This is all relevant info when it came to my next teaching role. At the end of the year my temporary role had come to an end, but I didn't want to stop working with the kids from this fabulous primary school. I decided to start a dance studio in the local area. I didn't intend it to be popular, but it was, largely because my point of difference was INCLUSION. This wasn't a fancy-pants dance school that was going to win lots of prizes at eisteddfords. This was a dance school where ANYONE was encouraged to come and give it a go, have fun and share my passion and joy for dance and movement. I opened the school with over 200 students: girls and boys of all abilities came for tap, jazz, ballet, acrobatics, cheerleading and hip hop classes. Over 3 years, the school grew and I was managing 7 staff (all while also working 4 days per week at my next school - more on that soon). I was lucky enough to be offered a permanent position at my next school, and knew I wouldn't be capable of giving 100% attention to both jobs, so I decided it was time to sell the dance studio and move on.
DISTANCE MAKES THE HEART GROW FONDER
During my dance studio years, I had the pleasure of working at Sydney Distance Education High School, gradually increasing my days, moving from casual to temporary to permanent. Here, I gained experience teaching a wide range of students from elite athletes, gifted and talented, students with varied mental health challenges, students with learning differences, and those in juvenile detention or behaviour settings. I worked closely with parents and supervisors, and the bulk of my work encompassed student engagement. I worked with a hilarious team, and was supported by probably the most encouraging, knowledgeable and proactive leadership team ever. I gained SO MUCH experience in this role: I led professional learning events, I was on the elearning team, developing and uploading course content. I was Acting Head Teacher Secondary Studies for awhile, where I relied on my curriculum knowledge to assist disengaged students to meet the outcomes of Year 10. I absolutey loved my 10 years working at SDEHS, and still think of my colleagues regularly.
SUNSHINE, HERE WE COME
After marrying the love of my life and having children, we decided that a change of scene wouldn't hurt. In 2018, we moved to the beautiful Sunshine Coast. Sadly, this meant relinquishing my permanency at SDEHS. My children were very young and I wasn't looking for work initially. As they grew I wanted to get back into work, and was saddened that there was no school similar to Sydney Distance Ed on the coast. When I registered as a teacher in Queensland I also had trouble finding a role that matched my experience. I decided to work in a similar manner to SDEHS role, supporting students and their families with tailored solutions, but now I do it for ClarityWorks. I re-trained to specialise in dyslexia and dyscalculia (see my post on Orton-Gillingham here), and LOVE working with students with learning differences. I am still open to working at a school, as I do miss the collaboration and comraderie of working with a team.
I truly feel, however, that I am making a positive impact on my students' lives. I love going to work each day, knowing that I am empowering kids to meet their true potential and fostering a love for learning that lasts a lifetime.
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