Emily Papa is a Year 4 teacher and Gifted Education Coordinator at St Michael’s Catholic Primary School in Belfield, NSW. Passionate about supporting high-potential learners, she creates inclusive, engaging classrooms that challenge and inspire students. Inspired by her mother and Sydney Catholic Schools (SCS) teachers, Emily is committed to nurturing student confidence, celebrating achievements, and fostering a strong connection with families.
What inspired you to become a teacher?
What inspired me to become a teacher was my mum. She’s a childcare educator, and we’ve always shared a love for teaching and learning. Growing up, I saw the care and dedication she gave to her students, and it made a lasting impression on me. She instilled in me a passion for creating meaningful learning experiences where every child feels seen, heard, and valued. Watching her model such commitment and compassion inspired me to pursue teaching as a vocation, and I’ve always hoped to follow in her footsteps. I also had the privilege of being taught by nurturing SCS teachers who showed me the power of authentic relationships, high expectations, and unwavering belief in their students. Their encouragement and example helped shape my own teaching philosophy and deepened my desire to make a difference in the lives of young people
What first inspired your love for teaching, and how has that passion shaped the way you motivate and support your students today?
In Year 11, I was fortunate to be selected for a pilgrimage to Timor Leste with a group of students from SCS. During our time there, I visited local schools and connected with students whose joy and eagerness to learn left a lasting impression on me. Despite limited resources, their passion for education was profound. That experience opened my eyes to the transformative power of learning and the deep value it can bring to a student’s life. Since then, my passion for teaching has been rooted in the belief that education is not just about knowledge. It’s about empowerment, connection, and hope. I strive to create a classroom environment where every student feels supported and inspired to grow. Whether it’s through meaningful conversations, tailored support, or celebrating small wins, I aim to motivate my students by showing them that their potential is limitless and their voice matters.
Can you share a moment in your career where you really felt you made a difference?
Having the privilege to make a difference in a child’s life is truly why I teach, it grounds me. I remember a special moment from my first year of teaching during the COVID-19 lockdown. I was researching ways to engage my students in our science unit on “Living Things” when I discovered the Taronga Zoo Enrichment Project. It was a competition where students could design an enrichment object for a pygmy marmoset, explaining how their design supported the animal’s needs and natural behaviours.
I immediately thought of a student in my class who had a deep love for animals and thrived when challenged. I approached his parents about entering, and they were excited for the opportunity. I supported him in creating his project and writing a detailed rationale for his design. He ended up winning the competition, which included entries from students in Years 2 to 8. At just seven years old and in Year 2, this was an incredible achievement.
An article was later published on the SCS website, and both he and I were interviewed. That experience made me realise that I have the power to make a huge difference in students’ lives. He told me, “You’ve inspired me to pursue my dream of becoming a vet one day.” That moment, though small, completely shaped my passion for supporting gifted learners and reminded me why I chose this vocation.
Can you share a moment when you saw a student’s confidence or skills transform and felt that your teaching had made a lasting difference?
During my role as Gifted Education Coordinator, I work with Year 1 and 2 students in a Mathematics extension class where their skills are challenged through complex problem-solving tasks.
One particular student in Year 2 initially felt overwhelmed being in a class surrounded by highly capable peers. In the first few weeks of Term 1, she rarely participated and wasn’t showing her full potential. I recognised this and took the time to speak with her, reassuring her that she was capable and that I would support her every step of the way. In the following lesson, while working through a challenging worded problem, she confidently explained her solution to the entire class. At the end of the lesson, I told her how proud I was, and she responded, “Thank you Mrs Papa, you made me feel like I could do it.”
I shared this moment with her parents, who were thrilled to hear such positive news, especially as they had often been told she needed to build her confidence. Her teacher later told me that she had blossomed and was now confidently sharing her knowledge and speaking up in class. Moments like this remind me of the lasting impact we can have as educators. Helping students believe in themselves and realise their potential is one of the most rewarding parts of my role.
What’s the most rewarding part of teaching in a Catholic school?
The most rewarding part of teaching in a Catholic school is the deep connection I build with families. Being able to share in the holistic education of their child is a true privilege. The community spirit within SCS is something special, it’s warm and most importantly supportive. Our shared values create a strong foundation for learning, where students are nurtured not only academically, but spiritually and emotionally. Grounded in our faith, students are encouraged to grow as compassionate, respectful individuals who understand their purpose and place in the world. It’s incredibly fulfilling to be part of a community that values the whole child and works together to help them flourish.