Rita Fontanella

Monash College
Discipline Leader and Teacher Foundation Year Business

Leading change through purposeful teaching and collaboration

By shifting focus from content to essential skills, Rita fosters critical thinking, problem-solving, and adaptability in her students. Through curriculum innovation and team collaboration, she creates learning environments that are inclusive, future-focused, and responsive to the needs of an evolving world.

What does ‘being a changemaker’ mean to you personally?

Being a changemaker means leading with purpose and fostering a culture of reflection, growth, and adaptability. For change to be effective, our approach should be iterative and guided by student needs and outcomes. Curriculum, assessment, and engagement strategies must remain responsive to our evolving educational and social environment. By embedding essential skills such as critical thinking, problem solving, collaboration, and digital literacy, we ensure learning stays relevant and future-focused.

What would surprise your younger self most about what you do now?

My younger self would be surprised by how I now approach change. While I still value certainty and structure, I actively seek ways to refine my teaching and leadership, and collaborate across teams. When change is necessary or inevitable, responding thoughtfully together helps turn challenges into opportunities for improvement.

That transformative potential is what makes teaching distinctive.”

What are you doing differently in your field that you believe is driving real change?

Shifting the focus from content coverage to skill development ensures curriculum, assessment, and classroom practices remain relevant.

As Foundation Year Discipline Leader, I work closely with the Foundation Year Business team to update curriculum and assessments. This includes redesigning assessments and rubrics for greater clarity and relevance, developing interactive online resources that promote independent learning and provide instant feedback, and creating in-class collaborative activities that build communication and problem-solving skills essential for transition to Monash University.

Driving change also means helping the team understand the purpose behind new approaches and building confidence to implement them meaningfully. I foster a culture of experimentation with new tools and strategies, encouraging resource sharing to strengthen capability and enhance engagement.

Collaboration across teams has increased our collective capability and enabled us to respond effectively to new initiatives aimed at improving teaching and learning.

Was there a turning point that brought you to becoming an educator, or did you always know you'd end up here?

At 18 years old, I helped deliver “step-up” classes for Year 11 students preparing for Year 12; I enjoyed the interaction and the positive feedback left an impression. The turning point came after completing my first degree during a conversation with my father. He encouraged me to consider teaching more seriously, valuing the transformative impact educators have on young people’s lives. Over the years, I worked in both education and industry, but I was drawn back to teaching and the opportunity to make a meaningful difference.

What does being a teacher allow you to do that nothing else can? Was there a moment you realised that your work as an educator goes beyond what happens in the classroom?

Teaching offers a unique opportunity to witness growth in real time: the moment a student connects ideas, gains confidence, or feels encouraged.

There have been many occasions when students shared how the learning environment at Monash College made them feel supported and motivated to strive for success. Teaching is not only about developing academic skills; it is about building relationships and creating a space where students feel safe to take risks academically and grow personally. That transformative potential is what makes teaching distinctive.

What do you hope your students remember about you 10 years from now? What mindset do you want your students to carry into their careers?

I hope they remember me as someone who recognised their potential and encouraged them to believe in their capabilities. My goal is to create an inclusive, supportive, and intellectually challenging environment where students feel safe to ask questions and engage deeply.

I hope they leave with a mindset grounded in critical thinking and informed decision-making. Whether they pursue careers in business or other fields, the ability to evaluate information thoughtfully and solve complex problems will remain essential.

Above all, I want them to remember that their time in the classroom was about building confidence, resilience, and a sense of agency in shaping their own learning and future.

What’s the biggest myth about pathways education you wish more people would rethink?

A common misconception is that pathways education is solely about achieving marks to enter university. Programs such as the Foundation Year foster cultural understanding and connection. At Monash College, students learn to collaborate across cultures and appreciate diverse perspectives. These experiences enrich their academic journey and contribute to building inclusive communities.