Gilgandra Public School teacher Rochelle Easman has achieved her lifelong dream of becoming a teacher thanks to Charles Sturt University’s Collaborative Teacher’s Aide Pathway (CTAP) - a NSW Department of Education–funded program that supports school learning support officers (SLSOs) to transition into teaching.

Ms Easman is one of over 1,000 school support staff who have taken the next step in their education careers through Charles Sturt’s teacher’s aide pathways.

This year alone, more than 25 CTAP students proudly graduated, proof that, with the right support, it’s possible to balance work, family and study to realise the goal of becoming a teacher.

After stepping away from her initial studies due to family responsibilities, Rochelle spent five years helping run the family business before a chance conversation with a principal changed her path.

“I thought my dream of becoming a teacher had ended, but a chance conversation with a school principal led to a role as a School Learning Support Officer (SLSO),” she said.

"I worked as an SLSO in Mendooran at the Central School for 7 terms, almost two years.

“I loved the work and found myself immersed in the school environment again, and when I received an email about the CTAP program, I hesitated, unsure if my dream was still possible.”

That hesitation didn’t last long.

“But reaching out to Associate Professor Libbey Murray in the Charles Sturt School of Education reignited my belief, and her encouragement and guidance gave me the confidence to take that leap.”

Rochelle worked as an SLSO in Mendooran Central School for seven terms — almost two years — before making the transition to teaching.

“I was in high school when I first wanted to be a teacher, then I changed my mind and went into the workforce. I was an AIN (Assistant in Nursing) for three years, but I knew teaching was where my heart was,” she said.

Study support that made the dream achievable

Rochelle said CTAP provided far more than a study pathway, it offered belief, guidance and community.

“Studying while working as an SLSO gave me real-world context for my learning, making university study feel relevant and achievable, while the CTAP community made me feel seen, heard and capable,” she said.

She credited her success to the ongoing support from staff at Charles Sturt.

“Dr Libbey Murray and Mrs Janine Ferguson, both former lecturers of mine, were instrumental in helping me navigate the path forward; their patience, responsiveness and genuine care made every challenge feel manageable,” she said.

“I was also fortunate to receive a $3,000 scholarship, which eased the financial burden and allowed me to focus more fully on my studies.

"The CTAP team, as well as Dr Anne McLeod, worked tirelessly to help me overcome administrative hurdles due to my previous study gap, and their support was consistent, compassionate and empowering.”

After completing her Bachelor of Primary Education, Rochelle chose to celebrate her graduation in a way that reflected her journey and community.

“It was such a long time coming that when I finally achieved it, it was a surreal experience,” she said.

“Through the plan the CTAP worked out for me, this was actually my second graduation.

"Don’t let doubt hold you back - reach out, ask questions, and take that first step," Rochelle Easman encourages others to make the transition from SLSO to teacher.

"Due to having studied prior, I completed a Bachelor of Educational Studies and then finished my Bachelor of Primary with only a few subjects to complete - the biggest being my internship.

“I made the decision to graduate with my school because having already done one in Sydney, I felt this one would mean so much more - for myself and my students, who have been a big part of my journey.”

She worked with Gilgandra Public School principal Michael Darcy to hold her ‘at-home’ graduation during a school assembly.

“To be surrounded by my class, colleagues, family and school community was amazing, and I hope it was inspirational,” Ms Easman said.

Teaching and the future

Now a Stage 3 classroom teacher at Gilgandra Public School, Rochelle says her experience as an SLSO continues to shape her teaching.

“My background as an SLSO enriches my teaching practice and helps me understand student needs from multiple angles,” she said.

“I hope to inspire students not just academically, but socially and emotionally, because I want to be a teacher who helps children believe in themselves, just as CTAP helped me believe in myself.”

Her future goals remain firmly student-centred.

“I want to keep improving as a teacher and provide the best education available to my students,” she said.

Rochelle encourages other school learning support officers to take the leap.

“It is really fulfilling, and as an SLSO they have the classroom experience to assist and put their study into perspective,” she said.

“The added support in the program is invaluable. CTAP is your bridge - the support is second-to-none, the pathway is achievable, and the impact is life-changing.

"Don’t let doubt hold you back - reach out, ask questions, and take that first step.

"Your dream is closer than you think.”