Candice Mariz

Teacher, Macquarie University Special Education Centre

For Candice Mariz of Macquarie University’s Special Education Centre, a great day is one where she can experience moments of progress in students’ growth. The Centre is a research-based special school for children from Kindergarten to Year 6 with disability including mild or moderate intellectual disability, autism, or language disability, with many students experiencing more than one of these. 

According to Kerrie Nelson, Principal at the Centre, Candice has a unique talent for creating individualised programs, resources, and assessments which have led to impressive improvements in student engagement and focus. Candice is not just about making a difference in her classroom—she also contributes to the wider educational community. She’s deeply involved in curriculum planning, an active member of AASE NSW, and participates in various educational committees, all while constantly seeking ways to refine her practice and support her students.

Candice’s journey at Macquarie started as a volunteer while she was working on her undergraduate degree. She quickly moved from classroom assistant to special instructor and, by 2009, earned her Master’s in Special Education. Now, in a managerial and mentoring role, she’s been instrumental in updating the educational space to better support students, managing NAPLAN, and helping with registration and accreditation processes. Her mentoring goes beyond just guidance; she inspires her peers with her boundless energy and enthusiasm. She’s always on the lookout for new research and cultural insights to enhance her teaching, reflecting her passion for both her students and colleagues.

Candice thrives on the buzz of new interactions and the chance to try out new ideas in special education. She values strong partnerships with informed parents and finds joy in seeing her students adapt and learn quickly. Candice believes “all students have the right to an education that suits them,” as she helps to prepare them for mainstream education. Her approach to mentoring involves listening and observing without judgement, leading to constructive conversations where teachers can grow. 

Candice is very aware that many new teachers have not had experience working with students with special education needs, and recognises the unique challenges these teachers face. For Candice, teaching is all about continual improvement, always expecting to be and do a little bit more each year, and is the main reason why she is proud to call herself a teacher.