2011 Awards Ceremony - Australian Institute for Teaching and ...

2011 Awards Ceremony

Message from the Minister for SchoolEducation, Early Childhood and YouthThe Australian Awards for Outstanding Teaching and School Leadershipare supported by the Australian Government and recognise outstandingteachers and principals across the country. Each recipient of these Awardsshows innovation and makes a significant contribution to the education ofyoung Australians.The quality of our teachers and effective school leadership are the mostimportant in-school factors in student success. It is essential to provideyoung Australians with the best possible education, with the best possibleteachers in the best possible environment. This is why the Australian Government together with thestate and territory governments are committed to recognising quality teaching.These Awards provide an opportunity to showcase the enormous contribution teachers andprincipals make to our schools. The teaching profession in Australia has much to celebrate withAustralian schools performing well internationally. I would like to thank the Australian Institute forTeaching and School Leadership, the judging panel and school communities for making theseawards possible.All the finalists are exceptional teachers and school leaders who have demonstrated theircommitment to the education of their students. They represent the profession across a wide range ofeducational settings in every state and territory.This year, the Minister’s Award will recognise a teacher or school leader who has workedinnovatively and with great commitment to closing the educational gap for Aboriginal and TorresStrait Islander students. I am delighted to see the high quality of finalists in this particular category.As teachers and principals you have shown passion and commitment to creating opportunities forstudents to be the best they can be. It is an honour to have such extraordinary practitioners in aprofession so important to the future of this country.I hope you will continue to inspire your colleagues so we can all work together to make every schoola great school.The Hon Peter Garrett AM MPMinister for School Education, Early Childhood and Youth1

Message from the Chair of the BoardAustralian Institute for Teachingand School LeadershipThe 2011 Australian Awards for Outstanding Teaching and SchoolLeadership provide an opportunity to recognise and celebrate the nation’smost talented, innovative and inspirational school teachers and principals.The Awards shine a light on the outstanding contribution these individuals,and the broader teaching profession, make to their school and professionalcommunities as they work with great commitment and creativity on a dailybasis to provide the best possible learning opportunities and outcomes fortheir students.The 2011 Award recipients exemplify the high quality and complex professional knowledge, skillsand engagement described in the National Professional Standards for Teachers and the NationalProfessional Standard for Principals. By identifying and drawing on this expertise from acrossAustralia, and by inspiring similar excellence in others, the 2011 Awards will also contribute tobuilding a national community of leading school educators.The Australian Institute for Teaching and School Leadership is committed to playing a significantrole in delivering national reforms in teacher quality and school leadership through professionalstandards and professional learning. AITSL welcomes the opportunity to manage and facilitatethe inaugural 2011 Australian Awards for Outstanding Teaching and School Leadership for theAustralian Government.On behalf of the AITSL Board of Directors, I extend my warmest congratulations to each of the 2011finalists and winners and acknowledge your commitment, and that of your school communities, asyou work to enable all young Australians to reach their full potential.Anthony MackayChair of the BoardAustralian Institute for Teaching and School Leadership2

Awards Ceremony13 October 2011WelcomeAnthony MackayChair, AITSL BoardMaster of CeremoniesWelcome to CountryWurundjeri ElderOpeningaddressThe Hon Peter Garrett AM MPMinister for School Education,Early Childhood and YouthState and Territoryfinalist presentationsAustralian Primary Teacher of the YearAustralian Secondary Teacher of the YearAustralian Primary Principal of the YearAustralian Secondary Principal of the YearAustralian Government Minister’s Award forExcellence in Teaching or Leadership in Aboriginaland Torres Strait Islander EducationNational AwardpresentationsIn each Award categoryStudent presentationEllie JamontsYear 11 student, Star of the Sea College,MelbourneCelebratoryreceptionJazz QuartetPerforming Arts UnitVictorian Department of Educationand Early Childhood Development3

State and Territory finalistsAustralian Primary Teacherof the Year AwardAustralian Capital Territory finalistGlynis Steward, Florey Primary SchoolGlynis Steward is a dynamic and inspirational classroom teacher who isrecognised for her ability to lead, encourage and motivate students, staffand the parent community.Glynis continually seeks opportunities to expand her knowledge of teachingand learning and quickly implements this learning to provide the bestexperiences possible for each of her students. She provides school-wideleadership in the teaching of mathematics, science, physical education anddance and has led the introduction of initiatives to improve the social wellbeingof the senior students.Collaborative, enthusiastic and knowledgeable, Glynis makes a positivecontribution to her learning community and is an exemplary role model andmentor to new teachers.New South Wales finalistBeverley Wetzler, Balgowlah North Public SchoolBeverley Wetzler, now Assistant Principal, works tirelessly to createquality learning environments where students are explicitly challenged,expectations are high and individual achievement is highly valued.Beverley has made an exceptional contribution to the education and socialwell-being of the students at Balgowlah North Public School throughleading whole school improvement based on her research, the modelling ofexemplary teaching practice with colleagues and engaging in local area andsystem wide teaching and curriculum initiatives.In addition to her teaching, leadership and management responsibilities,Beverley is a master teacher for Macquarie University and the Universityof Sydney where she works collaboratively with pre-service teachers toprovide contextualised learning.4

Northern Territory finalistJo Sherrin, Bradshaw Primary SchoolJo Sherrin is a highly accomplished and innovative teacher-librarian whoconsistently creates learning opportunities to meet the diverse learningneeds of the Bradshaw Primary School community, of which 50 percent areIndigenous students.Jo’s outstanding teaching, particularly in foundational literacy skills, isbased on sound educational research, a thorough knowledge of herstudents and the use of cultural and geographical experiences whichconnect students with their heritage and history and nurture a love ofliterature and learning. Jo is a founding coordinator of the highly regardedChildren’s Literature in the Centre (CLIC) Festival.Jo’s inspirational contribution to the profession extends well beyond thelocal community. She is an active leader in the Australian School LibraryAssociation in the Northern Territory and is contributing to a trial of the newAustralian English Curriculum.Queensland finalistJessika Hogan, Kingston State SchoolJessika Hogan is a lead literacy teacher and literacy coach whoconsistently demonstrates strong leadership in maximising literacyoutcomes for students of all abilities and backgrounds.As a member of her school’s senior leadership team, Jessika has showna dedicated commitment to professional learning, particularly in the areasof literacy, numeracy and ICT. She regularly works with her colleaguesobserving classroom practice, modelling and mentoring to enhance anddevelop their skills. She also works as a member of the Logan AlbertLiteracy Coaches Network, sharing her valuable knowledge and experienceat the cluster, regional and state levels.A highly valued colleague, Jessika is a true collaborator who consistentlyinspires other staff.5

South Australian finalistTim Tuck, Maitland Area SchoolTim Tuck’s extensive experience and knowledge has enabled him to teachacross a variety of age levels, abilities and curricula including the Arts,Sciences and Technology at Maitland Area School.Tim creatively and innovatively uses a range of teaching strategies,particularly drawing upon his sophisticated knowledge of ICT and passionfor Art and Drama, to create unique and engaging learning opportunitiesand maximise engagement of his students. He sets high expectations andcelebrates the achievement of all students.Tim willingly shares his expertise by mentoring pre-service teachers,participating in school-based curriculum committees and through hismembership of state-based professional associations.Tasmanian finalistLynn Wyllie-Watson, Ravenswood Heights Primary SchoolLynn Wyllie-Watson draws upon her broad knowledge base, interest inresearch, and strong commitment to professional learning to excel at herrole as an early childhood teacher and leader of the Launch into Learningnetwork in northern Tasmania.Lynn uses a variety of pedagogical skills and establishes productivepartnerships with parents to ensure students remain engaged in theirlearning. She has been an active participant in the Dare to Lead program toincrease her understanding of Indigenous culture and learning styles, andhas successfully used this knowledge to connect with the local Indigenouscommunity, tailor her lessons and to achieve improvements in learningoutcomes.With a strong commitment to the improvement of children’s literacy andnumeracy, Lynne provides considerable professional leadership in hercommunity.6

Victorian finalistJason Micallef, St Elizabeth’s Parish SchoolJason Micallef is an experienced, research driven and very knowledgeableeducator with a strong professional commitment to improving teaching andlearning.Jason uses and promulgates educational research, particularly as it relatesto multicultural groups, to inform his teaching which is characterisedby a positive learning environment and consistently relevant learningexperiences. His approach and methods enhance not only literacy andnumeracy but motivation, creativity, independence and self esteem for hisstudents, who are drawn from over 50 nations.In his role as learning and teaching leader, Jason contributes to theprofessional learning of his colleagues as a mentor and an exemplar.Western Australian finalistSue Sheridan, Tambellup Primary SchoolSue Sheridan is a highly experienced teacher with a passion for earlychildhood education. Her superior knowledge, skills, qualifications,professional development and commitment to the latest research andcontinual learning have made her a true leader in the field, especially in theareas of Indigenous literacy and oral language.In addition to exemplary classroom practice where she sets individuallearning targets for her children using diagnostic testing, Sue is a drivingforce behind many innovative developments, including the establishmentof a playgroup for Aboriginal preschool children and the Tambellup OralProgram (TOP), a language development program which is now usedthroughout Western Australia.Supportive and highly respected by colleagues and the wider community,Sue is constantly seeking to enhance her teaching skills to achievepositive engagement and improve outcomes for her students.7

State and Territory finalistsAustralian SecondaryTeacher of the Year AwardAustralian Capital Territory finalistCaitlin Hanby, UUniversity of Canberra SeniorSecondary College, Lake GinninderraCaitlin Hanby is a highly knowledgeable and engaging teacher with apassion for providing her students with a positive learning experience thatextends beyond the classroom and into the real world.Caitlin’s contribution to her students goes beyond their educationalattainment to the heart of their well being. The Connect 10 Unit, for whichshe is responsible, is an alternative education setting with the expresspurpose of ensuring students achieve a Year 10 certificate.Caitlin’s success is reflected in that 90 percent of students exit theprogram into Year 11 and 12, apprenticeships or other training and work. Acommitted leader, Caitlin creates a positive environment and promotes theexchange of knowledge and ideas amongst staff and students.New South Wales finalistKaren Ryce, Emmaus Catholic CollegeKaren Ryce is a highly accomplished teacher of mathematics who sets highexpectations and inspires her students to strive to reach their full potential.Karen draws on a deep knowledge of teaching and learning, her subjectand her students to create an exciting, positive and creative learningenvironment. The success of this is reflected in the learning gain achievedby the vast majority of her students. Karen is also an inspirational andextremely effective pastoral care coordinator who is highly regarded bystudents.Karen is an outstanding instructional leader who provides an exemplaryrole model for all teachers in the College. She welcomes colleaguesobserving her classes as part of their professional learning and provides agenerous contribution to the College’s Mathematics Faculty.8

Northern Territory finalistJudith O’Hearn, Palmerston Senior CollegeJudith O’Hearn is a careers advisor who sets a culture of high expectationsand empowered learning amongst her students and fellow staff.Through effective engagement with the College’s Indigenous students andthe implementation of individualised learning pathways, Judith has assistedmany students to stay at school and achieve success as measured byexternal moderation. In 2010, all five male Indigenous students who wereparticipants under the Community Studies program achieved the NorthernTerritory Certificate of Education.Judith is committed to ongoing professional learning and uses herextensive professional knowledge and skills to model a range of strategiesand to support fellow teaching staff in their pursuit of excellence.Queensland finalistGary Turner, Maroochydore State High SchoolGary Turner is an innovative and active member and leader of the scienceteaching community on the Sunshine Coast and has developed strong linksbetween the University of the Sunshine Coast (USC) and MaroochydoreState High School.Gary has introduced many ground-breaking approaches to thescience curriculum in the school, including incorporating world-leadingbiotechnology subject matter into the Year 9 to 12 curriculum.Gary promotes a culture of focussed and practical teaching, giving hismany students opportunities in real-world and cutting edge science, whilstalso generating a spirit of co-operative teaching amongst fellow staff. Healso works very closely as a mentor with new teachers to inspire positiveteaching outcomes.9

South Australian finalistKirsty Gebert, Nuriootpa High SchoolKirsty Gebert brings a deep understanding of how students learn toher teaching, including a commitment to generating students’ interest,enthusiasm and motivation to succeed.Kirsty’s students have consistently achieved outstanding grades well abovethe state average over the last three years. She sets high expectations, isexplicit about assessment tasks and topics to be covered, uses a variety ofinnovative and engaging teaching methodologies, including modelling, andmost importantly ensures her students feel safe and that they belong.Her expertise is recognised throughout the school and broader educationcommunity. She is acknowledged for actively supporting colleagues inother schools, sharing of resources and presentations at conferences.Tasmanian finalistJane Dobson, Claremont CollegeJane Dobson is a talented science and maths teacher whose enthusiasmand passion for her subjects inspire and motivate her students to activelyengage in their learning and strive for further educational success.Jane draws on her expert subject knowledge and teaching experienceto provide innovative lessons and additional opportunities to prepare hersenior students for tertiary study through additional tutorials and summerschool programs, as well as partnerships with local universities.A dedicated educator and role model to her students, many of whomcome from low socio-economic backgrounds, Jane demonstrates a strongcommitment to continually building her knowledge and contributing to theprofession at a local, state and global level.10

Victorian finalistBrigitte McDonald, Thomas Carr CollegeBrigitte McDonald is a deeply knowledgeable and passionate educatorwhose positive influence and practical contributions to the curriculum are ofbenefit to not only the students and faculty, but to the wider community.Brigitte sets high expectations for all students and helps them to raise theirexpectations of themselves. She has achieved this through a number ofinterconnected initiatives including the Student Leadership Program, wellbeing policies and procedures to ensure a consistent whole school approachto the management and care of students and parental engagement.Brigitte has made a significant contribution to the development of strongfamily-school partnerships, collaborations with the local community andthe development of a vision for the National Partnerships low SES SchoolCommunity (2010) initiative.Western Australian finalistDavid Henderson, Rossmoyne Senior High SchoolDavid Henderson is an exemplary and highly experienced teacher ofscience and career and enterprise who has had a profoundly positiveinfluence on the learning opportunities for individual students and on theschool culture as a whole.David consistently uses his ability to interact with a diverse range ofstudents, deep knowledge, ongoing research and worldwide networks tocreate new and challenging learning opportunities – within and beyondthe classroom – to motivate, challenge and inspire students to achieveexcellence and fulfil their potential. He continually challenges himself andreflects on his practice to ensure the best possible outcomes for all.David is an inspirational and positive colleague, mentor and leader withinthe teaching profession, who has made a sustained contribution throughresearch and curriculum development partnerships to the school andbroader education community.11

State and Territory finalistsAustralian PrimaryPrincipal of the YearAustralian Capital Territory finalistLiz Wallace, Isabella Plains Early Childhood SchoolLiz Wallace is the foundation Principal of Isabella Plains Early ChildhoodSchool – a dynamic and vibrant new school community.Providing quality learning, integrated service delivery and effective familysupport, the school is becoming a showcase in the Tuggeranong regionthanks to Liz’s clear vision and leadership. She has a personal focuson inclusion of children with special needs, which is particularly evidentthrough the school’s Learning Support Unit for children within the AutismSpectrum.Liz maintains high expectations for staff and challenges and supports themto be innovative. This has had a positive effect, with services, number ofstudents and staff all significantly rising significantly during her tenure.New South Wales finalistSusan Tolhurst, Windang Public SchoolUnder Susan Tolhurst’s leadership, Windang Public School has progressedfrom a school where its students underperformed to one recognised for itsoutstanding academic results, exemplary teaching practice and high-qualityextra-curriula program.Susan works closely with teachers, identifying best practices andsupporting them to prepare differentiated instruction to meet the individuallearning needs of students. She has an explicit expectation of staff to workas a team and models this in her own actions. She also works closely withparents to build high expectations for all students.Susan’s enthusiasm, collaborative style and commitment motivate andinspire staff to improve their practice and in turn the educational outcomesof their students.12

Northern Territory finalistKaren Blanchfield, Ross Park Primary SchoolKaren Blanchfield is a highly experienced educator and successful strategicleader at Ross Park Primary School. Through her leadership, bothenrolments and the school’s reputation for excellence in student outcomeshave grown.Through a focus on instructional leadership, Karen has raised teachers’awareness of the indicators for quality teaching and learning, which has ledto a positive and progressive learning culture at the school.Passionate and dedicated, Karen has a strong rapport with students,parents and the broader Alice Springs community and has built strongprofessional networks to support her practice and school improvement,as well as to contribute to the broader teaching profession at a state andnational level.Queensland finalistTrevor Buchanan, Mount Mee State SchoolTrevor Buchanan is a focussed and dedicated educator and leader who hascreated a strong culture of effective teaching, which has led to significantlyimproved NAPLAN results and school based data at Mount Mee StateSchool.Trevor has worked with the school’s teachers to ensure that the curriculumis taught effectively for every student and that staff are supported throughtargeted professional learning. He expects teachers to observe each otherteaching on a regular basis.An instinctive leader, he embraces opportunities to engage parentsand the wider community. These include individual and group studentperformances and land care initiatives such as re-vegetation programsinvolving students, teachers and members of the community.13

South Australian finalistDavid Adams, Westbourne Park Primary SchoolDavid Adams is a strong and knowledgeable school leader, committed toevery student in the school accessing the highest quality education.David has concentrated on establishing school-wide practices that upholdstrong values and quality learning principles that are agreed to and supportedby the school staff and the wider school community. His starting premise isthat teachers make a critical difference in student learning outcomes andhe has focussed on building instructional capacity by coaching, modellingand promoting future pedagogies. David’s clear leadership and focus onschool wide approaches to promote student learning have contributed to theschool’s student population growing by 200 in seven years.Passionate about education, David is a continual learner and continuouslypromotes and supports staff learning and contributes his knowledge andexpertise to the broader education community.Tasmanian finalistStuart Kelly, Sacred Heart Catholic SchoolThrough skilful and strategic leadership, Stuart Kelly has successfullyturned around the educational philosophy of Sacred Heart Catholic School,a small regional school.Stuart has worked collaboratively with the staff and community to achievea vision for 21st century teaching and learning at the school, whichhas included the introduction of an ‘Educational Blueprint’ to providea structured whole school approach to teaching and learning and thedevelopment of ‘state of the art’ learning facilities to support active, studentcentredlearning for all students.Stuart’s effective interpersonal skills and authentic leadership make him avalued mentor to staff and other school leaders.14

Victorian finalistMarlene Monahan, Bethany Catholic Primary SchoolUnder Marlene Monahan’s inspired leadership, Bethany Catholic Collegehas achieved sustained improvements in student learning and created anenvironment where children experience optimism and hope and improvedlearning outcomes.A feature of Marlene’s leadership has been the introduction of distributedleadership to her school, with teams in each learning centre takingcollective responsibility for learning and teaching, which providespersonalised learning designed to maximise outcomes for all. Marlenehas a strategic plan to foster the leadership potential of all staff, which ischaracterised by targeted professional learning, coaching and mentoring.Marlene provides generous leadership to the broader teaching profession;making connections with local schools and collaborating with educatorsacross Victoria, nationally and, more recently, internationally.Western Australian finalistLee Musumeci, Challis Early Childhood Education CentreLee Musumeci is an outstanding principal and visionary early childhoodleader who has led exceptional improvements in student learning outcomes,attendance and well-being at Challis Early Childhood Education Centre.Lee has introduced a number of initiatives characterised by effective useof data and research, particularly in Indigenous education, successfulcollaboration with staff and community partners, exemplary managementskills and an underpinning commitment to providing equal opportunities forall students, to achieve this success. One example is the introduction of anIndigenous class for Kindergarten to Year 1 students, where siblings andcousins come together. This strategy has increased attendance from 69percent to 93 percent in a three year period.Highly motivated and dedicated, Lee works with tireless dedicationto develop relationships with parents, the local community, businesscommunity, research institutions and politicians to enhance the learningfor her students.15

State and Territory finalistsAustralian SecondaryPrincipal of the YearAustralian Capital Territory finalistMichael Lee, St Mary Mackillop CollegeA secondary principal with many years experience, Michael Lee’sprofessionalism and confident leadership has helped St Mary MackillopCollege to become a vital, collaborative learning community.Michael actively promotes student learning as the central purpose of thecollege. He sets high expectations, encourages staff to be innovativeand adventurous in their teaching and has creatively restructuredleadership teams to meet the needs of the school community. He has alsostrategically managed government capital and infrastructure funding toupgrade buildings and facilities to provide the college with a Trade TrainingCentre, an Information Resource Centre, industrial kitchens and staffcommon areas and the college chapel.Michael’s enthusiasm inspires confidence within the college, parent andwider community.New South Wales finalistStephen Harris, Northern Beaches Christian SchoolStephen Harris provides inspirational leadership focussed on 21st Centuryteaching and learning; motivating and engaging students and teachersalike.Under Stephen’s leadership, Northern Beaches Christian School hasbecome a leader in innovation for its applied use of technology, pioneeringpractice, creative learning spaces, and broad ranging professionaldevelopment programs. It also boasts the Sydney Centre for Innovationin Learning, a research and innovation unit that provides support andencouragement for teachers to undertake ground-breaking approaches tocurriculum delivery.Knowledgeable and enthusiastic, Stephen encourages staff and studentsto ‘look outside the box’ and empowers them all to be the best they can be.Stephen also makes a significant and valuable contribution to the educationbroader community.16

Queensland finalistJohn Searle, Miles State High SchoolJohn Searle believes that every student can achieve successful outcomesand strives to build the capacity of his students, staff and school to achievethis goal.Under John’s leadership, Miles State High School implemented a wholeschoolstrategy to improve literacy skills called ‘Raise the Bar@Miles StateHigh School’. The results speak for themselves, with the school namedQueensland’s most improved high school in 2009 in NAPLAN, with 97 percent of students performing at or above national benchmarks for grammarand punctuation, compared with 67 per cent in 2008.Enthusiastic and collegial, John also mentors teachers and principals and isa councillor with the Queensland Secondary Principals’ Association.South Australian finalistRob Knight, Clare High SchoolRob Knight helps all students to achieve their goals by ensuring ClareHigh School provides a broad and engaging curriculum, dedicated andsupportive staff and a rich learning and social environment.Under Rob’s leadership the school has, by all major indicators, achievedsignificant improvement. University entrance scores, Year 12 completionrates and figures for students undertaking vocational apprenticeships orother training have increased significantly. This has been achieved througha range of interlocking strategies centred on student learning and teachingpractice.An enthusiastic and dynamic leader, Rob has fostered strong relationshipswith the local community and makes a generous contribution to theprofession at a local and state level.17

Tasmanian finalistDavid Hamlett, Taroona High SchoolDavid Hamlett is an inspirational and visionary school leader focused onpreparing all students to be active global citizens and well-equipped for thefuture.David has led and fostered the development of a shared vision for TaroonaHigh School as a leading centre for innovation, creativity and excellence inteaching and learning. He has transformed the school into a world leaderin the use of ICT in student learning, embarked on globalised learning andsuccessfully established increasingly personalised approaches to teaching,assessment and timetabling that put the student firmly at the centre of theschool’s business.An authoritative and highly regarded leader, David makes a high impactcontribution to the profession by sharing his expertise and inspiring changeat the school, local, state, national and global level.Victorian finalistJohn Burt, Ballarat Specialist SchoolJohn Burt has led Ballarat specialist school since 1994 and seen it growfrom 59 students with 13 staff to 350 students and 135 staff.Under John’s leadership, the school now boasts an Educational ResidentialUnit where students can develop home and community living skills, an 11hectare farm that provides a rural educational environment, a hydrotherapypool and a school ready program for three to five year old students whocannot access pre-school because of special needs. The outcome is thatthe large majority of the students transition to an independent life andongoing employment.Knowledgeable and dedicated, John regularly shares learnings with otherschools in the region and state and is committed to his own and his staff’sprofessional development.18

Western Australian finalistCarolyn Cook, Gilmore CollegeNow the Principal of Gilmore College, Carolyn Cook was the Principal ofHedland Senior High School located in the Pilbara region from 2007 to2010.Carolyn’s holistic approach to school leadership was instrumental intransforming Hedland Senior High School from an underperformingschool to one that is succeeding and has regained the confidence of thecommunity. She introduced strategies to develop positive relationshipsbetween staff and students, rigorous programs to re-engage students,and partnerships between the school, parents and the local community tomaximise learning opportunities and outcomes.Highly regarded as hands-on and an exemplary role model, Carolynactively supported her staff to improve their practice to become educationalleaders.19

State and Territory finalistsAustralian Government Minister’s Awardfor Excellence in Teaching or Leadership inAboriginal and Torres Strait Islander EducationAustralian Capital Territory finalistLyle Swan, Telopea Park SchoolHighly regarded and respected, Lyle Swan is the Aboriginal EducationOfficer at Telopea Park School, a P-10 school.Lyle draws on a wealth of knowledge and enthusiasm to improve thelearning outcomes of Indigenous students. He has been active insupporting a number of after school Homework Centres and encouragedsecondary students to become mentors for primary age children. He isalso currently developing a cross cultural package for ACT teachers and isactive in forging effective links with the school and the broader Indigenouscommunity.Through Lyle’s innovation, he has successfully raised the profile ofAboriginal students and enabled all students to feel like school is a placewhere they belong and can achieve.New South Wales finalistPaul Hughes, Rosemeadow Public SchoolPaul Hughes is not just the Principal of Rosemeadow Public School, heis also the contact officer for the Schools in Partnership program whichsupports 90 school colleagues across NSW who are working to close thegap in Indigenous achievement.Paul has a long history of implementing successful initiatives to improveoutcomes for Indigenous students in South Western Sydney. Paul worksclosely with the Indigenous parent community and has set in place policiesand incorporated practices to ensure teachers are aware of the culturalbackgrounds of their students and that student achievement is tracked andareas of need are addressed.Paul actively promotes the richness of Aboriginal culture and often lectureson Aboriginal education at regional conferences.20

Northern Territory finalistTim Webb, Belyuen SchoolTim Webb is the teaching Principal at Belyuen, a three-teacher schoolcatering for 43 Indigenous students within the local community.Tim has successfully made the school a place where students want tolearn and feel safe. He has achieved this by being open with parents andensuring that once a student walked through the front gate, school was safeand welcoming. Stability has enabled him to develop positive relationshipswith parents and a learning culture within the school where students areacquiring literacy and numeracy skills.Dedicated and open, Tim readily shares his extensive experience throughschool-based professional learning programs and discussions with bothIndigenous and non-Indigenous staff.Queensland finalistJudith Ketchell, Tagai State CollegeJudith Ketchell, Executive Principal of Tagai State College, a P-12school with 18 campuses across the Torres Strait, strives constantly forimprovement in student learning outcomes.Judith has established a positive teaching and learning culture acrossthe College that provides instructional leadership, explicit pedagogy andeffective student support services together with strong partnerships withthe community. She has made the College relevant to the Torres StraitIslander community by her emphasis on the importance of the localcustoms and practices in the curriculum and teaching, while drawing onthe best available educational research and experts to ensure students areprepared for contemporary society.With a strong vision for Torres Strait Islander education, Judith consistentlysets high expectations – and delivers.21

South Australian finalistPeter (Ned) Loades, Oodnadatta Aboriginal SchoolAs Principal of Oodnadatta Aboriginal School, Ned Loades sets highexpectations for all students and staff and has engaged the localcommunity in the education of students through a number of strategies.Ned is focussed on improving educational outcomes and school facilities,developing a committed team of professionals and strengtheningcommunity connectedness. Community support and a stable environmentwithin the school, as evidenced by little staff turnover, have enabled Ned tointroduce teaching strategies that have produced improved student resultsin national literacy and numeracy assessments.Ned is committed to his own professional development and encourages allstaff to engage in lifelong learning.Tasmanian finalistSarah Lackey, Tasmanian Catholic Education OfficeSarah Lackey is the Education Officer: Aboriginal Perspectives for theTasmanian Catholic Education Office and Aboriginal support teacher atSt James College.In parallel with encouraging the adoption of an Aboriginal perspectivein teaching, Sarah has developed the Aboriginal Student Program inpartnership with an Aboriginal elder, which has been widely embraced bystudents because it is culturally relevant.Sarah’s deep professional knowledge and cultural awareness have beenaffirmed, with the broader Tasmanian Aboriginal Community asking thatall school requests related to the Palwa community be made through her.22

Victorian finalistGraham Blackley, Bairnsdale Secondary CollegeA catalyst for change, Graham Blackley is the Principal of the JuniorCampus of Bairnsdale Secondary College, one of the largest providersof secondary education for Indigenous youth in Victoria.Graham provided leadership in the development of an overall ‘KoorieEducation Plan’ to address the challenge of lifting the educational outcomesof Indigenous students to a level comparable to other College students. ThePlan requires all staff to take responsibility for Indigenous student outcomesand has been developed with the assistance of the Stronger SmarterInstitute, Dare to Lead and the local community.As a result of Graham’s leadership, Indigenous students in the school havea more positive sense of their identity, few students are disengaged fromthe school, there are numerous future leaders and the school has its firstIndigenous School Captain.Western Australian finalistFreyja Lucas, Tom Price Primary SchoolFreyja Lucas is an inspirational early career teacher who is making areal difference in closing the gap between Aboriginal and non-Aboriginalchildren.Highly motivated and dedicated, Freyja builds on her knowledge ofindividual students and uses innovative teaching techniques, organisationof her classroom and co-coordination of the instructional day to cater for allof her students, including Aboriginal students. As a result, the attendancerate of Aboriginal students in her class is over 90 per cent and NAPLANresults have begun to improve.Dedicated and enthusiastic, Freyja actively seeks opportunities to expandher knowledge, completing Teaching English as a Second Language andcultural awareness training to ensure she is equipped to provide for thelearning needs of Aboriginal students.23

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