Best National Achievement
Danielle Radley
Miami State High School
Queensland
Employment pathways
Danielle Radley exemplifies outstanding professional practice through her commitment to students with special needs and her unswerving focus on successful transition from school to work for every student.
Danielle is both a mainstream and special educator in her role as senior schooling coordinator of Miami State High School’s special education unit. She builds strong connections with her students, helps them identify their goals and gain the skills and experience necessary to achieve excellent educational outcomes. The innovative school based learning and development opportunities Danielle has established have led to every school leaver beginning a traineeship or apprenticeship, part or full time employment or tertiary studies.
Danielle is an inspiration to students, parents, colleagues and the wider business and industry community. Her ongoing commitment to school to work transition opportunities and workplace learning in the school context has extended the post-school options for her students with special needs.
Highly Commended
Peter Blunt
Lake Ginninderra College
Australian Capital Territory
Outdoor education
Peter Blunt is a recognised leader in outdoor education, providing an outstanding contribution to quality outdoor adventure activities for students.
Peter, in his role as outdoor education and ‘adventure-plus’ coordinator at Lake Ginninderra College, has raised the quality and safety of outdoor education for students. He has provided extensive leadership in professional development programmes, established ACT-wide risk management standards and built innovative links with tertiary institutions, vocational bodies and community organisations. The courses Peter has developed have been accredited to count towards university entrance scores as well as contribute to nationally recognised vocational qualifications.
Peter’s enthusiasm, commitment and professionalism have had a significant impact on students and colleagues and benefited schools and community groups nationally and internationally. Students undertaking his courses are extended academically and challenged physically within a learning programme they enjoy. Enrolments in his courses have increased by 20 per cent over the past eight years.
Glenn Born
Ocean Road Primary School
Western Australia
Physical activity and healthy lifestyles
Glenn Born is an inspiring teacher, shaping the lives of students through innovative, inclusive and rewarding physical education programmes.
Through his role as physical education specialist at Ocean Road Primary School, Glenn has developed and implemented a diverse range of programmes aimed at students and their families as well as his colleagues, giving the entire school community an appreciation of the benefits and importance of leading healthy lifestyles.
More than half the schools within the school district are adopting Glenn’s Faction Athletics carnival format, designed to maximise student participation for the entire day. This reflects the widespread respect for his leadership and excellence in physical education. Glenn guides his colleagues in other schools and shares his expertise at a local, state and national level. His advice is regularly sought by work experience students and trainee teachers.
Stephen Collis
Northern Beaches Christian School
New South Wales
Technology in languages
Stephen Collis is an exemplary teacher, engaging students through creative language learning and inspiring a dramatic growth in French elective enrolments and excellent student performance in French.
As the learning area manager for languages at Northern Beaches Christian School and the school’s French teacher, Stephen brought the world into the classroom. He linked the school’s students to other students studying French around the world through the creation of a website of online student communities. He has developed a French course available entirely online enabling students to work at their own pace. The online course is available to students from other schools.
Stephen’s professional practice and knowledge, his expertise in integrating technology with language teaching and his innovative teacher professional development are recognised nationally and internationally.
Andrew Douch
Wanganui Park Secondary College
Victoria
Emerging technologies
Andrew Douch has had a significant impact on student academic progress and social development through the creative use of new technologies.
Andrew is the information and communications technology innovations leader and science teacher at Wanganui Park Secondary College. He has inspired students and colleagues through the incorporation of multi-media into teaching and learning through podcasts, discussion boards, and blogs. This use of technology has enabled students to develop a culture of independent learning.
Andrew’s approach to teaching provides students with access to learning anytime, anywhere. He shares his professional knowledge and practice at regional and state level.
Janelle Dowton
Dubbo School of Distance Education
New South Wales
Independent learning programmes
Janelle Dowton is an outstanding teacher, dramatically improving student learning outcomes and vocational opportunities for geographically isolated students.
Janelle, head teacher of Dubbo School of Distance Education’s alternate faculty, set about creating a successful learning environment when appointed to her current position in 2003. Initial testing of new students, targeting students with special needs, designing independent learning programmes and developing and delivering high quality learning packages were key to her work.
Through Janelle’s leadership and teaching strategies students have consistently improved their learning and most now complete their compulsory education at, or close to, an age appropriate stage.
Wendy Fletcher
Centre for Extended Learning Opportunities and Lenah Valley Primary School
Tasmania
Online programmes for gifted students
Wendy Fletcher has pioneered the development of online programmes that support and challenge gifted early childhood and primary students.
Wendy is an online and classroom teacher dividing her time between the Centre for Extended Learning Opportunities and Lenah Valley Primary School. Through her highly successful Ad Astra Online Programme, a virtual classroom which connects gifted students in schools all over Tasmania, Wendy has established a community of more than 300 learners. Wendy’s innovative approach and effective teaching methods are an exemplary model for the Tasmanian school system. Her model is now being used to help build the capacity of schools, clusters and classroom teachers to develop their own online programmes.
She is a role model to teachers and has led professional development and support networks in Tasmania as well as nationally and internationally.
Paul Jupe
Mount Gambier High School
South Australia
Vocational training and education
Paul Jupe is an outstanding teacher whose dedication has helped students make the transition from school to apprenticeships.
In his role as the technology studies coordinator at Mount Gambier High School, Paul caters for the 80 per cent of students who do not pursue higher education. He set up a regional building skills centre as well as an automotive skills centre, introduced a hands-on curriculum with an emphasis on design and formed strategic industry partnerships.
With the building and automotive skills centres available to students throughout the region, the benefits of Paul’s initiatives have spread beyond Mount Gambier High School. Ninety per cent of students attending the centres gain an apprenticeship.
Glynis Lanyon
Mount Keira Public School
New South Wales
Caring learning environment
Glynis Lanyon is a dedicated teacher, inspiring and shaping the lives of young students through a strong foundation in literacy and numeracy.
As the kindergarten to year 1 teacher at Mount Keira Public School, Glynis creates a stimulating learning environment for her students and uses cross-curricular activities to encourage investigative, individual learning. The school’s state-wide literacy and numeracy assessment results are consistently above average. The enthusiasm for learning Glynis instils in students from their first day at school has played an important part in these results.
Glynis is recognised for the inspiration she has provided to many students, colleagues and families and for the mentoring she provides for trainee and beginning teachers.
Julia Mannix
Para West Adult Campus
South Australia
Community arts
Julia Mannix is an excellent teacher, motivating disadvantaged students to achieve through creative opportunities in the community.
In her role as an advanced skills teacher in the visual arts department of Para West Adult Campus, Julia has built student confidence and found ways for them to engage with the community. She achieved this by integrating learning with local community activities, organising regular art exhibitions and encouraging student participation in local art competitions and events during the completion of their state education courses in art, craft and community studies.
Many of Julia’s students are regular exhibitors and run artistic community ventures such as galleries, art societies, craft groups and practical workshops.
Rodger Smee
St Peter’s Lutheran College
Queensland
Gifted and talented education
Rodger Smee is an outstanding teacher, dedicating his career to raising the national and international profile of Australian practice in gifted and talented education.
In his role as head of the exceptional learner’s department, Rodger has created a successful and supportive environment for gifted and talented students at St Peter’s Lutheran College. Rodger’s influence has inspired many new learning opportunities.
Having spent more than 30 years researching and teaching in gifted education, Rodger drew on his expertise to establish the INFINITY programme (Integrating Needs with Feelings by Igniting, Nurturing and Inspiring Talented Youth). It is a fulltime accelerated learning programme, attracting high demand for interstate and overseas placements.
Elizabeth Smith
Mountain Creek State High School
Queensland
Catering for diverse student needs
Elizabeth Smith instils in students an excitement for mathematics and advances student mathematical ability to the highest level.
As the senior mathematics teacher at Mountain Creek State High School, Elizabeth is responsible for teaching students in years 8 –12. She places significant emphasis on the individual learning needs of her students, adapting her teaching methods to suit the different levels and abilities of her students and setting high standards for them. This has led to many of them achieving excellent results and going on to study mathematics at university.
Elizabeth has also had a significant impact on the lives of students through sport, including district, state and national basketball and involvement in the life saving world championships.
Toni Morello-Vorenas
Mount Gambier High School
South Australia
Links to community
Toni Vorenas is an exemplary teacher who in her role as assistant principal and year 12 English teacher has turned around student, community and staff expectations of what is possible.
Toni’s year 12 student results are consistently high and through the LINK course she initiated, disengaged adults are able to re-enter secondary education. The first group of LINK students graduated with a year 11 certificate before moving on to employment, further training or re-engaging in year 12 mainstream schooling.
Toni works closely with educators from other schools and universities and is highly regarded for her professional excellence and dedication to education and equitable outcomes for students.
Janelle Williams
Trinity Bay State High School
Queensland
Visual arts education
Janelle Williams is an outstanding teacher committed to expanding opportunities for students through visual arts education.
As head of the visual arts department for more than ten years, Janelle has developed an innovative and challenging visual arts curriculum, engaged and inspired students to achieve state-wide recognition for their work and encouraged students to pursue tertiary study in a variety of creative fields.
Janelle’s leadership has established Trinity Bay State High School’s standing as a regional and state exemplar for curriculum implementation and innovative use of technology within the arts. She has developed a strong teaching team and has made significant contributions to the professional development of primary and secondary teachers regionally and across the state. Her expertise in the use of digital arts technology has contributed to notable student achievements in visual art, multi-media, media arts, film and television, new media, practical art and photography subjects.
Luke Williams
Canberra High
Australian Capital Territory
Engagement in learning
Luke Williams exemplifies excellent professional practice through his enthusiasm for engaging students in relevant learning and assessment activities, his dedication to student welfare and encouragement to all students to learn and do well.
Luke is the current year 10 coordinator at Canberra High, who has shaped the year group into a cohesive, happy and motivated community. Luke involves himself fully in the corporate life of the school, creating quality learning experiences for students, organising and participating in whole of school activities, assisting with technology and administrative tasks and creatively approaching challenges that come his way.
One of Luke’s major achievements was the development of a politics unit which received outstanding feedback from students and has been included in future year 10 programmes.
Walter Wilson-Ramirez
Perth Modern School
Western Australia
Technology and curriculum delivery
Walter Wilson is an outstanding teacher who inspires both students and teachers through his innovative use of technology across the curriculum.
As year 9 coordinator and technology teacher at Perth Modern School, Walter’s enthusiasm, organisational skills and classroom management style promote a harmonious learning environment. He continually strives to support student learning through extension challenges and assessment tasks that enable students to achieve quality outcomes.
Walter provides information and communication technology professional development for fellow staff members. Through the links he has established with tertiary institutions, student learning opportunities have been extended.
Best National Achievement
Tanya Taylor-Cox
Thebarton Senior College
South Australia
Teaching English to Students of Other Languages
Only three years into her teaching career, Tanya Taylor-Cox has made a valuable contribution in Teaching English to Students of Other Languages and is already highly regarded as a role model for new teachers at Thebarton Senior College.
Tanya’s expertise in developing creative and engaging learning environments in a range of curriculum areas has enabled her students, many from disrupted educational backgrounds, to gain new confidence, practical knowledge and skills in literacy and language development. She has also helped her students integrate into Australian society.
Tanya works innovatively to address complex social and educational challenges, incorporating the unique experiences and skills her students bring to the classroom and current and emerging technology into her teaching. Her achievements encompass the classroom, the college and wider community.
Highly Commended
Kathryn Suttie
Wagga Wagga High School
New South Wales
Dance as an art form
Since starting her teaching career in 2004, Kathryn Suttie is already a leader in dance, inspiring students and teachers at Wagga Wagga High School and throughout the region.
Kathryn’s enthusiasm, artistic skill, credibility and philosophy of inclusive education attracts strong participation in her dance workshops and elective classes, which offer a safe, supportive environment and are structured to encourage and extend students.
With a focus on learning through doing, Kathryn trains her students to be dance tutors in local primary schools, furthering their leadership and dance skills while strengthening positive relationships with feeder schools. Kathryn is also regarded as a community leader by her students for her dedication to local arts’ productions and sporting competitions.
Best National Achievement
Viviana Golding
Highton Primary School
Victoria
Languages Other than English - Italian
Viviana Golding’s vision and enthusiasm have inspired students and teachers to focus on the joy of learning a second language. She has established stimulating professional development opportunities that centre on engaging students in Italian culture and language. She has achieved this through her work as a teacher at Highton Primary School and as the Italian network leader in the Barwon south west region of Victoria.
The introduction of primary, secondary and tertiary Italian programmes at three local schools, increased professional development opportunities including exchange programmes to Italy, and the creation of a beautiful piazza in the grounds of Highton Primary School (courtesy of the school’s Parents’ Club) illustrate Viviana’s success in inspiring students to learn Italian.
The number of year 7 Italian classes has risen from one in 2005 to ten in 2007 and the primary school is about to start a bilingual preschool programme. Viviana’s programmes are now being adopted by other schools.
Highly Commended
Peter Cooper
Kingswood College
Victoria
Learning community
Peter Cooper, as deputy principal curriculum and head of middle school at Kingswood College, has had outstanding success in improving student academic outcomes. He has provided a collegial and stimulating environment for staff and students through pedagogical reform, professional learning teams, and information and communication technology infrastructure.
Peter has established partnerships with tertiary institutions and introduced courses providing a nationally recognised technical and further education certificate contributing to tertiary entrance scores. This move has given students the confidence and inspiration to complete their schooling and pursue tertiary studies.
Rosalind Manley
Arawang Primary School
Australian Capital Territory
Professional learning community
Rosalind Manley, as deputy principal at Arawang Primary School, has shaped the school’s educational thinking and inspired a sense of purpose and achievement at the school.
Rosalind’s leadership has resulted in the integration of information and communication technology into classroom practice, the introduction of inquiry based learning, and the implementation of a civic responsibility programme in the school.
As a teacher and leader, Rosalind is a source of inspiration to colleagues and students. Her support and mentoring of staff, informed view of educational practice and understanding of student and family needs have had a positive impact on student learning and behaviour, use of information and communication technology and engagement of the school community.
Gwen Sands
Pomona State School
Queensland
Continuous school improvement
Gwendolyn Sands’ transformational leadership at Pomona State School has led to improved student results, improved staff morale, reduced behavioural issues and a positive school image among staff and students.
Gwendolyn has placed significant emphasis on the development of all students. She constructed integrated pedagogies, relevant assessment and a responsive, future oriented curriculum. A comprehensive scan and analysis of student outcomes, client opinions and community aspirations have identified action areas and, thereby, encouraged all staff to be involved in the improvement process.
As a result of Gwendolyn’s efforts there now is widespread community support for the school.
Tracy Siedler
Claremont College
Tasmania
Excellence in leadership
Claremont College’s assistant principal, Tracy Siedler provides an outstanding example of what can be achieved with strong leadership skills. Her sustained efforts have led to increased student retention and student engagement.
Tracy’s strength has been to focus on improving outcomes for all students. She initiated a mentoring programme for girls at risk as well as an alternative education facility for disconnected students. She organised and ran a highly effective professional development programme for staff and was behind the introduction of the Computers for Kids scheme, a mature age scholarships programme, and a vibrant student council.
Dallas Williams
The Don College
Tasmania
Values education
Dallas Williams, assistant principal of the Don College, has provided strong and effective leadership in teaching and learning programmes in values, social justice, civics education and student community involvement. Through his work students have gained a greater understanding of their community’s values and are more closely involved in community activities.
Dallas’ expertise in values education has led to national and international speaking opportunities, work on a range of committees, implementation of professional development initiatives and the publication of numerous books and papers.
Dallas Williams has made a significant contribution to values education in Australia.
Best National Achievement
Genia Janover
Bialik College
Victoria
Educational excellence
Genia Janover is one of Australia’s outstanding educational leaders, driven by her passion for educating children and maximising their talents and potential. She has demonstrated creative and inspiring leadership over a sustained period and led the way in educational innovation in a number of areas.
Her constant endeavours to provide high quality relevant education to students growing up in a changing world include collaboration with the Harvard Graduate School of Education and the establishment of an early learning centre based on Reggio Emilia principles and practices. Her influence extends well beyond the school as she provides opportunities for others to participate in professional development.
The college provides an educational environment that expands the intellectual horizons of students and teachers. Targeted opportunities for ongoing professional learning for teachers is one of her keys to success. Genia’s vision and tireless efforts have resulted in Bialik growing from a K-8 school of 380 students in 1989 to a K-12 college of more than 1000 students.
Through Genia’s inspiring leadership the college has established itself as one of the state's high performing schools.
Highly Commended
Helen Cant
Red Hill Primary School
Australian Capital Territory
Change process
Through Helen Cant’s thoughtful leadership, Red Hill Primary School has demonstrated continuous improvement in literacy and numeracy results over the past six years.
Following extensive research and planning, Helen implemented major changes that have improved the school’s identity, curriculum and culture. Helen’s encouragement of staff to identify areas for development through the analysis of ACT assessment programme results has led to whole school changes to programming, teaching strategies and professional development in literacy and numeracy.
The successful implementation of international education for students through the introduction of the International Baccalaureate in the school was a result of Helen’s commitment and determination to provide excellent learning opportunities and outcomes for students.
Christine Cawsey
Rooty Hill High School
New South Wales
Enhanced learning for students and teachers
Christine Cawsey’s influential leadership has been a major factor in establishing Rooty Hill High School as an exemplary school delivering strong academic and social outcomes.
Through her commitment, educational expertise and capability she has developed a culture of sustainable growth and focused professional learning. Christine introduced a range of programmes and strategies, such as personalised learning, a structured lesson design process and a learning centre. These have contributed to the development of students and led to improved literacy and numeracy results as well as increased attendance, retention and enrolments.
Christine’s contribution to the development of students and staff at her school, her support for colleagues and leadership of the profession is recognised state wide.
Peter Egeberg
Thornbury High School
Victoria
Change process
Peter Egeberg has successfully built a teaching and learning environment at Thornbury High School that develops and values the talents of students and teachers. The school has a greater sense of pride and standing within the community that is reflected in improved student performance. Student retention rates and enrolments have risen and the school’s final year results have improved markedly.
Peter worked with the school community to establish a new strategic direction and led a three year change process, in which teachers, parents and students were involved in planning and making school decisions. Under his leadership teachers undertook coaching and mentoring roles and were involved in peer observation and action research.
Much of Peter’s success lies in leading by example whether it be classroom teaching, assisting with teaching responsibilities or working with the local primary schools and the wider community.
Tim Hawkes
The King’s School
New South Wales
School renewal
Timothy Hawkes has rejuvenated the educational philosophy and practice of The King’s School by building on its strengths as a national leader in boys’ education, residential education and leadership education. School results have significantly improved under his leadership which has also seen an increase in boarding enrolments, rebuilding and expansion of facilities and greater use of information and communication technology in teaching and learning.
The educational changes introduced by Timothy were backed by a new focus on the importance of staff, provision of extra professional development opportunities, the introduction of staff appraisal processes and transformation of the teaching and learning environment.
Katherine Hudson
St Peter’s School
Victoria
Professional learning community
Katherine Hudson’s strategic direction and high expectations for quality learning and teaching have made St Peter’s School a leader in literacy, numeracy, e-learning, student wellbeing, and teacher professional learning and leadership.
Katherine’s leadership has transformed the school into a professional learning community where teachers work together to promote excellent teaching and student learning. The resulting growth in teacher skills and knowledge has meant teachers are better equipped to engage students in all learning areas.
Katherine has provided information and communication technology resources for staff, worked with parents to improve the school’s physical environment and developed plans for a new multi-purpose centre and staff room.
Lee-Anne Perry
All Hallows’ School
Queensland
Inclusive education
Lee-Anne Perry’s confident and thoughtful leadership has built an inclusive culture of high academic quality at All Hallows’ School. Her emphasis on a whole school approach linking teaching and learning practices to student outcomes has culminated in excellent student results.
Lee-Anne has led the school through a significant change in its culture. As part of the process she has re-introduced Years 5, 6 and 7 to form part of a new Middle School and has supported a number of middle schooling initiatives within the School. She has also introduced a vertical pastoral model and diversified the curricular and extra-curricular offerings for students. In addition the school has undertaken a major rebuilding programme overseen by Lee-Anne.
One of the results of Lee-Anne’s work is significantly broader learning opportunities for students with, for example, increased opportunities for vocational as well as academic extension programmes and the innovative use of computer technology including Pocket PCs and an on-line learning management system.
Graham Speight
Rosetta High School
Tasmania
Learning organisation
Graham Speight has transformed Rosetta High School from a school in decline to a vibrant learning organisation confident about its place in the wider community and its future.
The school has become a learning organisation with a commitment to the philosophy that everyone should be actively involved in the business of learning. Graham has achieved this through a focus on improving curriculum, information and communication technology, administrative systems, exchange programmes and partnerships with the wider community.
Staff and students now work closely to develop high quality learning programmes, at risk students engage with the school, the broader community has taken greater ownership of each student’s education and there has been a notable increase in enrolments.
Best National Achievement
Kerryn de Jonge
Taroom State School
Queensland
Student welfare
Kerryn de Jonge is a highly regarded member of staff whose commitment and dedication to the overall welfare of all students at Taroom State School is exceptional. Her enthusiasm, knowledge and skills have enabled her to manage many of the school projects and challenge students to achieve their best.
As student welfare and transition officer/aide, Kerryn is passionate about her work with students, using her initiative and imagination to increase the range of social learning opportunities for students. She has led a range of significant student welfare projects at the school, coordinating the breakfast, homework and peer support clubs, mentoring students in years 11 and 12, providing career counselling, establishing partnerships with employers and working with students with disabilities.
Kerryn is always available to work with and support students. Her empathy and enthusiasm towards students is well recognised and greatly appreciated by parents and the community.
Highly Commended
Maurice Dean
Marsden State School
Queensland
Transforming the school environment
Maurie Dean has made a remarkable contribution to the positive school culture and environment at Marsden State School, transforming the appearance of the grounds through his landscaping talents, horticultural knowledge and passion for flora and fauna.
Maurie’s achievements over the last 10 years, as the school officer grounds, are evident in the lush, sub-tropical, aesthetically pleasing paradise the school community enjoys. Going beyond his general duties on a daily basis, Maurie shows great initiative and knowledge in building, landscaping, maintenance and repair projects. He ensures the grounds are maintained to a high standard of tidiness, safety and hygiene and encourages the whole school community to take great pride in the school environment.
Mary Hyland
Sacred Heart College Senior
South Australia
Serving the whole school community
Mary Hyland is an inspiration to the whole college community at Sacred Heart College Senior. Her commitment to the school and her respect, loyalty and true appreciation of others have an uplifting impact on the life of the college.
Mary’s primary role is the audio-visual technician in the resource centre. She has also committed herself to many facets of college life, meeting the needs of staff and students across a wide range of school activities.
Mary shows genuine support and interest in the education and life experiences of the students. She dedicates many hours of her own time assisting with college activities including public relations and drama productions and as a member of the wellbeing committee. Her skills, extensive knowledge and initiative are invaluable to the college community.
Ruth Kempton
Duncraig Senior High School
Western Australia
Technical support in science education
Ruth Kempton’s exemplary work as a science laboratory technician has had an enormous impact in schools across the state.
As the regional science technician at Duncraig Senior High School, Ruth leads a team that supports the school’s focus on gifted and talented science students and assists students with learning difficulties. She uses her skills to introduce appropriate experiments and investigations for different student needs and provides procedural advice to teaching staff on the practical components of science education.
At a state level Ruth provides training for newly employed technicians. She revised the science laboratory manual for the state education department and advises on the safety features in science laboratories state wide.
Cherie McPherson
Irene McCormack Catholic College
Western Australia
Food management
Cherie McPherson has made an outstanding contribution to the food technology department at Irene McCormack Catholic College. Her skills, knowledge and initiative have changed the way the food department runs.
Cherie is home economics assistant at the college and is an integral part of the college community. She is dedicated, flexible, willing to take on any task and generous with her time, often being the first point of contact for parents, teachers, administrative staff and students.
In addition to managing the college’s food department, Cherie is always willing to assist with administrative duties. She is very involved in the college parent council and coordinates a voluntary support programme for families in crisis.
Jenny Matchett
North Geelong Secondary College
Victoria
Innovative café and catering service
Jenny Matchett is an outstanding achiever, developing and managing an innovative café and catering service that provides work experience and training for students from years 7 to 12 at North Geelong Secondary College.
Jenny’s energy, vision and interpersonal and support skills, in conjunction with her commitment to the Caterer’s Tray and other school programmes, are an important element of the college’s strategies to maximise student learning and achievement.
The Caterer’s Tray offers all students, particularly those with special learning needs, the opportunity to learn skills in food preparation and presentation, teamwork and customer service. Jenny’s programme has seen many disengaged students retained in the college system as continuous learners and well adjusted students.
Marion Williamson
Mount Gambier High School
South Australia
Science laboratory safety
Marion Williamson has made valuable contributions to the safety and welfare of students through her work as laboratory manager at Mount Gambier High School.
Marion seeks ways to continually improve and develop the school’s laboratories and staff training in the handling of chemicals. Marion initiated and developed resource booklets featuring information on risk assessment, material safety, data sheets and first aid for reference in all practical science classes.
Marion demonstrates high professional standards through her work, acts as a consultant in the establishment of other school laboratories and represents school support officers on various committees.
Jennifer Wise
Presbyterian Ladies’ College
Western Australia
Support to Indigenous students
Jennie Wise has displayed an outstanding commitment to achieving improved educational outcomes for Aboriginal girls and to improving their life choices and futures.
Through her work as the senior college counsellor at Presbyterian Ladies’ College, Jennie has set up systems that provide students with individual education plans, procedures to monitor their educational progress and placement in the most academically and culturally appropriate work based learning positions. In 2005 the college’s first Indigenous student gained mainstream entry into a Bachelor of Science at the Australian National University and in 2006 two students were among the first recipients of an Indigenous Youth Leadership Program scholarship.
Best National Achievement
Seaford 6-12 School
South Australia
Leadership structure
The outcomes of Seaford 6-12 School’s leadership restructure five years ago has placed the school at the forefront of secondary school reform and innovation.
Extensive research and consultation with the entire school community led to the development of a supportive leadership structure that is complemented by a Radar Chart. The data captured through this tool provide a comprehensive picture of the school’s performance across all areas and has become a valuable way to identify and resolve issues.
The school data clearly show academic improvement, greater retention and attendance, a growth in enrolments, an upturn in parent and student perceptions of the school and heightened student aspirations to pursue tertiary studies.
Highly commended
Australind Senior High School
Western Australia
Reflective culture
The introduction of reforms and new programmes over the past four years has seen Australind Senior High School’s year 12 students performing at a significantly high level.
Through the development of a reflective culture the staff focused on the analysis of student performance and teaching practice. This approach to improvement included student interviews, changes in pedagogy supported by professional development, the appointment of peer coaches for staff and tutorial sessions for students.
Together the staff and students share accountability for the progress of the school. The school’s reforms and the success of the programmes have seen enrolments grow along with the public reputation of the school.
Camberwell Grammar School
Victoria
Improved mathematics teaching and learning environment
Camberwell Grammar Junior School has achieved significant improvement in mathematical results through the development of a new curriculum and the professional growth of teachers.
The school’s mathematics programme caters to the needs of all students, placing greater emphasis on open ended investigations rather than textbook activities. A similar approach has been applied to professional development and parental involvement in children’s learning.
Recent national mathematics test results were outstanding, student learning has improved noticeably and students approach their studies in mathematics with confidence. Teachers work from a learner’s focus rather than a content view of learning and eagerly share their new strategies and problem solving skills with others.
Christian Brothers’ College
Western Australia
Improved boys’ education
Christian Brothers’ College has achieved dramatic improvements in academic performance over the last five years resulting in the transformation of the college from educational decline to academic success.
Through the introduction of a range of initiatives including a mentor programme, a teaching and classroom management programme, improvements in curriculum delivery, pedagogy and assessment and reporting processes the teaching and learning culture of the college has been transformed. Initiatives to actively involve parents (particularly fathers) in their sons’ education were also introduced.
The school is producing exceptional results with all graduating students achieving university entrance scores and many of them achieving their first choice at university.
Claremont College
Tasmania
Vocational and technical education
Claremont College has achieved excellent results in its undertakings to improve the retention of students to year 12 through an outstanding combined general and vocational education programme.
The vocational programme resulted from an investigation of national and local skills’ shortages. It features strategic industry alliances and offers a selection of programmes that align with student and industry needs. A further element of the programme’s success has been the recruitment of teachers with industry knowledge and experience.
The college has been very successful in improving the retention rate and the skill level of year 12 students. Learning is more meaningful for students and the community has benefited with an increase in the number of skilled workers.
Holy Family Primary School
New South Wales
Improved language skills
Holy Family Primary School has achieved remarkable success in improving language and reading skills in students.
In light of its high proportion of Indigenous students and students from non-English speaking backgrounds, the school recruited a speech therapist to help staff identify students with language difficulties, provide strategies to overcome these challenges, and to work with parents to enable them to assist their children at home. Excursions proved to be an effective mechanism to boost verbal language skills with many parents reporting that their children would talk excitedly about their experiences.
As a result of the school’s efforts, many of its students have progressed five levels in their reading over a seven month period and other schools within the area are interested in adopting similar strategies.
Kingsgrove North High School
New South Wales
Improving academic performance
Kingsgrove North High School has dramatically improved its reputation, academic performance and literacy and numeracy skills across the school.
The school community, particularly the staff, has demonstrated a significant commitment to re-building the school by creating a student centred learning environment with high expectations and standards. A range of initiatives including mentor support, student welfare programmes, tailored teaching practices and the involvement of parents and carers in school activities have contributed to improved outcomes for students.
Year 7 enrolments have almost doubled and 13 of last year’s students are now pursuing studies in medicine, law, architecture and other specialised areas as a result of the school’s exceptional turnaround.
Loxton Primary School
South Australia
Literacy outcomes
Literacy skills of students at Loxton Primary School have improved significantly as a result of the initiative and dedication of the staff over the last five years.
A strong team approach to the implementation of a consistent literacy programme across the school has involved teachers in regular discussions, sharing the latest classroom practices and the development of a common language across the school. Parents are invited to participate in workshops to learn new and improved ways to support their children at home.
Since the programme’s introduction, state-wide test results have shown that most students are now either at or above their spelling and reading ages, with many moving a minimum of two years ahead in their abilities in one year.
Northern Beaches Christian School
New South Wales
Improving the school as a whole
Northern Beaches Christian School has undergone a remarkable transition from a traditional school to a vibrant learning community, as a result of the new directions taken by the school.
Extensive research and the dedicated work of the school team have led to a rise in the standard of education and the development of a culture of continual improvement. Teaching and learning programmes have been enhanced with the introduction of class student profiles, a comprehensive range of elective courses, care groups, the integration of e-learning into the curriculum and ongoing staff professional development.
The achievement of high academic standards and a tripling of student enrolments has brought Northern Beaches Christian School both national and international attention and produced several award winning students.
Mackellar Primary School
Victoria
Literacy and numeracy
Since the Concepts Program began in 2005, Mackellar Primary School students’ literacy and numeracy skills have risen significantly, meeting school and state targets and reducing the need for additional support staff.
The programme, which aims to improve the oral language capacities and understandings of preparatory students, is led by a multi-disciplinary team made up of teacher leaders, classroom teachers and a speech pathologist.
The programme has had a positive impact on teacher attitudes and reinforced the importance of teachers having high expectations for all students.
Mordialloc College
Victoria
Integrated year 7 curriculum
Mordialloc College has successfully introduced an innovative year 7 curriculum that aims to transform learning and improve student’s final year assessment results.
The college has created an open learning environment supported by a team of teachers. Students are self-directed, engaged and have a clear understanding of their learning processes. They work from a capacity matrix that outlines their expected learning on a monthly basis. This is supported by a resource matrix as well as compulsory workshops to ensure students gain the right mix of skills and knowledge.
As a result of the open learning approach students have formed strong relationships with their peers and teachers, are more engaged with their learning, have a positive attitude to school and have improved their learning achievements.
Ocean Grove Primary School
Victoria
Social intelligence
Through its Buckets and Balls programme, Ocean Grove Primary School has created a learning environment where all boys succeed.
Working with two groups of 25 boys for ten weeks, a male teacher takes students through a range of physical, musical and reading activities to target different aspects of their social intelligence. Perseverance, concentration and team work form the focus of the physical component. The musical element centres around percussion and the reading activities promote relaxation, reflection and discussion.
The social capital that has emerged from the Buckets and Balls programme has carried into the classroom setting with students displaying a greater sense of responsibility and respect for others.
Pittsworth State High School
Queensland
Engaging students through productive partnerships
Pittsworth State High School has achieved remarkable improvements in social, academic, cultural and vocational outcomes over the last five years, surpassing all previous school performances.
As a result of a school curriculum review undertaken in 2000, the school implemented new strategic directions. Staff engaged in a range of change and educative processes including professional development, programming, classroom practices and curriculum. The strong links the school has built with its community, training partners, regional university and local council significantly improved employment outcomes.
As a result of the school’s endeavours, improved student performance has resulted in excellent tertiary entrance scores for year 12 students and the majority of last year’s graduates have taken up further educational and/or vocational opportunities.
Springfield Primary School
Western Australia
Improved student social and academic outcomes
Springfield Primary School’s year 6/7 teaching team has advanced the social and academic outcomes of students through its renewed focus on middle schooling philosophies.
An Early Adolescent Education Program was developed to provide more relevant approaches to learning for middle year students. Classes were restructured into multi-age groups and cooperative learning strategies were introduced. Teachers worked collaboratively, planning integrated programmes, participated in professional development and maintained learning journals to inform the review process.
Since the year 6/7 programme was introduced student achievement, as measured by state literacy and numeracy assessments, shows significant improvement, students have a positive attitude to school and learning groups are socially cohesive.
Thornlands State School
Queensland
Improving literacy practices
The year 7 students at Thornlands State School have achieved outstanding results in the state based writing tests because of the school’s long term focus on language.
Prompted by below average writing results and the view that literacy forms the foundation of all learning, the school sought to strengthen this vital area and in turn, increase student engagement and confidence.
With support from a social skills programme and a mentoring programme, students have demonstrated positive engagement in literacy activities and become more effective communicators. Through the programmes, the number of students requiring additional support with their writing has decreased.
Victor Harbor Primary School
South Australia
Literacy and numeracy
Victor Harbor Primary School has achieved success in improving literacy levels and learning outcomes in numeracy through the implementation of its Operational Plan in Literacy and Numeracy. Two teacher coordinators were appointed in 2005 to manage a three year literacy and numeracy plan which focuses on student outcomes by targeting pedagogical change, effective use of resources and professional learning for teachers.
The school values diversity and strives to support each student’s individual interests and abilities. It provides extensive opportunities for engaging students in meaningful learning experiences such as a marine studies room, a weather station and a penguin preservation programme.
The school has forged many strong links with the wider community and has gained respect as a valued education facility.
Best National Achievement
Holy Family Primary School
New South Wales
Indigenous home reading programme
Holy Family Primary School’s Indigenous home reading programme has significantly increased the understanding families have about the importance of education.
The school saw the development of the programme as an effective way to build relationships between the school and its Indigenous families and address the needs of Indigenous students. Based on Indigenous culture and literacy, is driven by Indigenous parents and guardians and facilitated by classroom teachers and Indigenous education assistants.
The programme has achieved wide ranging success with student attendance, reading performance, and attitudes to learning and engagement in learning activities has increased markedly since its inception. The programme has also led to greater involvement of families in extra curricular activities and more positive interactions with the school community.
Highly commended
Anzac Hill High School
Northern Territory
Apurte Akaltye – irretyeke, Learning Together
The high level of family involvement in all facets of school life at Anzac Hill High School is a tribute to the strong commitment of the school community to family-school partnerships.
The entire school community has input into school governance, directions, policies and procedures, ensuring they are in line with community needs. This involvement is complemented by workshops, home visits, open days and Portfolio Chats designed to increase family interaction with the school. Local bush tucker tours, community artist programmes and the creation of family trees are part of the strong focus on Indigenous culture.
Through the efforts of the school community a more harmonious environment, a significant reduction in suspension and improved student wellbeing outcomes have been achieved.
Bald Hill State School
Queensland
School forestry project
The rejuvenation of Bald Hill State School’s forestry environmental area by the school community significantly strengthened the connection between families and the school.
First established in the school grounds in 1935, the area formed the catalyst for developing positive family-school partnerships. Student clubs, workshops, working bees, guest speakers, worm farming and tree planting were among the activities undertaken and directly linked to teaching and learning programmes across the curriculum.
The impact of family participation in school activities, as indicated in the school survey data, included increased student connectedness and engagement in learning and enhanced student wellbeing.
Kenmore State High School
Queensland
Parent and citizen association alliance
Recognised as the centre of the community, Kenmore State High School has succeeded in drawing its school community together to shape its directions and activities.
With its wide range of parent support groups and networks, such as Friends of the Library, the school has been highly proactive in its efforts to encourage parental involvement in the school. These networks are further enhanced by the alliance of parent and citizen associations of local schools, which have worked together to establish the Celebration of Young Ideas, an annual joint venture enabling the school community to learn and grow together and designed to influence classroom teaching.
Increasing parent involvement in the school has given rise to improved student performance and more opportunities for personal and social development.
Mount Lawley Senior High School
Western Australia
Learning partnerships
The families of Mount Lawley Senior High School have played a significant role in shaping the future learning opportunities for students.
Parental involvement with decision making groups such as the teaching and learning working party led to the development of middle and senior schooling models that have now been adopted. Parents also had a hand in establishing a highly regarded healthy food café model, Chill Out for students and staff, and the introduction of arts and music programmes. Educational opportunities were also maximised through partnerships with a university and technical and further education college.
The initiatives have delivered positive outcomes across a range of areas including health and wellbeing, improved student performance, and expanded opportunities for future studies.
Nyikina Mangala Community School
Western Australia
Indigenous family-school partnership model
The families of Nykinga Mangala Community School have played a vital role in creating a thriving school culture through their hands on approach and input to school development.
Families of the parent and community run school have implemented a range of educational programmes designed to equip students with the skills needed to lead strong and healthy lives. Learning programmes enriched with local language and culture were designed and delivered by elders and family members.
The school has achieved a result of 87 per cent attendance, increased parent involvement in teaching and learning programmes, improved literacy and numeracy outcomes, better student health and wellbeing, and increased cultural awareness.
Salisbury High School
South Australia
Care group system
Salisbury High School’s care group system has proven a highly effective and innovative way to build caring and purposeful relationships between the school and its families.
The system provides the means to develop positive family school relationships, support student wellbeing, monitor school achievement, develop pathways and encourage responsible citizenship. Up to 15 students are placed in a home group under the system and appointed a care teacher who is the primary contact for families and an advocate for individual students.
The success of the care group system is illustrated in increases in staff and student retention rates, attendance at parent teacher nights, enrolments, the number of students obtaining their first choice of university course and student uptake of vocational training and education courses.
Wanganui Park Secondary College
Victoria
Community links
Wanganui Park Secondary College’s involvement in neighbourhood renewal and community building projects has created a thriving community hub.
The college’s partnership infrastructure is firmly established and the college is committed to continuing to develop community links through its various initiatives including Families and Schools Together, and Believe and Achieve Together.
Previously isolated families now feel welcome and have greater involvement and say in their children’s education and the future direction of the college. Enrolments have increased and positive social relationships, skills and connectedness to the college community have emerged, improving the college’s standing in the local community.