On this page
The Public Education Awards showcase excellence and equity in public education.
Congratulations to all our 2023 winners and finalists!
Winner: Excellence and Equity in Education Award sponsored by Credit Union SA
Cultivating excellence and equity
Ungarra Primary School
Barngarla Country
Hands-on learning and stimulating experiences to empower children; Ungarra Primary School's 'Blooming success with kitchen garden' program and engaging learning
Ungarra Primary School believes in creating stimulating and challenging experiences to empower children and young people to thrive in a rapidly changing world. They encourage creative and critical thinking, adaptiveness and technological engagement to prepare learners for the future.
The school provides many opportunities beyond the classroom to extend learning. Through the enterprise group, years 3 to 6 collaboratively create fundraising opportunities that develop essential skills in communication, planning, finance and marketing.
The site also engages with the local community through hosting community groups and guest speakers.
Their unique kitchen garden program allows learners to harvest produce and cook meals, instilling a hands-on, sustainable approach to food education and responsibility through their individual mini farming plots.
Cross-aged learning enables collaboration among children and young people from different classes and neighbouring sites, promoting teamwork and peer mentoring.
Video transcript: Ungarra Primary School
Here at Ungarra Primary School, we have lots of enthusiastic learning opportunities that are engaging for students where they have agency on their learning, including Farm Plots, acres empire, 3D printing and our kitchen Garden program.
So the kitchen garden program, they harvest produce, cook the produce, and then we have a nice big shared lunch. The students are growing things from the ground up, harvesting them themselves, learning about what it is they're growing, how to look after it while it's growing, and then how do we turn it into something delicious to eat. So they get to enjoy literally the fruits of their labour every week.
They can see the value in it. It gives them a whole new perspective. And a lot of these kids have never been in the garden before and they've gone home and created their own gardens, which is fantastic. - We are transforming education here at Ungarra Primary School by providing purposeful hands-on learning experiences that provide students with deeper learning.
Finalists: Excellence and Equity in Education Award sponsored by Credit Union SA
Finalist – Anne Leahy
Teacher, Waikerie High School
Meru Country
Empowering learners through music and community connection
At the core of Anne's philosophy is enabling learners to access their musical creativity and talent in ways that interest them. Through her innovative and nurturing approach, she’s created stimulating and challenging experiences for learners and has successfully unlocked musical talent across the entire school cohort.
Anne secured funding for and established an onsite music studio at Waikerie High School. Her digital musical program has allowed learners to explore a diverse range of disciplines, from film scoring and musical soundscapes to DJ sets and instrumental proficiency.
Anne connects her site to the broader community through music. She’s formed 2 bands that perform at primary schools, festivals, school assemblies and community events such as the Girls Rock - Rock Camp and 'Gospilation'.
Video transcript: Anne Leahy
Part of my role as a music teacher here, we run bands or ensembles during recess and lunchtime. We also let students come in and work on what they wanna do individually, whether that's writing songs or exploring music on the digital workstations.
Anne is great in terms of providing a classroom that really is equitable. So, if you've got a disability or you come with a trauma background, or you're a bit scared, the class is too big, it doesn't matter in her class, you can find what it is that you want.
She's amazing, so dedicated to all of her students, so passionate. She'll give up all her recess and lunch times to be in here with us, helping us, making sure everything's okay.
Miss Leahy does make me feel safe, because she's always like, "Are you okay? "Do you wanna do this or do you not wanna do this?"
I'm passionate about working here and continuing to do what I do in regards to music, because it's just so freeing. They get to be creative, and I get to help nurture that.
Finalist – Rebecca Johnson
Teacher, Mount Gambier High School
Boandik Country
Connecting learners with real-world opportunities and impactful community engagement
By fostering agency in learning through real-world opportunities, Rebecca is shaping the future of education and making a lasting impact for learners. She has created a transformative learning experience that empowers learners to be active and informed citizens.
Through her innovative program ‘Art Crawl’, Rebecca has created a stimulating and challenging program for her visual art students. She has also inspired engagement and growth among students through Flexible Learning Options (FLO) and Independent Learning Centres.
This hands-on experience empowers learners to understand the value of their work and fosters meaningful relationships with local businesses.
Rebecca's engagement with stakeholders has resulted in exciting prospects for future Art Crawls and has paved the way for additional learning experiences for her other classes.
Video transcript: Rebecca Johnson
I didn't wanna see just the students' artwork displayed in the school. I wanted to see it in the wider community to make it more meaningful. So the Art Crawl started last year with my Year 10 art and photography students. We had about four businesses and about 20 artworks across those locations.
This year, we have 10 businesses and about 53 artworks, so it's grown a lot bigger with the inclusion of FLO and the Independent Learning Centre, as well as my mainstream Year 10 class.
With the students contacting the businesses and conveying with them about where to put it, how many artworks, it gives them real-world knowledge of how to be an artist, how to create their own artworks, and maybe an exhibit in the future.
The Art Crawl task has a lot of student agency. They decided the locations as well as working collaboratively to decide what artworks went where.
Bec was able to show the students that their ideas matter and their art matters, and that was really massive for our community and for our students.
Winner: Innovation in Teaching and Learning Award sponsored by Lumination
Lindsey Crowe
Senior Leader, Heathfield High School
Kaurna Country
Fostering identity and responsibility through learner co-creation
Lindsey is a key driver of innovation and learner agency at Heathfield High School. Her efforts are directed towards promoting student advocacy, interest and choice - ultimately empowering learners to actively co-create their learning experiences.
Lindsey’s work has helped address and influence practical strategies and solutions to critical issues in education.
She has collaborated with Melbourne University and the SACE Board to develop the ‘Learner Profile’, a national initiative which identifies students' dispositions and learning across different phases of schooling.
This led to interest among schools and the tertiary sector nationally. Lindsey has also worked with Melbourne University to explore the value of the ATAR system and alternative ways of recognising student achievement.
Video transcript: Lindsay Crowe
I'm the senior leader at Heathfield High School. I see my role as looking at teaching and learning practice at the school, looking at innovative strategies, and how to introduce a Learner Profile in middle school, and complement the senior school SACE Learner Profile. And also, I look after the middle school. The national Learner Profile initiative looks to see what students can do, what they're capable of. And this started way back at Heathfield High School with the innovative project of LIFT, which is Leadership, Innovation, Futures, and Teamwork.
Lindsey understands department vision. She understands that we need to measure success for all learners.
She's just got this energy about her that's so incredibly positive and encouraging. It's really great to be in that workspace with her.
She gives us the space to explore in our own interests.
I look for opportunities to give feedback, to hear from the students, to actually listen to what they say, not just to hear, and also to see what they're capable of, and push them that little bit further, and look for the next opportunity for them to walk into.
Finalists: Innovation in Teaching and Learning Award sponsored by Lumination
Finalist – Robotics Team
Salisbury East High School
Kaurna Country
Empowering and inspiring innovation through tech-savvy learning
Using VEX technology, the Robotics team at Salisbury East High School develops teamwork, problem-solving and programming skills. Competing in national and internal competitions, one team has qualified for the World Championship in Dallas, Texas; an exciting achievement for a South Australian public school.
The success of the Robotics Team’s innovative teaching practices has influenced other sites, leading to visits and knowledge-sharing sessions to inspire new ways of working.
They also engage parents, community organisations and educational institutions through regular showcases and participation in professional networks and conferences, inspiring others to incorporate this technology to engage and inspire students.
Video transcript: Robotics Team, Salisbury East High School
The robotics team here at Salisbury East High School is made up of students from year seven all the way through to year 12. The key skills that they're learning is to work in a team, to be collaborative, to understand that in the workforce and in teams, everyone has their role, and everyone doesn't have to do everything.
And we've got some students in our team that, one of the students, that his role is literally the driver. That's all his role is. So he gives advice, gives feedback, and he just drives. Other students, they are really high-level programmers, and they do all the programming skills. Some that just have a really good engineering brain, and can solve problems really easily.
For the last two years, our robotics teams have qualified for the World Championships in Dallas, Texas. What I like about Jamie is that he has the capacity to be able to inspire students to participate.
The robotics team has taught me that I can achieve anything I want to.
Our students have developed this social group that we're giving them this opportunity to come into. Robotics has really helped lift their self-esteem. And now they are a part of a like-minded group of young adults that are achieving great things.
Finalist – Senior Unit
Hahndorf Primary School and Preschool
Peramangk Country
Innovative teaching practices supporting independent learning
Recognising the importance of preparing children and young people to become more independent learners, Hahndorf Primary School's Senior Unit implemented a hybrid middle school model that emphasises co-creation, collaboration and collective working.
Embracing innovative teaching practices and cultivating a love for learning, learners are empowered to think creatively and collaboratively.
They actively seek connections with the community, linking classroom learning to real-world contexts to deepen learners’ understanding of their place in community.
The site shares its insights with a broader audience, hosting meetings, discussions and informal conversations to encourage collaboration and continuous improvement.
Video transcript: Senior Unit Hahndorf Primary School and Preschool
The senior unit is one of four units that we have operating at Hahndorf Primary, and it consists of three teachers and an SSO in that space, and they work in an open plan learning environment.
The goals of the senior unit are really to set kids up for high school, and we found that two years a bit more of a middle school methodology, rather than just a four-wall classroom and be responsible for just 30, to have more of a community feel to it.
We are doing a $20 boss thing, like about money and making our own business. They're giving reasons why you're doing it, and how you're going to do it.
We kind of mirrored the day map process by using Google Classroom, where teachers were putting up units of work, they were putting up assignments with deadlines. It was allowing parents to be part of that journey to see what work was required, I suppose, and then assisting their children also at home, so that when they move into high school, they've got some familiarity with those structures that high schools use.
I think students here have learned to become, or certainly learned some skills about being an independent learner.
Winner: Excellence in Learner Agency Award
Westbourne Park Primary School
Kaurna Country
Learner-centred heutagogy key to developing a cohesive and supporting learning environment
The Upper Primary team at Westbourne Park Primary School are committed to empowering learners to take charge of their learning and foster a strong sense of identity and responsibility.
Embracing the principles of heutagogy, this student-centred approach drives self-determined learning. It allows children and young people to move freely between classes and teachers - with teachers acting as learning mentors across the entire cohort of 150 students - not just their specific class of 30.
The positive impact of this learner agency-focused model is evident in high student wellbeing data, parent survey feedback and improved NAPLAN and PAT data. The site's practices have become a model of inspiring practice, with other educators visiting to observe and learn from their success.
Video transcript: Westbourne Park Primary School
Here at Westbourne Park Primary School, we've taken an approach where everything is student-centered, teaching's about giving facts and answers and learning's about asking questions. And so we've drive everything from that point of view and making sure that the students have a choice in their learning. For our year five, six cohort, we've got five classrooms, five teachers, and the students are interchangeable between each of the rooms so they can go to anybody at any time.
We talk about it with them every day. They need to know what to do when they don't know what to do. So they need strategies that allow them to problem-solve, to take their learning in a place that's passionate for them as opposed to teacher-centered.
The teachers do have a lot of trust in us, and the trust pays off because we get to work in different areas, and choose where we are going to work.
The teachers here like me to learn the way I wanna learn.
Self-efficacy is probably the biggest part with the student learning where they can actually really articulate their learning, they understand it really well, they know the learning intentions, they know the success criteria, they know how to get the feedback through a conferencing model, and they can drive their own learning and actually find what the next teaching points are for themselves.
Finalists: Excellence in Learner Agency Award
Finalist – Adam Wilson
Principal, Stirling North Primary School
Nukunu Country
Nurturing learner agency and community engagement
Adam has been instrumental in creating an inclusive and empowering learning environment that prioritises learner agency and community engagement at Stirling North Primary School.
To encourage young people to take an active role in their education, Adam has implemented the ‘Connected Curriculum’. This inquiry-based learning approach allows learners to explore real-world problems and issues promoting critical thinking, problem-solving skills, positivity, confidence and resilience.
Beyond the school's walls, Adam’s successfully built strong community connections in the Port Augusta region. Engaging with local councils, Aboriginal Elders and community groups, Adam’s effectively woven authentic, real-world tasks into learning.
By integrating transdisciplinary approaches with the Australian Curriculum, children and young people engage in meaningful investigations that connect their learning to the world around them.
Video Transcript: Adam Wilson
Stirling North Primary School is a school seven kilometres out of Port Augusta, in Stirling North, 310 students, fantastic place to work and live. Connected curriculum is where we combine five curriculum areas together, and put it into projects throughout the year, and students find those projects engaging 'cause they're involved in them.
It's fun, being at the school is fun because we involve the kids in the learning. It's not the teacher out the front dictating what's happening, it's more so the kids saying, "This is what we wanna focus on and this is how we wanna produce the learning." And it just makes for an engaging atmosphere.
Mr. Wilson is a great principal because he is nice, kind, funny, and he just lights up the room.
He gives good information on our work to what to change and to make it perfect.
Our student wellbeing data is really high and exceeding the state in most areas. Our school attendance has improved remarkably, and school achievement has improved.
Engagement levels are through the roof. The ability to connect with the community is really important, so we bring community members in and we also go out to the community, and students love solving real-world problems, it's great.
Finalist – Klemzig Kindergarten and Occasional Care
Kaurna Country
Amplifying learner agency through pedagogical documentation and collaboration for impact
The team at Klemzig Kindergarten and Occasional Care has demonstrated a strong commitment to empowering learners to exercise their agency.
By transitioning to an inclusive approach they’ve created a culture that fosters trust and collaboration among children, staff, parents and their wider community. A key aspect of their practice is the use of pedagogical documentation, which serves as the foundation for creating learning experiences to build children’s agency.
The children and staff at the kindergarten collaboratively researched, planned, designed and built a chicken obstacle course and toys, fostering a sense of responsibility and idea generation. By working collaboratively with each child, respecting their ideas and engaging in sustained shared thinking, the team empowers learners to become decision-makers in their learning journey.
Video transcript: Klemzig Kindergarten and Occasional Care
For us at Klemzig Kindy, we work as a staff team, and pedagogical documentation is the way that we work. It's the process we use to record, to plan, to implement, and our pedagogical documentation is displayed via a wall. Children can add to it, they can describe what's happening, and as that's happening, staff are recording.
The Chicken Out Reno was a project that the children led themselves.
So we started talking to the children about how we can make the chickens happy, because when we do our ped doc, we're really focusing in on children's dispositions. So we like this idea of care and empathy towards living things.
The staff are just wonderful. They're really involved with the kids. They really care about the children's learning and supporting them and supporting us in the learning journey and the experience that the kids are having.
I'm passionate about the way that we work here at Klemzig Kindie because of the relationships that we build with the children. And building up that trust and those relationships is key for any learner.
Winner: Inclusive Practices in Education Award
Bains Road Preschool
Kaurna Country
Exemplary inclusive education that inspires engagement
The Bains Road Preschool has gained recognition and high regard within the community, attracting families from various agencies seeking its inclusive learning environment. Referrals come from organisations like Flinders Child Assessment Team, DCP, Novita and Autism SA.
The preschool prioritises high-quality education for all children, regardless of their abilities and stands as a model of inclusive education. Their exceptional inclusive education practices have improved outcomes for learners with disabilities, and their inclusive approach promotes a sense of belonging and empowerment, supporting social and emotional growth.
The nurturing environment ensures every child feels valued, respected and supported in their learning journey. Their highly skilled educators collaborate with agencies to enhance their practices and achieve strong outcomes for children and families.
Video transcript: Bains Road Primary School
We're unique here at Bains Road because the children here have accessibility to all spaces, so they can move freely between our occasional care space, our mainstream kindy space, and our inclusive preschool program. So, that means that the educators here are able to build relationships with all children, and we all work well to make sure it's accessible for everybody.
We use a variety of communication strategies here at Bains Road, from low tech or no tech, visual cues, objects, Auslan, through to high tech communication strategies that you might find on a tablet or an iPad, things like Proloquo2Go.
Every child is a valued member of our community and we want them to be seen as such and learn how to play and be a child.
Charlotte's just so well suited to coming to this kindy, like we couldn't love it more.
From the first tour, we knew this was the spot for her, that she'd be suited here. They'd meet her needs, that she'd thrive.
Finalists: Inclusive Practices in Education Award
Finalist – James De Palma
Senior Leader, Inclusion, Taparra Primary School (formerly South Downs Primary School)
Kaurna Country
Remarkable leadership in inclusive education: improving outcomes for learners with disabilities
James is a remarkable leader in the field of inclusive education, making outstanding contributions to improve outcomes for learners with disabilities.
As an educator at a complex Category 1 site, he goes above and beyond to ensure all students in the Disability Unit (DU) have a voice and feel valued.
James has transformed the learning environment within the DU, providing individual regulation classroom chairs, upgrading the circuit room and enhancing the sensory room space. James actively engages with community partners and inclusion advocates to improve community spaces for learners with disabilities.
Video transcript: James De Palma
Every student deserves to have a voice, and we are very big on maintaining that sense of inclusion, here at South Downs. AAC or Augmentative Alternative Communication, involves communication devices that support our students who have complex communication needs to speak.
So, we've an up-skilling staff in Proloquo2Go, which is one of our AAC devices, to support those students to be able to have a voice.
In term two, we had our external school review, and one of the things that came back was about the outstanding practice that is occurring in our disability unit, so every student feels seen, heard, and has access to fabulous learning opportunities.
The relationship between Nate and James has been really, really special. He always gravitates towards James, and at the end of the day, I know that I'm gonna get a happy child home, because he's been supported throughout the school day.
Every student has very diverse needs, particularly within our disability unit and I think as long as we meet our students at their entry points, we should be able to support them to achieve personal success.
Finalist – Port Augusta YES Centre
Port Augusta Secondary School
Barngarla Country
A model of inclusive education and outstanding practice
Port Augusta Secondary School's YES Centre is a trailblazer in inclusive education.
The YES model of flexible learning was established in 2012 and has transformed education for approximately 200 students from years 7 to 12.
It operates as a 'school within a school' offering a diverse and personalised curriculum facilitated by a team of caring and skilled staff. Their flexible timetable accommodates individual requirements and allows learners to pursue their interests and strengths.
The curriculum includes accessible and culturally appropriate subjects including Aboriginal Studies and Adnyamathanha language.
The YES Centre's positive impact is evident through its impressive outcomes, with 194 learners successfully completing their SACE in the past 9 years. Site retention rates have surged from 50% in 2010 to over 90% from 2015 onwards.
Port Augusta YES Centre's exemplary practices have influenced and informed other sites and services across the state.
Video transcript: Port Augusta YES Centre
The Youth Engagement Strategy or YES Centre at Port Augusta Secondary School is an alternative learning environment. It's on site and it provides a flexible provision of education for students who might be disengaged or need an alternative or different style of learning.
Because we operate like a school within our own school, we run our own timetable, we have our own timetable structure, but we do work in tandem with the the rest of the school.
So some students can be here for small amounts of time and might be doing a program like Animal Studies because it's an interest and it keeps them engaged at school or they could be doing hair and beauty or other students can be here full-time. And we have the full range of subjects from seven to 12. Our goal is for students to get through their SACE.
Students stay at school longer because of the YES Centre. There's no two ways about it. And SACE achievement, they add to our overall results with our mainstream students as well by the simple fact that they're gaining education in a way that really suits their needs.
Winner: Excellence in Collaborative Partnerships Award
Aboriginal Education Team
Para Hills High School
Kaurna Country
Empowering Aboriginal learners through inspiring and culturally relevant curricula
The Aboriginal Education Team at Para Hills High School (PHHS) has transformed learning and pathways for Aboriginal students through impactful and authentic partnerships.
The team values and actively involves parents and carers in school life, fostering relationships with families through regular, culturally responsive, consultative processes.
Community recognition of the value of PHHS's support has contributed to significantly improved attendance, achievement and engagement among Aboriginal students, with enrolments nearly doubling.
The team's success is evidenced by high SACE achievement, with 100% completion and a remarkable attendance rate of 89%, surpassing the state-wide average.
Video transcript: Para Hills High School
Our Aboriginal Education Team consists of our ACETO, our Stars coordinator, Stars mentor. We've got two Aboriginal education teachers and a couple of support workers. We're the first school in South Australia to actually have the Stars program start here, and that's focusing on Aboriginal girls' academic attendance and wellbeing.
Being at Para Hills allows me to remain strong in culture and identity, which makes me proud of my achievements, so far.
The team achieve exceptional outcomes for students, whether they're academic, behaviour or attendance, or community engagement. They connect the kids to culture, and they showcase what multiculturalism and harmony look like in practice.
I am grateful to be a part of a positive and supportive team. We only strive towards excellence, and we ensure we create a culturally safe space for our kids.
As a team, everyone's on board. Everyone has that sole focus of student outcomes and just the ability to build relationships in the school and outside of school with the community.
Finalists: Excellence in Collaborative Partnerships Award
Finalist – Star Stories
SA School and Services for Vision Impaired
Kaurna Country
First Nations stories in motion: empowering learners through impactful collaborative partnerships
The Star Stories project represents the power of impactful partnerships in enhancing learning pathways for children and young people.
It is a collaboration between SA School and Services for Vision Impaired (SASSVI), Marion Council, First Nations Dance Artist Adrianne Semmens, Senior Kaurna man Uncle Mickey O'Brien and Audio Describer Eliza Lovell.
As well as enriching learners’ understanding of their connections to place, land and sky, the project has embedded Aboriginal learning and perspectives across learning areas at SASSVI.
Increased community support and volunteer involvement has contributed to the ongoing success of the project. Media coverage positively showcased vision impairment and disability to a wide audience, building awareness and acceptance.
The project has extended to community-wide events, culminating in a Festival of Arts that celebrated inclusion, First Nations culture and creative expression.
Video transcript: Star Stories
There were lots of elements involved in Star Stories, bringing in a First Nations dance teacher, Adrianne Simmons, bringing in senior Kaurna man, Uncle Mickey O'Brien, bringing in Eliza Lovell, audio describer and the students creating their own dances and then having a real life opportunity to perform them. And it came together in a real community celebration of dance and the arts.
It really showed to us how dance and movement is such an incredible way to share knowledge.
What I most liked about it was learning new things that I never knew about it, and finding out other stories from other people's perspectives.
What the Community Showcase allowed was for these students with vision impairment to show to the community, just because somebody has a disability doesn't mean they don't have something meaningful to contribute to society.
Finalist – The Song Room – Transformational learning through creativity
Mount Gambier 2 Portfolio
Boandik Country
Inspiring students and empowering educators through music
Mount Gambier’s Song Room, together with the South East Coast and Vines Partnerships, has seamlessly woven the Aboriginal language awareness program into songs and stories, ensuring cultural relevance and connection for learners.
The digital education program ‘ARTS: LIVE’ has enriched teaching and learning experiences, promoting creativity and artistic expression.
It has contributed to enhanced social and emotional wellbeing, fostered executive functioning and self-regulation skills in children and young people.
The Song Room's networked practice has been instrumental in driving innovation. Educators have honed their music education skills and recognised the profound impact that music has on extending learners’ concentration and enhancing their phonological skills.
.
Video transcript: The Song Room
The Song Room Project is a really unique curriculum-aligned project that has been developed across our partnership in the last four years, in conjunction with the Department for Education, the seek/have partnerships and local schools.
It allows for teachers to work with a lead teaching artist in weekly lessons, and over that time that they work with them, the teachers then become the experts in the project, and the lead teaching artist becomes the mentor for the teachers.
A key area of focus for us this year has been around supporting growth in children's phonological awareness skills because we know, phonological awareness forms the basis of literacy development, and music's a really fun, engaging, and interactive way to build those skills.
The benefits of the Song Room project is that we see lots of rich learning experiences occur, particularly in terms of social, emotional and wellbeing outcomes for students, and their ability to then transfer those new skills into other learning spaces across our sites.
Winner: Outstanding Safety Initiatives Award
Jim Dounas
Assistant Principal – WHS/Facilities, Adelaide High School
Kaurna Country
A dedicated leader promoting safety and wellbeing
Jim's commitment to safety and wellbeing in the public education setting spans decades.
With a strong focus on Work Health and Safety (WHS) he has been instrumental in reforming WHS practices, fostering a positive culture that goes beyond compliance. His passion for WHS also extends to his role as Chairperson of the Felixstow WHS Portfolio Executive, where he collaborates to find workable solutions to WHS needs, positively impacting many sites.
As Assistant Principal of Adelaide High School (AHS), Jim's leadership has led to significant improvements in WHS practices, including onboarding, risk assessments, and daily organisation.
Under his guidance, the school's WHS Committee has transitioned from mere compliance to a collaborative culture, with a crucial role during the COVID-19 pandemic in managing the wellbeing of the AHS community.
Video transcript: Jim Dounas
My name is Jim Dounas. I'm an assistant principal at Adelaide High School. It's a really exciting and interesting role. Part of it is the work health safety, making sure that we have a safe working environment and that the culture of safety is embedded for everyone from staff all the way through to our students. Safety systems are really important to make sure that people feel safe in their environment. We know that we get better outcomes when people feel safe and feel respected. So work health safety just covers so many broad areas, but it's such a key part of a really good school.
Jim is passionate around workplace health and safety for a very good reason. Those systems and processes keep us all safe; teachers within the workplace, students with conditions for learning, and the overall community. Jim undertakes this role with courage, authenticity, the pursuit of excellence and kindness.
Part of the joy in my role is working collaborative with other people to make sure that work health safety is a consideration in all decisions that are made.
Finalists: Outstanding Safety Initiatives Award
Finalist – Keeping Safe: Child Protection Curriculum
Curriculum Program Directorate
Kaurna Country
Promoting child safety through innovative and ever-evolving education
The Keeping Safe Child Protection Curriculum Program is a shining example of innovation and dedication to create safe and inclusive learning environments. The curriculum has had a significant impact on promoting child safety and empowering children and young people.
It has supported educators in more than 1,800 childcare centres, preschools, schools and pre-service teachers globally for more than 15 years. It currently reaches over 500,000 learners and continues to grow.
The curriculum has influenced national and international work on child protection education, respectful relationships, child abuse, domestic violence, and online safety. Continuous improvement through regular updates based on participant feedback and emerging issues is a hallmark of the curriculum.
Video transcript: Keeping Safe Child Protection Curriculum
The Keeping Safe Child Protection Curriculum is a child safety and respectful relationships curriculum for children and young people from age three to year 12.
Curriculum was developed in South Australia by South Australian educators and by experts in the field of child protection.
The curriculum is proactive and it's about empowering children and young people with the knowledge, skills, and understanding to recognise and report abuse. The team provides support for leaders and teachers, professional development and resources for implementing the curriculum.
I'm really proud of the work that the team do individually and collectively. Their intent to make sure that the curriculum for children and young people is contemporary, is relevant, is engaging, but more importantly, it provides strategies and resources to keep our young people safe and reinforce their rights, and not only on our local and national, but on a global stage. I think that's pretty amazing.
Finalist – Safety at school and in the community
Mimili Anangu School
Pitjantjatjara Yankunytjatjara Country
Integrating safety across all learning areas
With a focus on the school value ‘we are safe’, Mimili Anangu School’s innovative approach to safety extends beyond the classroom to foster a culture of safety and wellbeing in the school and community.
The site has integrated safety themes into educational activities, particularly in practical areas to instil vital life skills in learners.
Their collaboration with external stakeholders exemplifies networked practice, influencing others and informing new ways of working. In physical education, learners collaborated with Surf Life Saving SA to learn first aid and water rescue.
Learners also completed safe food handling modules and applied knowledge in practice through the school cafe, and, in collaboration with SAPOL, developed a video about road safety in real-world scenarios in the Mimili community.
Video transcript: Safety at School and in the Community
In Mimili, the students have been involved in the SAASTA program this year. It has the football component, but it also has learning components that go along with it. And as part of that, safety became a focus for the Mimili students, which revolved around food safety, safety at the pool, and around water, safety with cars and safety within the community, and moving around safely within the community.
Road safety in any safety is a really important part of any student's curriculum, and it's through curriculum that that's most impactful and that students understand the importance.
Probably one of the more important things is actually the relationships that are built, between community organisations and the school and students. SAPOL plays a vital role in this road safety and the connections with SAPOL and the school are vital.
Every day as part of our morning circles in the classrooms. We are safe, we are kind, we listen, we learn. And safety is the first one because it's paramount. If children feel safe, then they're able to go on and be kind and listen and learn at school.
Winner: Excellence in the Support of Early Career Teachers (ECTs) Award
Berri portfolio (Riverland) local ECT network
Berri Education Office
Meru Country
Dedicated support for regional early career teachers through practice focused mentoring
The success of the Berri portfolio (Riverland) local ECT network is evident through its impressive educator retention rates, retaining all 13 of the 2022 first year teachers in 2023, and 9 of 11 first year teachers from 2021 to 2022.
The network was established to support the specific needs of beginning teachers within their region to thrive in their first 3 years of teaching, as well as those new to the Riverland region.
The network’s strong culture of collaboration, wellbeing and professional growth has positively impacted ECTs, along with practice-focused mentoring opportunities.
Video transcript: Berri portfolio (Riverland) local ECT network
The Berri Portfolio ECT Network is a group of early career teachers, within their first three years, mentors, leaders and other teachers that are new to the Riverland. And we support collaboration, networking as a group. As a part of the network, we hold two, twice-termly dinners and networking events and they look at hot topics the teachers have identified and we really bring in experts as well to help facilitate those sessions.
- It introduced me to a few different teachers, across different schools, we're actually on a netball team together. Like that wouldn't have happened if I didn't have the network meetings, 'cause you get to sort of just sit and socialise with them after the professional part. I've made friends and you feel connected to the community.
- The goal of the ECT network up here in the Berri Portfolio is to support teachers to stay in the Riverland. So, network with one another, meet new people and retain teachers up here in the area.
Finalists: Excellence in the Support of Early Career Teachers (ECTs) Award
Finalist – Brooke Carlyon
Teacher, Willunga High School
Kaurna Country
Empowering early career teachers and enhancing expertise through collaborative engagement
Brooke plays a vital role in mentoring and leading the ECT program at Willunga High School. She fosters a strong culture of collaboration, wellbeing and professional growth.
Her leadership has made a significant impact on the development and wellbeing of early career educators, and she has established systems, processes and practices to enhance the expertise and wellbeing of ECTs within the portfolio.
Her comprehensive induction program pairs ECTs with experienced educators, providing tailored guidance, support and feedback during their crucial early years of teaching.
Through regular meetings and events that extend beyond the site, Brooke has created a networked community where ECTs can connect, share experiences and learn from each other.
.
Video transcript: Brooke Carlyon
My role here is classroom teacher. I'm also coordinator of English, HASS, and Languages, and ECT lead mentor. So I help out our early career teachers to build confidence and their skills and knowledge development as a teacher.
So the main thing I've learned from Brooke is behaviour management, just how dealing with kids in the classroom and outside of the classroom, and all the admin side that goes along with that.
I've seen a lot more confidence in our staff, especially in front of the class, dealing with behaviour management, but also, the confidence to come and say, "Hey, this isn't working and I need some support here."
Brooke has taught me to diversify my behaviour management strategies within the classroom and applying different verbal and non-verbal strategies within that.
So I'm really passionate about, you know, helping them to take that next step, not only with their proficiency, but think about what their goals are going forward in the classroom. From there, I feel that I'm helping and supporting students, you know, to have the best teacher in front of them by building the competency in a teacher.
Finalist – Stacey Miller
Teacher, Parafield Gardens Primary School
Kaurna Country
An exemplary mentor and leader fostering excellence in education
As a Nationally Certified Lead Teacher and Assessor, Stacey has developed a comprehensive site-based ECT mentoring program that is recognised as an example of contemporary practice.
While at Parafield Gardens Primary School she has nurtured a culture that supports ECTs to thrive in their teaching roles.
In 2016, she played a crucial role in designing the ECT development program and in 2019 led the development of the 'Perspectives on Practice' (POP) online modules, aligning them with system and national education priorities.
Her attention to detail and understanding of effective learning design has resulted in rich resources that continue to impact educators from early childhood teaching to senior secondary.
Video transcript: Stacey Miller
I'm a certified Lead Teacher, and part of my role is to be an ECT mentor to support a smooth transition into the first years of teaching.
I was fortunate to work with workforce development in 2016 to help create the Early Career Teacher Development program. I was responsible for consulting and writing and creating resources, and in 2023, I've been part of an Orbis ECT facilitator.
Stacey has had a really profound impact on our site. Beyond that, within our portfolio and the system, she's developed programs and processes which have supported us to move from graduate to proficient, but beyond that, to continue having really high expectations for ourselves in becoming certified as either HAT or Lead.
She's always willing to lend a hand, come in, do an observation, and give you support with whatever it might be that you need.
I'm passionate about working with ECTs because I was very fortunate enough to have an outstanding mentor when I started my career and I wanna pass that on so that everyone else has the same experience.
Winner: Outstanding Reconciliation Initiatives Award
Nunga Playgroup
Kirton Point Children’s Centre
Barngarla Country
Building reconciliation through relationships and inclusive education
The Nunga Playgroup serves as a powerful example of reconciliation through relationships, inclusive practices and community engagement.
The playgroup actively includes Aboriginal culture in displays and resources and provides quality early childhood play experiences, promoting socialisation skills through a variety of activities. It also provides new food experiences and lunchbox suggestions, along with referrals and support from the Port Lincoln Aboriginal Health Service.
They offer various preschool options for 3-year-olds to encourage early engagement with the education system.
The success of the playgroup lies in the genuine relationships built between the Early Links Coordinator, Carly Orchard, and Aboriginal families, having earned her the title of ‘Aunty’. With the guidance of Aboriginal Elder Leona, Carly shares her deepened understanding of Aboriginal histories and cultures with the whole team at the centre.
Video transcript: Nunga Playgroup, Kirton Point Children’s Centre
The Nunga Playgroup is offered to Aboriginal families and their young children, birth to four years. We gather every Tuesday here at the Kirton Point Children's Centre. We offer support for child development, referrals to allied health, wellbeing for families, and referrals into other services in the local community. Nunga Playgroup is funded through the National Indigenous Australians Agency. The staff build very strong, authentic relationships with the families, so they feel engaged and connected to our centre and valued.
One big reason that I come here is because my husband is Aboriginal. I bring my kids so that they can connect culturally within the community.
The staff at the Nunga Playgroup are fantastic because they build really good connections with the kids, and the kids are very comfortable with them, and they're very supportive.
So I'm very passionate about Nunga Playgroup. It gives every child the best start in life because we can offer support for their development, wellbeing, health, and education in a wraparound service.
Finalists: Outstanding Reconciliation Initiatives Award
Finalist – Fringedigenous Committee
Westport Primary School
Kaurna Country
Building unity through cultural celebration
The Fringedigenous cultural celebration is a testament to the Westport Primary School’s outstanding reconciliation initiatives and their dedication to bridging the gap between Aboriginal and non-Aboriginal communities.
The biannual cultural celebration was started by the Fringedigenous Committee at Westport Primary School to embrace and celebrate Aboriginal culture and showcase student learning during Reconciliation Week.
Not only has the event created a positive impact within the school community, it has also extended its influence to the wider community to bring positive two-way impacts, inspiring growth and opportunities.
The event's success has contributed to a significant increase in Aboriginal enrolments at Westport, fostering an inclusive and diverse culture with a strong sense of belonging for all learners.
Video transcript: Westport Primary School - Fringedigenous
Our Fringedigenous committee worked together to put the wheels in motion to create the event, and all the organisation behind it. Fringedigenous itself, the night is a culmination of all of the hard work that's gone in beforehand, the rich learning that happens, and the buildup to the actual night about Torres Strait Islander and Aboriginal culture.
We always go big for Reconciliation Week, having a really large indigenous population. And we just thought it would be an incredible idea to bring the community together to celebrate a festival-like vibe for Reconciliation Week. And to put it out there so that we could invite all our families, their friends into our community to celebrate.
All students got on stage, performed a dance that was choreographed by the Dusty Feet Mob, and we had Deadly Nannas performing on the night.
I thought it was fantastic that my girls got to embrace their culture, because I missed out on the opportunity growing up. So, it's fantastic for them to learn more about their culture and who they are, and know where they come from.
The purpose of Fringedigenous really is to educate and celebrate. We are really proud of our indigenous students and their culture, and we really wanted to share that with the rest of the local community.
Finalist – Ngaitalya and Reconciliation: ways of being, Padniadlu wadu: how we journey
Stirling District Kindergarten
Kaurna Country
Building reconciliation through genuine engagement
Reconciliation activities are woven into the fabric of learning and play at Stirling District Kindergarten. Educators collaborate with Aboriginal people and families to provide authentic experiences that shape the perspectives of young learners, promoting understanding, respect and empathy for Aboriginal cultures.
Children spend time with and learn from Aboriginal people and Elders, engaging in activities such as animal tracking, shelter building and spiritual ceremonies. These experiences extend beyond the preschool, inspiring interactions of respect and kindness in their daily lives.
Stirling District Kindergarten's reconciliation initiatives have a ripple effect that extends to families building understanding and action in the broader community.
Video transcript: Stirling District Kindergarten
What started as engaging with an emerging Kaurna elder at Bush Kindy, our walking on country has developed into an embedded program here at Kindy. So, our cultural learning is part of everything that we do here. From language, to music, to art. Children learn about ceremony, how they painted up, different kinds of dance, language, the aunties teach them weaving.
We were looking at things that we could do to further engage with the community, and that's where we thought on the verge outside the kindergarten, that there was an opportunity to plant a reconciliation garden. So, we've titled the garden, Padniadlu Wadu, which means walking together.
In terms of the staff here, probably the biggest thing that I see is that Kaurna language is part of their day to day routines. So as soon as they get here, they're talking about washing their mararlas, washing their hands.
They're saying niina marni, naa marni, then the children see as second nature. And for me, that is such an important thing, is that aboriginal culture is not an add-on. It's integrated into their learning programs. Kaurna Yarta "Kaurna Yarta" Kaurna Miyurna "Kaurna Miyurna" Ngaitalya "Ngaitalya"
Finalist – Tamia Blackwell and Sara Crockford
Christies Beach Primary School
Kaurna Country
Reconciliation initiatives designed to empower learners at Christies Beach Primary School
Through their collective efforts, Tamia Blackwell and Sara Crockford at Christies Beach Primary School foster reconciliation and create lasting impacts through school performances and meaningful experiences that celebrate Aboriginal cultures and knowledge.
They have been recipients of 2 national reconciliation awards for their moving Wakakirri performance, which focused on the intergenerational impacts of the Stolen Generation. They continue to explore the impact of racism on identity through their 2023 performance.
Beyond their work in performance, they co-created an authentic Acknowledgement of Country relevant to the site’s location and local Dreaming stories, and blended Kaurna language sports day team names with school values to ensure they were representative of the local area.
They actively lead events during Reconciliation Week and NAIDOC Week, including community gatherings, assemblies, and cultural programs in collaboration with Taikurrendi Family Centre.
.
Video transcript: Tamia Blackwell and Sara Crockford
My role here is to build and strengthen the relationships with the school and Aboriginal and Torres Strait Islander families.
It's also to collaborate with my colleagues in providing opportunities for both Aboriginal and Torres Strait Islander students and non to ensure that they're getting every opportunity possible to learn about our First Nations culture here in Australia.
In 2022, Sara asked me to collaborate with her on the Wakakirri program, and we chose to do it to highlight the intergenerational impacts the stolen generations has had on First Nations people. And this year, we chose to highlight one of those impacts, which is racism.
Tamia has been extremely important. You can't tell Aboriginal stories without Aboriginal voice. So her expertise and her knowledge has really given value to our program.
We have been able to take our Wakakirri out to community events, to leadership conferences, and really get the story out that we are trying to tell.
Winner: Excellence in Collective Wellbeing Award
Kungka Ninti Program
Fregon Anangu School
Yankuntjatjara Country
Culturally responsive sexual health education empowering collective wellbeing within Anangu communities and beyond
The Kungka Ninti Program addresses the need for sexual health education for girls and women on the APY Lands. This culturally sensitive program, guided by female community leaders, creates a safe wellbeing space within the school, encouraging open discussions about sexual health, mental health, wellbeing strategies, relationships and safety.
Central to the program's success is its culturally responsive delivery, incorporating learning on Country through an annual camp co-planned and delivered with Anangu educators, community Elders and families. Resources are developed in First Nations language and storytelling through art serves as the main approach.
The Kungka Ninti Program exemplifies how a networked approach and collaboration with stakeholders leads to positive impacts on individual and collective wellbeing, empowering girls, women, and the broader community to connect, succeed and thrive.
Video transcript: Kungka Ninti Program, Fregon Anangu School
Kungka Ninti program is a sexual health and wellbeing program targeted at teenage girls, as well as other womens in community. The term "kungka ninti" in Pitjantjatjara means "smart girls." The program is divided into two components. So we have a weekly session at the school in the kungka room, which is a room for girls and ladies, and we address different areas of the Keep-Safe curriculum, mental health and wellbeing. And then the other component is a camp on country, where we address the more difficult sexual education topics.
All the elder lady, they teach young girls how to be strong person when they grow up.
The fact that the resources are in language, that they go on country, their country, this contributes to a sense of belonging, a sense of wellbeing, and a strong sense of identity.
It's important because there's a lot of bad things happening in the world, so we just want the girls to be strong and try to look after their self too, you know? 'Cause it's really important. Like woman are really special.
Finalists: Excellence in Collective Wellbeing Award
Finalist – Berri Regional Secondary College
Meru Country
Community collaboration for mental health: inspiring sustainable wellbeing initiatives
Since 2018, Berri Regional Secondary College has undergone a transformative change, adopting the Berry Street Education Model and embedding it into all aspects of the school.
The college fosters an environment where employees, children and young people can connect, succeed and thrive.
Berri Regional Secondary College’s commitment to collective wellbeing extends beyond its boundaries. By creating systems and structures that prioritise wellbeing they exemplify how schools can make a positive impact across the broader community.
Collaborating with the community, they played a pivotal role in forming ‘Our Town Berri’, a $15 million mental health initiative. This partnership with Volunteering SA and NT and the Raise Foundation has led to sustainable initiatives that strengthen positive learner and community wellbeing outcomes.
More than 554 students have been actively involved in volunteering since term 4, 2022 with mentors dedicating 12 hours per week to working with young people.
.
Video transcript: Berri Regional Secondary College
So we're just really proud of the fact that everything that we do is about wellbeing and that wellbeing is embedded within our school culture, our processes, and our systems. And we would like to say that everything that we do in a classroom has a trauma informed lens as well.
We have a wellbeing team, comprising of youth workers administration and curriculum SSOs all combining to help our kids wherever possible.
We have a data informed home group program where we take data from student wellbeing surveys behaviour incidences, wellbeing reports and attendance. We look at that data and we share that with the students and have their voice in where they see concerns, where they would like to improve, and we develop a program based around their needs.
Wellbeing to me is just like your mental health and how comfortable you feel, and I find that most teachers just try to improve the comfortability of the classrooms.
Learning at our school is not just about the four walls of the classroom. It's about building good human beings and the forefront of that is wellbeing and making sure that students feel safe and connected and ultimately that they're ready to learn.
Finalist – Supporting Improved Mental Health in Schools Program
Leadership Team, Hospital School SA
Kaurna Country
Addressing mental health in schools and beyond: a unique and collaborative approach
The Supporting improved mental health in schools (SIMHS) program provides comprehensive mental health care for young people admitted or presenting for emergency mental health services.
The program has facilitated care for more than 4,000 young people in 2022 and has been recognised as outstanding practice, receiving prestigious awards and international attention.
SIMHS bridges the gap between clinical treatment and site-based support, ensuring a coordinated approach to care and individualised interventions. By working together, the health and education systems provide the best possible outcomes for young people, positively impacting their mental health and wellbeing.
Video transcript: Supporting Improved Mental Health in Schools Program
The "Supporting Improved Mental Health in Schools" program is a partnership between Hospital School, the Women's and Children's Hospital and CAMHS. So it's partnering health and education to address the needs of child and adolescent mental health.
It looks at young people who have a mental health admission and also young people who present for emergency mental health. We're supporting schools to support their young people. So, we're arming them with really important information that they can look to do safety and support plans.
We're connecting with parents and families and young people. So, is it that it is reengaging them with their enrolled school? Or is it working with them to identify a new school? And then also, we're able to provide educational information to our clinician colleagues.
I'm passionate about working in the SIMHS program because I see a positive difference in the young person by calling and connecting with their enrolled school, sharing information, sharing strategies. And then, we're able to facilitate that young person to be successful in their schooling.
Honorary recipient: Aunty Josie Agius Award
Aboriginal Education Team
Mark Oliphant College
Kaurna Country
Empowering learners by nurturing identity and engagement through cultural excellence
The Aboriginal Education Team at Mark Oliphant College embodies a strong sense of cultural and community expertise, fostering trust, respect and cultural pride.
Having established a sense of kinship among the 200 Aboriginal students, the team's authenticity and availability have transformed disconnected learners into a united community.
The team's commitment extends to role modelling good conflict resolution, enabling learners to respectfully challenge and seek clarification from educators. The team’s mentorship navigates barriers, supports access to services and empowers learners to overcome challenges.
Through culturally safe spaces like the Nunga room, the team cultivates identity and belonging for learners, building bridges between cultures.
Video transcript: Aboriginal Education Team, Mark Oliphant College
Our main purpose here at Mark Oliphant College is to ensure that all of our Aboriginal and Torres Strait Islander kids know that they belong, and that their educational wellbeing and social needs are all met. Last year we were given a Nunga room, which we've worked really hard to incorporate into the school environment. So the Nunga room isn't just for our Aboriginal and Torres Strait Islander students. It's for all students that look for somewhere safe to be during the day.
- Doesn't matter what year level you have, you can come into the space. We're always there. We're always welcome, open, help them through lessons, emotional, whatever they basically need. And that space has been such a welcoming space for everyone that they've built these connections, no matter the year levels.
- If I have any issues with Laisa, Laisa's struggling at school, they'll message me, and say, "Is there anything you would like us to do? Can you come in and we'll work together, and see what we can put together for her to get her back into class?"
- I'm very passionate about this school, about this area, and our community. I just want Mark Oliphant to be the school of choice for our Aboriginal students in the area, and from our feeder schools. And I think we're starting to see that now.
Finalists: Aunty Josie Agius Award
Finalist – Tuppy Ruff
Deputy Principal, Ernabella Anangu School
Pitjantjatjara Yankunytjatjara Country
A transformative educator nurturing holistic engagement with learners through culture and community
Tuppy Ruff stands as a beacon of cultural and community expertise, infusing her cultural knowledge and strengths into the educational landscape. Over her 30-year career, Tuppy's influence has impacted the lives of countless learners who describe her as a positive force who helped shaped their journeys.
Tuppy’s commitment to education encompasses 3 dimensions: equipping learners with life tools, nurturing academic, social and wellbeing outcomes, and embracing cultural heritage.
With her inspiration radiating across 9 sites, Tuppy actively dispels the notion of a single ‘Aboriginal umbrella’. Her approach embraces the uniqueness of each community, acknowledging the individuality of all learners.
This commitment has propelled her into the role of acting principal, a testament to her dedication.
Video transcript: Tuppy Ruff
My name is Margaret Ruff, commonly known as Tuppy Ruff or Kuntili Ruff. I'm a Punthamara lady working on the APY Lands. So, I've given 30 years of working here, and it's been my great pleasure of working here.
Tuppy's involvement with the Anangu Lands Partnership has been greater than a decade, and she's had 30 years of achievement in leadership across the department.
Personally, I'd like to congratulate Tuppy in her achievement and everything she's done, in particular for our Anangu students and communities.
I'm very strong on culture, and bringing culture into the school. We've had a cultural day today, where we've got community coming and teaching the young fellas how to make a spear, how to cook Malu wipu, which is kangaroo tail, basket weaving and making Irmangka-Irmangka, which is bush medicine.
So, I love involving community. It's all learning. My belief is that we learn something new each day.
Finalist – Wendy Benton
ACEO, Riverdale Primary School
Kaurna Country
Bridging gaps and fostering unity: a legacy of cultural expertise and community engagement
Wendy's commitment to cultural responsiveness and community engagement is matched only by her dedication to promoting academic achievement and wellbeing.
Wendy’s mission is to weave trust, respect and cultural pride throughout the educational landscape to inspire high achievement and forge relationships.
Wendy introduced Kaurna language across her site, enhancing learners' cultural identity. Her leadership in NAIDOC and Reconciliation Week events, annual cultural day and collaboration with Kaurna language instructors like Jack Buckskin and Josh Warrior demonstrate her commitment.
Wendy's knack for inspiring engagement is demonstrated by how she has bridged the gap between parents, educators and services, ensuring holistic support.
.
Video transcript: Wendy Benton
My journey in education started 12 years ago. I work across two sites, Riverdale Primary School and Salisbury Downs.
In my role, I support students, parents, and staff to get the best educational outcomes. I help students thrive emotionally by just sitting down and having a conversation with them.
She's a great community liaison, so she works with our families and makes them feel welcome coming into the school. We have meetings, she's always that welcome, smiling face that makes people feel comfortable.
She does really care about Phillip and myself. She's pointing us both in the right direction. We went from having a very angry child to having someone that has a lot of empathy.
I love working with the children, I love working with families, and I just love my community.
Winner: Excellence in Leadership Award
Cherie Collings
Principal, The Pines School
Kaurna Country
A transformational leader driving excellence and equity
Cherie Collings’ collaborative approach, networked practice, and commitment to excellence and equity has created an environment where learners and educators thrive.
Her commitment to student wellbeing and passion for supporting diverse learners is evident in the strong community links, the creation of a school gym and seamless transition programs.
She addresses specific needs, including improving numeracy and literacy skills, and implements effective programs to enhance student learning.
Cherie leads evidence-based pedagogical practices through providing access to high quality professional learning and effective resource management. Cherie is an exceptional leader who actively engages and supports others, creating an environment where educators and learners thrive.
Video transcript: Cherie Collings
The Pine School is a wonderful school. We have over 50 cultures in our school. We want the best for every single child, so we have a lot of wellbeing programs. I believe it's really important as a principal to have clear communication, so that we stay on the same page, and we all know we're about student progress and student growth.
The students at the Pine School love Cherie, because she's compassionate, she's kind, she listens, she's very fair and she wants the best for every child. And the children know that. They know that they can go to her and she will listen to them and act on their needs.
She supports the leaders, she supports the team and trusts us to do our job and do it well. And when someone values you and trusts you, it gets the best out of us.
I really love the Pine School, because it's like the teachers are so nice and everyone just respects you, has fun with you, and you feel like you belong.
Finalists: Excellence in Leadership Award
Finalist – Natalie Stormonth
Preschool Director, Dernancourt Kindergarten
Kaurna Country
An exemplary leader encouraging excellence, equity and engagement
Under Natalie's leadership, Dernancourt Kindergarten is recognised as an exemplar of a quality preschool, attracting visitors from across the state.
Fostering a culture of high expectations, she nurtures an empowering learning environment where children are seen as competent, curious and courageous learners.
To promote cultural understanding and connection to Country, Natalie ensures that Aboriginal perspectives are integrated into learning experiences and she cultivates an inclusive and culturally safe space for everyone.
Highly regarded within the leaders' group, Natalie actively engages with colleagues across networks, sharing expertise to inform new ways of working.
Video transcript: Natalie Stormonth
Wellbeing is everything to us, and we believe that creates the foundation for success. So for us, that's about building a really positive site culture and investing in the staff that we have and the children and families, through a differentiated approach.
When it comes to wellbeing, we want everyone to have an experience when they come here. We want people to go away feeling better for it. If we wrap ourselves around the child and the family, it's only gonna lead to better outcomes for everyone.
Working with Natalie's inspired me to become a preschool director. Her confidence in me and my skills has helped me to believe in myself and my own abilities.
Natalie's made this place just a family for the staff and for the children and for all of the community who visit, and it's just such a wonderful place to be.
We have a little bit of a saying here that once a family here at Dernacourt, always a family. We believe in just creating a sense of agency and belonging. And if the families feel that way, that's also gonna filter through to the children.
Finalist – Nathan Cini
Deputy Principal, Mitcham Girls High School
Kaurna Country
Agile leadership putting education and equity at the forefront
Putting education and equity at the forefront, Nathan values learner agency and has worked with others to create a learning environment where students are empowered.
Data-driven and innovative, Nathan identified the need to improve pedagogy and consistency across the site to increase learner engagement. His efforts have led to impressive improvements in learner achievement and wellbeing, supporting both excellence and equity.
A champion of inclusivity, he took steps to review and improve an outdated practice by presenting research and evidence, leading to an inclusive model where learners are accepted in all classes and educators differentiate learning according to need.
He builds the capacity of educators by providing opportunities to lead professional learning communities and share teaching practices.
Video transcript: Nathan Cini
I think my leadership style would be one where I'm listening first, working to support staff, students to make sure that they've got a voice at the table and that they've got agency and everything that they do in the Mitcham Girls community, making sure that parents and members of our community are represented in that conversation as well.
Nathan has had a real impact at Mitcham Girls High School and he is an innovative, passionate, reflective leader. He's been able to change some really traditional ways of working and bring around student voice and agency.
Yeah, he really likes to communicate and work with students so that everyone feels involved in the community.
He's really cheerful and he's really enthusiastic and excited. He's known for having a really positive impact on the school.
I think Mitcham's in a really exciting time. We wanna see the school grow not only in its status, but also in its size, but ultimately, it's about providing rich, meaningful opportunities for young females, connecting them with role models in industry and partnering with the industry to make sure that these students have real world connections in their learning.
