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The Public Education Awards celebrate the individuals, teams and community members whose work demonstrates measurable impact and sustained improvement for children and young people.
Congratulations to the 2025 winners and finalists. Their stories showcase the innovation, collaboration and excellence strengthening public education across South Australia.
Browse the 2025 winners and finalists by award category.
Equity and Excellence in Education sponsored by Credit Union SA
Winner: Amata Anangu School
Anangu Lands
Empowering futures through cultural connection and collaborative learning
Amata Anangu School has transformed from chronic disengagement to sustained participation, growing from 12 to more than 60 regular learners, including 16 on SACE pathways. Grounded in Pitjantjatjara language and two-way learning, the school fosters identity, voice and high expectations. Families are partners in every classroom, and Anangu educators co-lead and co-design the curriculum, restoring trust in education.
With personalised learning journeys mapped from playgroup to Year 12, Amata has become a reference point for culturally responsive education, providing a sustainable blueprint for engaging learners in remote and complex settings.
Video transcript: Amata Anangu School
As a leadership team, we made a deliberate choice, to rebuild around the strengths of Amata. language, culture, and the voices of Anangu families. As a team, we worked to align PYEC priorities with the department's areas of impact, and we looked for shared understanding, shared ground where wellbeing, effective teaching and learner agency could come together with culture at the centre.
So equity for us isn't just a tagline, it's a foundational belief as a leadership team and as a school. And for us it means really knowing each learner deeply and then designing learning that's meaningful and challenging for them.
It's important to give education to Anangu kids so they can have the best opportunity in life and where they want to go.
Supporting the family and supporting the school to work together. Holding hands, equity, excellent.
In our classrooms now, Anangu educators and Pirampa teachers work together, shoulder to shoulder, and we're seeing our students walk more proudly in both worlds. This is what equity and excellence looks like at Amata, it's deliberate, it's local, and it's every day.
End transcript.
Finalists: Equity and Excellence in Education sponsored by Credit Union SA
Finalist: Newbery Park Primary School
Boandik Country
Creating magic: every child, every chance, every day
Newbery Park Primary School has evolved into a vibrant and inclusive community. In just 18 months, cultural and structural renewal has led to increased enrolments, a significant drop in serious incidents and an 85% reduction in suspensions. Positive Behaviour for Learning, Restorative Justice and Berry Street practices underpin a safe, supportive environment.
A new 9-bay community kitchen and thriving kitchen garden enhance connection, wellbeing and sustainability. Strong partnerships with First Nations families and local organisations extend learning beyond the classroom, ensuring every child is known, valued and empowered to succeed.
Video transcript: Newbery Park Primary School
Newbery Park Primary School is located on the south side of Millicent. We have 62 enrollments, and it's a place where children come to strive for excellence. We sort of triangulated positive behaviour learning with restorative justice practises and Berry Street. So those three things coming together with teaching kids how to be proactively looking after themselves, how to deal with conflict, everyone works really well together because of it.
Knowing that I'm in a safe environment keeps me focused and concentrated on what we're doing.
It makes me feel happy that the teachers actually don't just care about our learning. They care about us and how we feel.
My name is Brooke, and I have three children here at Newbery Park Primary School. I think the biggest thing this year has been the cooking. All their efforts are acknowledged. They're seen and heard.
In less than two years, Leanne and her team have not only transformed this school but have engaged with the community in a way that's really quite remarkable.
It is just a beautiful environment. It's calm. It's safe. Academics are strong. Wellbeing is strong, and there's a really good vibe. You can't walk through the place without feeling the magic that's here.
End transcript.
Finalist: The Grove Education Centre
Kaurna Country
Unlocking every voice through equity, innovation and inclusion
The Grove Education Centre is leading special education innovation by empowering students with complex communication needs. Through assistive communication technologies, students express themselves, build independence and engage meaningfully in learning. Reflective practices and teamwork foster a truly inclusive environment where diversity is celebrated, and every learner is supported to succeed.
Families and therapists collaborate with staff to embed consistent strategies, strengthening student voice and participation. Grove’s commitment to social justice and communication equity sets a benchmark for public education, proving that with the right tools and belief, every student can thrive.
Video transcript: The Grove Education Centre
We're an R-to-12 inclusive school located in Woodville, South Australia. We are deeply committed to equity and excellence in public education, working to break down barriers to learning and providing every child with access to personalised literacy and numeracy development. Our mission is to empower all children and young people to thrive and graduate with unlimited possibilities.
We're deeply committed to providing communication access for all of our students. Our dedicated team model Augmentative and Alternative Communication, or AAC, all day, every day, across all environments.
We have high expectations for every learner, prioritise communication access for all, and support this with a dedicated communication and literacy coach, ongoing professional development, and the provision of assistive technology to ensure both staff and students have the tools they need to succeed.
Every student is valued and supported through personalised learning plans, consistent use of AAC, flexible environments, high expectations, and a dedicated continually learning team.
End transcript.
Innovation in Teaching and Learning
Winner: Jason McKenzie, Coordinator Teaching and Learning, English and Humanities
Christies Beach High School
Kaurna Country
Learning expeditions that connect students with real-world issues
Jason McKenzie leads a pioneering Year 7 Learning Expedition integrating science, humanities, English and mathematics around pressing real-world issues such as biodiversity. This interdisciplinary approach fosters curiosity, collaboration and critical thinking. By linking classroom learning with local environments and community partnerships, Jason grounds education in authentic contexts, resulting in high-quality student projects showcased in public exhibitions.
Surveys highlight increased engagement, stronger attendance and improved confidence during expedition learning. His leadership also strengthens collaboration among staff, creating a culture of innovation that equips learners as creative problem-solvers and engaged citizens.
Video transcript: Christies Beach High School
So my role is overseeing English and humanity subjects from 7-12. Year 7 learning expedition started at the beginning of term two and it was focused on the question, how can caring for country support biodiversity? And it was a fantastic experience for us as educators and for students, because, you know, we walked together in our learning, combining Maths, English, Science, and Humanities, along with essay curriculum dispositions to make really authentic learning experiences for students within the local community.
His knowledge in his field is phenomenal, and his ideas to foster learning is exceptional.
We each picked a plant to research about, then we also picked an animal to research about, and then we took our family on a tour around the garden.
Showcasing was a really important part of our learning expedition, because it elevated all of the work that the students were doing and they were really proud of what they had achieved throughout the term. Innovation to me is about learning all the time. It's about leaning into praiseworthy failures. It's about gathering as much information as you can and learning all the way. I think being innovative is just being at the coalface of change and leaning into that change all the time.
End transcript.
Finalists: Innovation in Teaching and Learning
Finalist: Mark Nethercott, Leader - Reconciliation/Languages
Victor Harbor High School
Ngarrindjeri Country
Revitalising language and inspiring pathways through culture and aviation
Mark Nethercott is transforming education at Victor Harbor High School by integrating Aboriginal language, cultural learning and vocational pathways. He developed the SACE-accredited Ngarrindjeri language curriculum with Elders, embedding reconciliation and cultural identity into learning. He also introduced an innovative aviation subject, supported by partnerships with Lot 14, the Aviation Museum and Goolwa Airport, inspiring STEM and aviation careers.
His leadership of the Fleurieu SAASTA hub deepens opportunities through cultural excursions, camps and tailored programs. Mark’s global experiences, including Space Camp, enrich his teaching and exemplify how authentic integration of culture and industry empowers learners.
Video transcript: Victor Harbor High School
My name's Mark Nethercott. I'm Aboriginal education leader, Ngarrindjeri language facilitator. And I also have led out the aviation and space science course at the school. I set up the language with the late Uncle Archie Kartinyeri several years ago. It was his vision to have students learn his language, Ngarrindjeri. So we worked as a team to develop that across the school. We worked with our local Aboriginal corporation and Auntie Rosemary Kartinyeri comes in on a weekly basis to teach the kids language.
He's just been such a great support. Like if he knows young ones are struggling, he's one fella that's there to lean on for support. You know he's got your back.
He's an outstanding bloke in terms of his commitment to education over 25 years.
I love my job 'cause it's so varied. I get to work with the Aboriginal community, I get to work in STEM, I get to go to Space Camp, and I just feel like particularly with my Aboriginal work, that you know, I feel valued by the community and that just inspires me.
End transcript.
Finalist: Rebecca Weber and the LEAP app
Digital Guarantee Unit, ICT Services
Kaurna Country
Harnessing AI to transform learning for EALD students
Rebecca Weber’s LEAP app is transforming EALD learning by streamlining the LEAP levelling process. This innovative digital tool, co-developed with the Emerging Technology and EALD teams, has been adopted by hundreds of schools, saving almost $1 million and returning 15,000 hours to educators. By removing administrative barriers, teachers focus on differentiation and student learning.
With over 31,000 assessments completed, the app has had a statewide impact. Rebecca’s leadership and collaborative approach has influenced digital practices across South Australia, positioning the LEAP app as a model of technology-enabled reform that empowers educators and enhances equity.
Video transcript: ICT Services
The LEAP app is a digital assistant in the EdChat Apps library, and it's there to support teachers undertaking LEAP level assessments for their students. So it does the analysis for the educators and generates a report that the teachers then verify, but, essentially, the app has taken the process down from, on average, about 30 minutes and, sometimes, up to an hour per assessment, down to 42 seconds, and teachers, you know, when they're verifying the results, it takes it up to about five minutes, but that's a substantial time saver.
Rebecca has a real passion for using safe and secure generative AI. She took the initiative to do this herself so she could identify that there was a problem out in schools, and it's really a like a system level thinking. So it's not just her own site that benefits. It's all other sites.
What the LEAP app tool has done, it's enabled us to train a few staff, allowed us to use the tool to quality check, and allowed us then to get the specific smart goals for each child. It saves substantial workload time.
We went to production in February. It's now being used by over 320 schools, and it's saved our educators over 25,000 hours of time and $1.5 million or more for our schools that they can then redirect back into resources and giving them time back for targeted strategies to really accelerate SAE proficiency for our young people and really help close the gaps in their learning.
End transcript.
Excellence in Learner Agency
Winner: Cory O'Connor, Agriculture and Science Teacher
Penola High School
Pinchunga Country
Hands-on agriculture, future-ready learners
Cory O’Connor has built a dynamic agricultural program at Penola High School, spanning livestock, aquaculture, viticulture and crops. Students co-design projects, from building chicken coops to preparing livestock for the Royal Adelaide Show. His innovative approach integrates agri-tech, such as real-time monitoring, expanding learning into digital spaces.
Industry partnerships link students with farms, vineyards and tech providers, opening authentic pathways into careers and recognition through awards. Penola’s success contributed to its recognition as Agricultural Town of the Year, while Cory himself received the 2024 Environment and Sustainability Australia Day Award. His networks now extend statewide, strengthening agricultural education for the future.
Video transcript: Penola High School
I started the program three years ago and from that we only had a chicken coop, which had three chickens in it. And from there we've built a whole facility which has sheep, cattle, goats, fish, turkeys, you name it, we've got it here. We have lots of partnerships here, which we work with different breeders. We work with different livestock opportunities. So for kids, you know, they all have an opportunity to work in the ag field.
He's just a really fun teacher. We get so many experiences down at the ag block. I'm really passionate about leading cows. I love, it's something new to me, but it's really fun. I love doing it.
He's been a pivotal part of joining the Panola Community. He was pivotal in terms of the town winning the Ag Town of the Year, the judges actually said The school piece is what really helped the town get across the line because of his connections within the local agricultural industry and how we work with them.
So we tailor make every class of what the kids love. The kids are the driving force of the program. Over the next couple of years, we hope to grow the technology in the field, which allows the kids to grow with the technology around us.
End transcript.
Finalists: Excellence in Learner Agency
Finalist: Kangaroo Inn Area School
Boandik Country
Real projects, real purpose, real growth
Kangaroo Inn Area School fosters learner agency through Learning Expeditions and The Resilience Project. Students co-design inquiries tackling local issues such as food insecurity with Millicent Shares a Plate, or silting at Beachport Boat Ramp. Expeditions show 100% student engagement, with 80% recognising real-world connections and all reporting empathy growth.
By embedding student voice and wellbeing, the school has created a dynamic model influencing practice across the Limestone Coast. Strong community partnerships and a focus on wellbeing empower learners to contribute meaningfully and grow as confident, capable citizens.
Video transcript: Kangaroo Inn Area School
Our school currently has a focus on learning expeditions and the resilience project. We run those two together because they complement each other in that students gain a sense of engagement and belonging through the learning expeditions and then with the resilience project that supports their wellbeing.
The great thing about learning expeditions is that they really support engagement with students because they're doing learning that has a real purpose and they see motivation behind it.
My year-10 boys is part of their studies in food and hospitality, SACE Stage 1, work together with the local volunteer group, Millicent Shares a Plate to prepare meals for community members that might be suffering from food insecurity.
So the students in year 4-6 have been engaged in a Beachport Boat Ramp problem, where they were looking at how to solve the issue of silting coming into the boat ramp. They consulted with the Water Range Council, came up with some solutions, got feedback, and then presented them to the community.
Our wellbeing survey results have shown that students have a stronger sense of belonging. They want to be here, they're ready to learn, which is fantastic.
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Finalist: Rawinia Te Whare, Teacher
Mount Barker South Primary School
Peramangk Country
Student voice at the heart of learning
Rawinia Te Whare fosters a dynamic classroom where students co-design learning, set goals, and reflect daily. Wellbeing and Engagement Collection data shows a 26% increase in perseverance and 14% rise in academic self-concept for her year 6 students.
She mentors colleagues locally and internationally, sharing strategies that influence teaching beyond her school. Families are actively engaged through regular communication and student-led conferences, strengthening the school–home partnership. Rawinia’s commitment to student voice, collaboration and professional growth inspires educators statewide and globally.
Video transcript: Mount Barker South Primary School
I really believe in student agency, that's teaching students how to learn, how to think about their learning, how to reflect on their learning, how to run the room, how to ask great questions.
What I like about Miss T is that she always pushes everybody to reach their goal, and she never gives up on us.
She uses lots of different like systems that help us to be better learners and improve.
Ra embodies the very best of public education. She is innovative, she's collaborative, and she's deeply committed to our students and our families and our staff.
I love watching at the end of the year, these kids who've come at the beginning and they're a bit nervous and they're a bit quiet or shy, and by the end of the year, they can stand up and present to a whole class, and they can do that really well without my help. That to me is success.
She's just excellent. Every day, she puts in so much. Planning stuff for us, and I just wanna thank her for everything she's done.
End transcript.
Inclusive Practices in Education
Winner: The Inclusion House Cup
Berri Regional Secondary College
Erawirung Country
Redefining belonging, celebrating diversity, building unity
The Inclusion House Cup transforms traditional house sports into a celebration of diversity and belonging at Berri Regional Secondary College. Students design and lead activities reflecting their strengths, resulting in extraordinary engagement and zero behaviour incidents during the event.
Previously disengaged students became leaders, sparking wider inclusion initiatives. Staff and students describe the cup as a turning point for school culture, embedding student agency into daily life. By fostering unity, creativity and pride, the Inclusion House Cup demonstrates how student-led innovation can reshape schools into vibrant, supportive communities.
Video transcript: Berri Regional Secondary College
The Inclusion House Cup was created based on some students' feedback and proposals around continuing our house competition throughout the whole year into term three. And it's about making sure that every student can be involved, every student can participate and have some fun and connect with each other.
Really, the start of it was just surveying all the students here and just getting to know what they wanted to do because it's not all about sport and that's like the beauty of this cup is it can be mind games, eating games, everything.
I guess because I just saw that a lot of, a lot of activities and a lot of sports didn't really include a lot of the people with the disabilities and all stuff, so it's actually a good opportunity for people to actually come out there and socialise with a lot of the mainstream kids. So it's really good that they're actually coming out of their comfort zone and just having a great time.
Part of our sport and rec subject, we had to do a collaborative task and we chose to do a charity task, which we are running Fun Run for the Skip Life, which is a local charity. They try to raise awareness and money for mental health and suicide prevention.
It makes me feel good that we're increasing this participation 'cause that's been such a big thing that I've pushed for, is to get more and more kids out here and enjoying themselves. And that's what we've seen for this house cup, so it's been great.
End transcript.
Finalists: Inclusive Practices in Education
Finalist: Cherie Dawkins and the Golden Graze Student-led Business Initiative
Disability Unit, Golden Grove High School
Kaurna Country
Golden Graze: inclusive enterprise, crafted by students
Spearheaded by Cherie Dawkins, Golden Graze is a pioneering student-led business initiative at Golden Grove High School’s Disability Unit, empowering students with disabilities through authentic enterprise learning in food preparation, budgeting, event planning and customer service.
Originating from a modified SACE subject, it has grown into a sustainable program integrated across business, civics and food and hospitality. Funds raised are reinvested into sensory tools and learning resources, reinforcing learner agency. Beyond skills, the program fosters regulation strategies, peer support and cross-curricular innovation. With strong community partnerships, including catering for the Red Cross and SES, Golden Graze has inspired replication statewide.
Video transcript: Golden Grove High School
Golden Graze is an initiative that Cherie Dawkins has set up, and it's just about empowering the students with a disability.
We are a business that does a few releases throughout the term and different themed boxes. This week, we're releasing our build your own pizza box, so what you're gonna see today is the kids actually preparing all of the items that will go into the box. Sale day, customers will walk away with their build your own pizza ready for your Friday night.
Golden Graze is like an opportunity, it's like being in a workforce, like being in a job environment.
I feel like it's helped with problem solving, my confidence. I guess proving that we can do more than people think we can.
Cherie's the best. Cherie like comes up with the ideas, and then she talks to us about it.
We're learning about talking and all that stuff to customers. 'Cause I used to be a bit shy, but now, I can talk.
It's hands on, it's building passion within kids and family and the community more so, and it is something that the kids are taking real ownership of.
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Finalist: LEAPP for Inclusion
Craigmore High School
Kaurna Country
Empowering inclusive education through our Learner Engagement and Personalised Program (LEAPP)
The Learner Engagement and Personalised Program (LEAPP) at Craigmore High School supports students with diverse social, behavioural and academic needs through tailored interventions. Strategies include emotional regulation through animal therapy, targeted social skills programs and personalised curriculum.
Impact data shows a 53% suspension reduction, 30% decrease in absenteeism and 49% fewer SEE incidents. LEAPP strengthens transitions with feeder school partnerships and aligns resources across sites. Families are active partners, ensuring shared ownership. This holistic, data-driven approach positions LEAPP as a sustainable model for inclusive practice.
Video transcript: Craigmore High School
LEAPP is a program designed to provide academic, behavioural and social scaffolding to students so that they can thrive at school and work alongside their cohort. We provide differentiation support to teaching staff and support around, like, the curriculum adjustment for students. We provide social skills programs, we do transport training, we do a lot of work around retention, so building students work-readiness skills and life-readiness skills.
LEAPP has helped me feel less anxious and felt more calm in the classrooms.
LEAPP has helped me come to school more and be more engaged in school.
The SSOs and teachers in LEAPP, they are very kind, respectful, and patient with us when we are struggling. They will help us when needed.
LEAPP make me feel happy 'cause I get my friends, and the SSOs help me, and the teachers.
We've seen so many, like, practical, tangible, positive outcomes for such a wide range of students, and for me, that just means, getting out of bed every day, I know that I'm actually making a difference in a young person's life. I've seen that in action and it's just so rewarding.
End transcript.
Excellence in Collaborative Partnerships
Winner: Together We Grow: Intergenerational Play and Learning
Barker Kindergarten
Kaurna Country
Bridging generations through play and learning
‘Together We Grow’ at Barker Kindergarten, in partnership with Helping Hand North Adelaide, fosters intergenerational learning through music, art and play. Since 2015, children and aged care residents have built surrogate grandparent relationships, enriching social and emotional wellbeing.
The initiative evolved into ‘The Learning Tree Playgroup’, expanding community involvement. Families, staff and residents report enriched social, cognitive and cultural outcomes. Adaptations during COVID-19, such as virtual sessions with UniSA, ensured continuity. Now a recognised model of intergenerational practice, it inspires replication across South Australia.
Video transcript: Barker Kindergarten
Together We Grow is an intergenerational learning program between Barker Kindergarten and the Helping Hand Nursing Home in North Adelaide. At the core of kindergarten, it's about building relationships, about building connections beyond the fence in the community, and play through learning, which they get to do all of those things at the nursing home with the residents.
From the moment we walk into Helping Hand, everyone lights up. Children are developing their social skills. They're developing their communication. They're developing their ability to grow and become independent learners.
I am amazed by the language that Fred brings home. They've changed my 3-year-old to be a really well developed four and a half year old, who understands his place in his community.
There are so many similarities between younger children and the elderly in society, and it brings them together to feel joy, and purpose, and connection.
End transcript.
Finalists: Excellence in Collaborative Partnerships
Finalist: South Australia - Rural Youth Ambassadors: the voice of country students
Country Education, Kangaroo Inn Area School and Moonta Area School
Boandik and Nharangga Country
Amplifying rural voices, shaping state policy
The Rural Youth Ambassador program empowers rural secondary students to influence educational policy and practice. Since 2020, participation has grown to 21 students from 20 schools annually, with 100 students engaged over 5 years.
Ambassadors have consulted 600 peers and influenced reforms in mental health, curriculum access and career pathways. Their advocacy has shaped SACE reviews, department forums and national initiatives such as the University Accord Working Group. Through leadership development, public speaking and national representation, ambassadors ensure rural voices shape equitable education.
Video transcript: Rural Youth Ambassadors
South Australian Rural Youth Ambassadors program is a leadership and advocacy program to empower our regional secondary students in improving country education. We select a small group of students from across the state, and they meet in three forums each year, interacting with our senior executive team, members of our education department and other groups that have impact in our country communities.
Today is a really important day for the young people in the Rural Youth Ambassador program 'cause we've got to meet with the minister and the young people got to share their ideas and findings from the year, which will hopefully amount in some change that the minister is able to make.
It's great to get that view from a student. They do see these issues and they're the ones struggling with it, so it's been great to open up and hear from my school. They've been able to reflect on their issues, and I've been able to bring them here.
For me, some of the biggest issues I was facing in my school was I wanted to apply for medicine and I needed prerequisite subjects for universities, such as biology and chemistry, but they weren't offered at my school.
It's really important that rural, young people have equitable opportunities to their metro peers. There's no reason why they can't have the same education that people in the city can.
End transcript.
Finalist: Stephanie Ryan, HPE Specialist Teacher
Parafield Gardens Primary School
Kaurna Country
Unplug & Play: Connecting communities through sport
Stephanie Ryan leads ‘Unplug & Play’, an after-school sports program at Parafield Gardens Primary School addressing cultural and financial barriers. Through partnerships with local clubs, students from EALD, refugee and disadvantaged backgrounds access AFL, netball, taekwondo and gymnastics.
Over 900 participation opportunities have been created, with most free via sports vouchers. The program has reduced screen time, boosted wellbeing and engaged parents and clubs in sustained collaboration. Recognised by UniSA as a model for replication, it influences research, local policy and state sport strategies.
Video transcript: Parafield Gardens Primary School
The afterschool sports program was an initiative that I began about six years ago now. So it's sports that we run after school hours. We've had Taekwondo, gymnastics, netball, Auskick, dance as well. So yeah, it's a really varied program. The main aim is to try and get kids off screens and get them physically active.
There has been some connection with participating in the afterschool program to then joining a club and finding that thing that they really love and look forward to.
It's about learning those all important skills that serve you well into the adult years. How to win, how to lose, how to communicate, and how to work as a team.
It's really exciting, kids love it. Confidence has really grown. Their skills have grown. A lot of them have made comments about how, you know, they couldn't dribble initially, but now they can, and with confidence as well. Sporting abilities have improved, but also socially as well. So they're making new friendships, they're meeting new students, and that's really lovely as well to see.
End transcript.
Community Impact Award
Winner: Resilient Lenswood Project - a Parents in Education Grant initiative
Lenswood Primary School
Peramangk Country
Learning resilience, leading community
The Resilient Lenswood Project, supported by a Parents in Education Grant, empowers the community to face natural disasters with preparedness and confidence. Students co-designed curriculum projects with families and experts, embedding Disaster Resilience Education and cultural knowledge.
Student leaders known as ‘Resilient Rangers’ earned Children’s University accreditation while parents built a weather station and led fundraising. Partnerships with CFS, Red Cross, Bureau of Meteorology and First Nations leaders strengthened community safety and inclusivity. The project has become a model for resilience education across South Australia.
Video transcript: Lenswood Primary School
The Resilient Lenswood Project is a parent led initiative. The project emerged in response to the Cuddlee Creek Bush fires in 2019. As parents, we noticed that a lot of our children were struggling with worries about fires, about safety. So as parents, we asked ourselves, how do we create a safe and connected community for our kids?
So there's workshops that are run outside of school that families can attend with the children, but also parents link in with teachers as well. So we do some learning on site together so the children are part of that decision making and how we can prepare in the event of an emergency.
The Bureau of Meteorology, they came in and talked to us about how we could use our weather system and how we can use the ideas about severe weather warnings to inform our safety at school.
One of our year four students recently told us that ever since the resilience program, I haven't felt too scared to think about fires and what's gonna happen. And I think that's everything, you know, turning that sense of uncertainty into empowerment and knowing that they have a strong community behind them.
End transcript.
Finalists: Community Impact Award
Finalist: Ida Webster
Springton Primary School
Peramangk Country
Oma’s legacy: love, learning and lasting connections
Ida Webster, affectionately known as Oma, has been a cherished volunteer at Springton Primary School for 18 years. Her warmth and dedication have left a lasting impact on students, staff and families. She supports literacy through the library and Premier’s Reading Challenge, ensuring 100% student participation. Ida also teaches sewing and crochet, passing on practical skills while building confidence.
Beyond the school, her relationships extend across generations, with past students and families maintaining bonds. Ida’s humility, commitment and lifelong service foster belonging and pride, making her a treasured role model in her community.
Video transcript: Springton Primary School
My name is Alida Anna Webster. The staff know me as Ida, the Springton community and the kids at school here know me as Oma. I've been at the school for 18 years working here.
The support that Ida gives us through the library includes making sure we have a hundred percent success with the Premier's Reading Challenge, and that she personally recommends books to children, so they really engage with reading.
She's introduced me to lots of new books. She's just really nice and a very kind librarian.
She helps all the younger class read their books. She feels like a school grandma.
What an amazing human being. She not only has volunteered at our school, she's also volunteered with the CFS. You know, for me, volunteers are the heroes of our communities, they are what brings the community together. They're the glue.
I feel that a lot of them will learn to appreciate books here and whether they turn 50 or 70, if they've started at a younger age, appreciating different stories in books, I feel that's my legacy.
End transcript.
Finalist: Youth Engagement Program
Kadina Memorial School
Nharangga Country
Empowering youth, building futures
The Youth Engagement Program (YEP) at Kadina Memorial School transforms outcomes for at-risk learners through hands-on trade learning and community mentoring. Based at the Kadina Showgrounds, students develop carpentry, concreting and electrical skills while building teamwork and resilience. Five young people have already transitioned into apprenticeships or employment.
YEP links learning to regional workforce needs, creating confidence and belonging for students who may not thrive in traditional classrooms. It showcases how authentic partnerships with skilled mentors and industry strengthen both education and community.
Video transcript: Kadina Memorial School
The Youth Engagement program is a weekly program at the Copper Coast showgrounds. Students work with a range of volunteers in authentic settings and develop a range of transferable skills for their future pathways.
Some of the practical skills they're learning is learning how to plaster walls, small welding jobs so that they know how to basically weld, woodwork, as well as helping out our electrician that we have here. The volunteers are retired, so they've got a lot of skills to give.
It helps me learn things I want to do 'cause I've got my White Card through school, and I want to do manual labour 'cause it's really fun. In my opinion, it gives me things to explore 'cause you can go all across Australia doing manual labour.
The volunteers have taught me how to use tools safely, and I've really enjoyed learning from 'em.
The success of the program is been that five students have directly or indirectly been put into school-based apprenticeships or full-time employment as a result of going through the program.
End transcript.
Aunty Josie Agius Award
Winner: Jenny Bishop, Aboriginal Education Support Worker
Millicent High School
Boandik Country
Creating belonging through art and culture
Jenny Bishop uses the arts to strengthen culture, creativity and student wellbeing at Millicent High School. Her projects make Aboriginal identity visible in classrooms and public spaces through totem poles, culturally inclusive netball uniforms and transformation of the Meeting Place. She has also led cultural events such as smoking ceremonies and dance performances, embedding reconciliation and belonging.
Jenny partners with families and local organisations, while mentoring disadvantaged students to build resilience and pride. Her leadership ensures Aboriginal culture is celebrated across curriculum, uniform, and community life.
Video transcript: Millicent High School
My name's Jennifer Bishop. I was a Rigney, I'm from Ngarrindjeri land, but I'm Boandik as well. Where we are right now, we're at the Aboriginal Garden that we created over 17 years ago with Major Sumner.
I've been coming to this space since I was five years old. She teaches us how to connect with the land.
One of Jenny's gifts is bringing people together and making them feel that they are important.
As you wander around Millicent High School, you'll see evidence of Jenny everywhere. There's evidence of her artwork in the gardens. Recently, Jenny's developed her own smoking ceremony for welcoming to country and acknowledgement of country,
The netball uniforms, I was really privileged of one of the teachers approaching me and asking me to do an Aboriginal design on 'em. And to actually see them when they go out and play, it's just beautiful. So no, I feel really privileged of doing that.
End transcript.
Finalists: Aunty Josie Agius Award
Finalist: Anangu coordinators - Growing our Own
Anangu Lands Partnership, Flinders Park 1 Education Office
Anangu Lands
Empowering Anangu voices, transforming education
The Anangu coordinators are central to culturally responsive education across the Anangu Lands. Their leadership, grounded in kinship, language and cultural authority, guides bilingual programs and strengthens student wellbeing through inclusive practice. Families are empowered partners, while Anangu educators co-lead curriculum design alongside non-Anangu staff.
The coordinators restore trust, ensure high expectations, and inspire systemic change. Their work ensures that education reflects cultural identity, builds community pride and creates lasting pathways for Anangu learners.
Video transcript: Anangu coordinators - Growing our Own
The Anangu coordinator role is very important in our sites. The Anangu coordinator works alongside the principal as a co-leader, co-decision makers in our sites, and the Anangu coordinator brings in a lot of Anangu knowledge into our schools and building that bridge between community and school.
As a Anangu coordinator, in my role, I work looking at the family and the school to bring them together.
Bilingual language reference to like two language in Pitjantjatjara and Yankunytjatjara.
So having Anangu coordinators at the school is a sense of belonging to the students at the school and improve their wellbeing, knowing that someone within the community is in the school to support them in wellbeing.
End transcript.
Finalist: Brenda Rogerson, Aboriginal Secondary Education Transition Officer
Avenues College
Kaurna Country
Bridging cultures, nurturing community trust
For 24 years, Brenda Rogerson has been a cornerstone of Avenues College advancing outcomes through cultural understanding and inclusive practice. She has led initiatives such as SASTA, Tjindu and Minya Mob, and most recently the Mosaic Project, which reconnected community through storytelling, Sorry Day commemorations, and the creation of a new ‘Sorry Garden’.
Brenda’s work has established culturally safe spaces where students feel secure, valued and empowered. Her leadership bridges trust between families and staff, fostering empathy and collective growth. Her generosity and vision ensure cultural education remains at the heart of school.
Video transcript: Avenues College
My name's Brenda Rogerson. My family name is Brenda Leanne Stack. I'm Noongar Yorga from WA and have been here as part of Stone generation since I was about 11. My role is really like community. I feel I'm here to support like the families and students and just make you know the schooling process easier.
Brenda has a wealth of knowledge about culture and community and she shares that generously with all the staff and the students.
I think she has so many good ideas, like this whole Aboriginal education space was her vision for a long time.
I've brought five of my kids through the school. Brenda was helpful with every single one of those kids and helped all of them to succeed and complete their year 12 and SACE.
Brenda made it feel so safe and like a second home to be at school.
She's just very loving and supportive to all families in the community.
I was gone through a tough stage and she actually helped me graduate school, which was good.
You know, that sense of belonging is important and it just helps with attendance and being here at school because you're comfortable. It's about skilling up our young people so they can achieve amazing things.
End transcript.
Excellence in the Support of Early Career Teachers
Winner: Tarin Zurlino, Year 5/6 Teacher and Early Career Teacher Lead
Newbery Park Primary School
Boandik Country
Leading from the start: Tarin’s transformative impact on Early Career Teachers (ECTs)
Tarin Zurlino, has made a significant impact on Early Career Teachers (ECTs) within the Southeast Coast and Vines Partnership, fostering a supportive and innovative learning environment. Through mentoring programs, she has enhanced professional growth and wellbeing, aligning with school goals to create a culture of collaboration and trust. Grounded in lived experience, her support offers practical tools, honesty and encouragement to new educators.
Tarin's approach includes personalised professional development and data-driven strategies to tailor support for teachers. Her commitment to continuous improvement and stakeholder engagement has built a thriving community of educators empowered to excel. Through her efforts, she’s setting a benchmark for excellence in supporting ECTs and making a lasting impact on the profession.
Video transcript: Newbery Park Primary School
I support early career teachers in their first and second year, also, our special authority teachers who are still at Uni. What I do is I connect them, help them move from graduate to proficient in their teacher's registration. I go out to sites to visit ECTs within their contexts. This puts a face to my name instead of it being online all the time, and I'm able to understand them in their classroom to be able to provide the support that they need.
Tarin is a wonder. What she has demonstrated in a space of a few short years is her commitment, her innovation, her engagement with her peers to really model what it means to be an aspiring, creative, innovative teacher.
I have been able to refine my planning very quickly from the feedback that Tarin's provided. I've been able to implement it into my practice.
Not long ago, I was an ECT myself, so I've gone through the Orbis program that our partnership delivers to our ECTs in our area, and I think having a good understanding of that has enabled me to support ECTs to become proficient.
End transcript.
Finalists: Excellence in the Support of Early Career Teachers
Finalist: Caitlin Thomas, Humanities and Social Science Leader
Modbury High School
Kaurna Country
Leading with collaboration, inspiring with impact
Caitlin Thomas is recognised for her exceptional leadership and commitment to mentoring early career teachers at Modbury High School. Her approach includes targeted professional development, evidence-informed feedback and a collaborative leadership style, building a high-performing team.
Caitlin's efforts have led to the successful progression of early career teachers from graduate to proficient, enhancing their ability to deliver engaging, student-centred learning. Her influence extends beyond her faculty, influencing practices across the school and inspiring new collaborative learning experiences. Caitlin's leadership exemplifies networked leadership, driving change and modelling professional learning structures that can be adapted across contexts.
Video transcript: Modbury High School
Being the humanities leader, I'm very blessed, first of all, to have an incredible faculty. The majority of them are early career teachers, so my mentoring style is really, you know, ensuring that they feel supported through collaboration, they learn every aspect of the job, and they feel like I'm someone that they can come to if they're feeling like they're struggling.
I think one of the biggest things I've learnt from her is how to be a really effective team member. She has supported me from the get-go, always trying to push me to do more than I thought I was capable of.
When she kind of brings that real big enthusiasm and that challenge and that reflection for all of the teachers, and especially me as an early careers teacher, it's infectious in that way, and you want to jump up to that level with her. I've just found myself thriving.
When I first came to Modbury, I had the mentorship of my English and humanities coordinator. She was incredible in teaching me how to be a leader, and I think that taught me a lot. And I want my teachers to be leaders.
End transcript.
Finalist: Country Teaching Initiatives
Employment Programs and Attraction, Workforce Management
Kaurna Country
From placement to practice: empowering country teaching
Country Teaching Initiatives team support pre-service teachers (PSTs) through programs such as the Country Professional Experience Scholarship, country tours and Teach First in Country. These initiatives address challenges PSTs may face considering regional placements, including placement costs, resource availability and social isolation, and encourages them to pursue rewarding experiences in country teaching. The team have significantly increased employment rates: 62% of 2024 participants are now employed, up from 52% the previous year. Impressively, 71% of these are retained in country locations, up from 58%.
The program's success is evident in increased applications and positive feedback, showcasing its effectiveness in promoting country teaching as a viable career path. A collaborative approach with site leaders and mentors enhances support for PSTs, building networked practice that benefits both teachers and the communities they serve.
Video transcript: Country Teaching Initiatives
The Country Teaching Initiatives are a suite of programs incorporating Teach First in Country, the country scholarships program, and country tours that were developed to support workforce capability in the country.
The scholarships are a way to get pre-service teachers out into the country, so we provide them with financial assistance and some supportive teaching elements to the program. And the country tours are two or three-day experiences in the country that help pre-service teachers understand what it would be like to live out there and teach out there.
So my career was able to start here in Millicent. I moved down here from Adelaide to start in a smaller site. Getting that scholarship meant that I was able to pursue my career in teaching that I've wanted since I was a child.
So we found with the scholarship program, especially with last year's cohort, that over 60% of the participants took up a teaching position in the country after the placement.
These programs really help to build a workforce that is thriving, so that the children in country areas can learn and thrive as well.
End transcript.
Outstanding Safety Initiatives
Winner: Trauma Informed Practice in Education program
Support and Inclusion
Kaurna Country
Building safe, inclusive and resilient learning communities
The Trauma Informed Practice in Education (TIPiE) program empowers educators to create safe, inclusive and supportive environments for students affected by trauma. By understanding the neurobiological impacts of trauma, staff can respond proactively to support physical, emotional and cultural safety. The program promotes predictability and consistency to reduce stress and anxiety, fostering a sense of belonging and connectedness.
TIPiE prioritises relationships and co-regulation, providing explicit self-regulation strategies through attuned interactions. Its whole-site approach embeds trauma-informed principles into school culture, policies and practices. Through training modules like SMART and initiatives such as TASi, TIPiE partners with expert providers to enhance effectiveness. With over 170 sites engaged, the program demonstrates significant gains in student outcomes, setting a benchmark for trauma-informed education and inspiring schools to foster resilience, inclusivity and wellbeing.
Video transcript: Support and Inclusion
The department has delivered Trauma Informed Practice for quite some time. In 2018, following the Royal Commission, the department made a decision to embed trauma informed practice much more deeply in the work that we do.
At Lake Windermere B-6 school. In 2019, we implemented the Berry Street education model as part of our trauma informed journey. We've had nothing but support from the Berry Street team to help implement and roll that out across the whole site. The improvement in student engagement has been phenomenal, and we've really seen an improvement in staff processes and policies and procedures as well as our student engagement.
We know from our work with sites that they have experienced a wide range of benefits and impacts. That includes students feeling more connected to the adults in their school and to their peers. A greater engagement in learning, which obviously internal so can lead to improvement in learning outcomes for students. And it often, we hear sites describe a real sense of the feel of the school shifting to a really supportive and safe culture.
End transcript.
Finalists: Outstanding Safety Initiatives
Finalist: Monique Barns, Principal Policy Advisor
Office of the Chief Operating Officer
Kaurna Country
Driving access, safety and wellbeing across remote communities
Monique Barns spearheaded the opening of the Pukatja swimming pool and gym on the APY Lands, advancing equity, safety and community wellbeing. She collaborated with the APY Council, RASAC and partners such as Surf Lifesaving SA to ensure the facilities met safety standards and were staffed by qualified personnel.
Her leadership involved managing complex projects, coordinating asset reviews, stakeholder engagement and delivering training programs. The result was the reopening of all APY Lands pools, improving access and outcomes for remote communities. Monique’s work sets a benchmark for operational excellence and showcases how collaborative leadership can deliver lasting impact in remote communities.
Video transcript: Monique Barns, Office of the Chief Operating Officer
I played a key role in the opening of the Pukatja pool, so that's a brand new pool located at Pukatja, so in the Far North in the APY lands. So we worked across the department, so different areas in the department, so Assets, so Peter Slee, Jan in Water Safety, Curriculum and Learning, People and Culture. It was a huge team effort, but then with Pukatja it was really working closely with RASAC.
Everyone who was involved thought it was terrific, and that's about the organisation led by Monique. We wanted to see those children really enjoying the pools and the community enjoying it as well.
We needed our partners to really take the lead on what they took responsibility for, but the role of Monique essentially was coordinating with all of these partners.
It's such an awesome resource in such a remote area of the state. So to have a swimming pool where kids can learn to swim, you know, it helps with school attendance, the social opportunities and wellbeing as well for the community.
End transcript.
Finalist: Neil Muggleton, Work Health and Safety Coordinator
Urrbrae Agricultural High School
Kaurna Country
Championing safety and community engagement through strategic leadership
Neil Muggleton has transformed safety standards and strengthened community engagement at Urrbrae Agricultural High School. Collaborating with SafeWork SA and the Department for Education, Neil ensures compliance and cultivates a strong safety culture.
His initiatives, such as open day events, strengthen community ties, promote a positive safety culture and showcase the school's strengths. Neil leads compliance efforts and engages stakeholders to ensure safe, supportive environments for students and staff. His practical, people-focused approach strengthens trust and awareness across the school community, providing a model for others. Neil’s work demonstrates a deep commitment to continuous improvement, enhancing the wellbeing and success of the school community.
Video transcript: Urrbrae Agricultural High School
I first took on the role of health and safety rep just 'cause obviously I'm interested in being a PE teacher. Health and safety is really important as to what we do. Urrbrae has a complex site, so there's lots of safety things that we need to be aware of with having a working farm as well as operating high school.
Neil plays a vital connection between occupational health and safety compliance and regulations, and the real world, which is filled with 1,200 students and 130 adults.
Risk management is required for whenever we do any practical-based activities or while students go on a camper excursion. So my role is to support staff in terms of developing those risk managements and making sure that they are covering all the bases so that it's a safe experience for all.
Neil's very personable. He engages well with you. He sees the holistic picture of what's gonna happen. He can relate to people at all levels, and I think that's vital and really important for what he does.
I love what I do 'cause I get to work with the staff and get to share my knowledge with the staff, but also get to share that with the students and get everyone to understand that safety is a really important space for everyone.
End transcript.
Excellence in Collective Wellbeing
Winner: Cultural Safety, Inclusion and Anti-Racism
Parafield Gardens High School
Kaurna Country
Safe, inclusive and culturally responsive learning
Parafield Gardens High School (PGHS) has pioneered a whole-site approach to cultural safety and anti-racism, embedding a trusted reporting and response process into daily practice. Grounded in the Morella Cultural Safety Framework and Positive Behaviour for Learning systems, the work integrates trauma-informed and restorative interventions, shifting the school culture from reactive to proactive.
In 2024, over 200 reports of racism were documented – demonstrating increased trust in systems and accountability. Student voice and family engagement, supported by translated resources and forums, have enhanced belonging and reduced harm. Recognition includes a National Award for Intercultural Excellence, with PGHS now influencing practice across South Australia through networks, research partnerships and staff mentoring.
Video transcript: Parafield Gardens High School
At Parafield Gardens High School, we started listening deeply to students and staff about their experiences of racism at school, and we found we needed to develop a racism process. We did that, and we've been spending time deeply thinking and reflecting about how we need to change so that we can be more culturally inclusive.
Things that make me proud of my school are the staff and teacher. They didn't just tell us to be respectful, they lead us by example. Like, they show us how to take care of each other and stand for what is right.
I am proud of the multiculturalism that we have here. Over half of our students here come from a different background and they have their own story to share.
This process has opened up conversations that really matter to everyone, and the students and the teachers really thrive together.
What we've noticed is that our students feel that they can report racism to us, and through that process, they've developed more connection and belonging in our community, and the flow-on effects of that are obviously more success at school.
End transcript.
Finalists: Excellence in Collective Wellbeing
Finalist: GEM Festival and JCS on a Mission Week
Jamestown Community School
Ngadjuri and Nukunu Country
Gratitude, empathy mindfulness in action
Jamestown Community School has redefined collective wellbeing through the GEM Festival and ‘JCS on a Mission’ Week, embedding gratitude, empathy and mindfulness across learning and community life. These initiatives emerged in response to declining student belonging after COVID-19 and local economic challenges, reconnecting students, families and community organisations.
Partnerships with health providers, aged care facilities and service groups foster intergenerational connections, volunteering and authentic service-based learning. Students have led classroom and community activities, strengthening agency and resilience. Outcomes include improved student belonging, stronger family engagement and a renewed culture of contribution. The GEM Festival showcases how schools can become community hubs of wellbeing and optimism.
Video transcript: Jamestown Community School
GEM Festival is focused on gratitude, empathy, and mindfulness. It is about bringing in local families, local businesses, aged care facilities, surrounding schools, local service supports, bringing everybody in to work together to have a celebration of what we have here. The JCS on a Mission is actually stepping out, allowing students to give back and saying, how can we help? We're here to help. Let's work together on this.
All the businesses, they've been so supportive to our Fiji fundraising and to all of our school events. We think it's really important to give back to them.
A healthy school is a healthy community, so I think the community then takes pride in their school when they see how well the students are doing and engaging.
We've seen an increased sense of belonging both in our data and just in what we see of the students around the school. Their connectedness with the community and making sure that they're giving back to their community. They've got that bit of ownership now.
End transcript.
Finalist: Wellbeing Team
Murray Bridge High School
Ngarrindjeri Country
Embedding proactive wellbeing across school and community
The Wellbeing Team at Murray Bridge High School (MBHS) has established a proactive framework that embeds wellbeing across all layers of school life. Guided by student and staff voice, initiatives include the MBHS Rewards Program, Student and Staff Responsibilities and a wellbeing website with a self-referral system. These tools have led to improved attendance (+9%), stronger emotional engagement, and over 18,000 instances of positive behaviour acknowledged.
A student-led Wellbeing Group drives initiatives and strengthens peer connections, while partnerships with external agencies provide wraparound support. With systems now adopted by other schools, MBHS demonstrates how intentional, data-informed practice can create a culture of belonging, collaboration and sustainable wellbeing.
Video transcript: Murray Bridge High School
The Wellbeing Team here at Murray Bridge High School is made up of two Wellbeing leaders, two youth workers and two student Wellbeing support officers, as well as one school mental health practitioner. We have two student leadership platforms, so we've got our Student Voice Group, and then we've also got our Student Wellbeing Group. Students can be part of those groups to help be part of proactive initiatives in the school.
At Murray Bridge High School, we strive to represent our seven responsibilities.
Which improves our school culture, inclusivity, and relationship with the community.
The Murray Bridge High's awards for recognition for students that go above and beyond for their school values.
The Wellbeing Team, to us, it's a group of people that help us feel more secure and respected in our community and like in the school.
It means that we can talk about what we want to and what we need with people we can trust.
Since my time starting in 2020, I've seen a massive shift in the way wellbeing is treated at Murray Bridge High School. So from going from reactive to more of a proactive approach.
End transcript.
Outstanding Reconciliation Initiatives
Winner: Relocation of Warriappendi Secondary School
Warriappendi Secondary School, Infrastructure and Aboriginal Education
Kaurna Country
Strengthening identity and belonging through self-determination and pride
The relocation of Warriappendi Secondary School represents a transformative journey toward cultural empowerment and educational excellence. Designed with Aboriginal voices at its core, the new campus provides a purpose-built, culturally responsive environment that strengthens identity, belonging and pride.
Through meaningful collaboration with community and families, the school has become a beacon of cultural strength and opportunity, offering a safe space where Aboriginal students thrive. The project honours the vision of the school’s founders while setting a new standard for inclusive education, empowering every student to reach their potential.
Video transcript: Warriappendi Secondary School
So the relocation from Marleston to Thebarton occurred on the 24th of February, 2025. We've had a fairly extensive co-design process with the Aboriginal community and some of the elements that have come through from that, including the totems that we've used, the Yarning Circle, and we've included the Aboriginal and the Aboriginal Torres Strait on the flag inside the gymnasium.
A big celebration for me is having our library. We knew that kids are gonna be loving the outdoor spaces that the new school has to offer, but the library has been a massive success story. It's become really the heart of the school and a really popular space.
There's different wings of the school, like the Eagle Wing, the Emu wing. Yeah, I do feel safe 'cause of the teachers being nice.
It's been great coming to Thebarton. Huge curriculum change for the community, huge curriculum change for the students, and I think that ties back into that real sense of learning, that focus on learning for students and that real sense of wanting to come to school and being part of a team which is Warriappendi Secondary School.
End transcript.
Finalist: Outstanding Reconciliation Initiatives
Finalist: Lake Windemere B-6 School
Kaurna Country
Growing Strong: Sharing Culture, Building Belief, Achieving Together
‘Growing Strong: Sharing Culture, Building Belief, Achieving Together’ at Lake Windemere B-6 School is a transformative initiative that weaves reconciliation into the fabric of school life. Led by the Aboriginal Education Team, the program fosters respect, truth-telling and inclusion through sustained cultural initiatives. Kaurna language lessons and the Aboriginal Bush Tucker Sharing Garden, co-designed with Elders, enrich the curriculum and deepen connections to Country.
The initiative's networked practice extends cultural learning across the community, influencing visual identity and embedding Aboriginal perspectives in teaching. Through authentic engagement with Elders and cultural organisations, the program empowers students and staff, creating a culturally safe and inclusive environment that celebrates Aboriginal knowledge, and fosters pride and belonging.
Video transcript: Lake Windemere B-6 School
We are a school dedicated to providing really engaging environments for our students and being able to give them the best opportunities that they have. So throughout our school, there are a range of things that people see and they notice. We have an incredible Nunkuwarrin garden. We have murals throughout our school, Aboriginal artwork. We have appropriate acknowledgements throughout our school and it is just part of our school community.
So I am really fortunate that Joanne is one of our ACEOs and has been since I first started here. And we have a really, really great relationship and that has enabled me to develop connections with the community, with families, with students.
I think, you know, I like just being connected with the families and the kids. You know, the look on the kids' faces when you know their moms say, you know, I used to be here with only Joanne.
You can see the pride in the students when we're learning about aboriginal culture and they can feel a sense of belonging.
Seeing students engaged in outdoor activities with qualified staff that are supportive and understanding of their needs has really demonstrated that this is a way of promoting wellbeing and inclusiveness that is just outstanding.
End transcript.
Excellence in Leadership
Winner: Tarsha Howard, Director
Lake Windemere Children's Centre
Kaurna Country
Empowering communities through collaborative leadership and innovation
Tarsha Howard, Director of Lake Windemere Children's Centre, has transformed the centre's culture and practices through her courageous and compassionate leadership. Her focus on collaboration, connection, and inspiration has fostered a thriving community, resulting in increased staff energy, community participation and partnerships.
Tarsha's advocacy for early intervention and inclusive practices has positioned the centre as a model Integrated Hub site. By engaging with stakeholders and prioritising holistic early childhood services, she has significantly reduced behavioural incidents and increased child participation. Tarsha's dedication to creating a safe and inclusive environment empowers children, families, and educators to thrive.
Video transcript: Lake Windemere Children's Centre
My leadership style is always very open and welcoming to staff, children, and families. I always try my best to be accessible to everybody at all times where I can, and I think working alongside people is very important, and being present and visible within the centre is always a priority of mine.
Tarsh came to me I think about a year ago with the idea of bringing the children over for kitchen garden lessons, and just immerse them into the space, to have watering cans out and to dig with them and to let them plant and be free in the space really, and just explore and do all that incidental learning, that kids that age do.
The programs available have benefited the community, have benefited the children. She has just increased the value of the community in general. You feel welcome.
I love the model of a children's centre with the integrated approach and being able to work with so many other professionals to support children and families. I love working in the community that I live and work in as well, and I also love working with such a large staff team.
End transcript.
Finalists: Excellence in Leadership
Finalist: Emma Liebeknecht, Director
Adelaide Miethke Kindergarten
Kaurna Country
Leading with reflection, innovation and advocacy in early childhood education
Emma Liebeknecht, Director of Adelaide Miethke Kindergarten, exemplifies courageous and reflective leadership in early childhood education. She has embedded pedagogical documentation as a core process, revitalising learning design, assessment and reflective practice across her site. By cultivating trust, accountability and persistence, Emma has created a culture where educators feel empowered, and families are engaged as partners in learning.
Her leadership extends beyond her kindergarten – sharing practices across portfolios, leading professional development, and contributing to statewide sector conversations as South Australia prepares for universal 3-year-old preschool. Emma’s thoughtful, collaborative approach ensures children’s voices and rights remain central, inspiring quality education and innovation across early childhood services.
Video transcript: Adelaide Miethke Kindergarten
We've worked really hard on our improvement of learning design, assessment and reflective practice. We want the best for our children and we really want to provide them with the best program possible. And for us to do that, we need to come together and think deeply.
One of the best ways to describe Emma is her keenness for advocacy. And that is advocacy for the families, for the children, for the staff and for our community.
Emma's very hands-on. She's a lot of fun to work with. It's not uncommon to see her outside with the children alongside the staff.
It's definitely around our pedagogical documentation for our assessment, reflective and designing children's learning. We've really focused on ensuring there was equity, that all children had a voice and could share their thinking.
End transcript.
Finalist: Lucie Walker, Principal
Mount Compass Area School
Peramangk and Ngarrindjeri Country
Transforming education through inclusive leadership and community engagement
Principal Lucie Walker has transformed Mount Compass Area School into a thriving, community-centred learning environment. Guided by restorative practices and inclusive leadership, Lucie addressed significant enrolment attrition and high suspension rates, reducing leavers by 70% in her first year and achieving a 20% increase in local enrolments. Under her leadership, MCAS has seen strengthened student retention, wellbeing initiatives, and improved SACE outcomes.
Lucie’s collaborative, data-driven approach has built trust among families, staff and students, while her contributions to system-wide restorative practice training and regional networks extend her influence beyond her own school. Her leadership demonstrates how community engagement and inclusive practices transform education.
Video transcript: Mount Compass Area School
Wellbeing is a strong focus at Mount Compass Area School, led by our highly experienced wellbeing team. We take an inclusive, restorative approach in the school. Students make mistakes, that's all part of growing and learning, but we committed to walking alongside our students and guiding them to reflect, think about the impact of their actions on themselves and others, and work towards being the best version of themselves.
I like how the teachers help and support you whenever you need.
I feel safe here. I think all teachers, leaders just make it such a fun, engaging, motivating environment.
Our students, they're happy, they're engaged, they're very proud of their achievements in our school. We know it's about the academic results, but it's also about seeing our students thrive as learners and really just as good humans. I honestly couldn't be prouder of our school community.
End transcript.
