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.

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'.

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.

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.

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.

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.

Here at Westbourne Park Primary School, we've taken an approach where everything is student-centred, 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-centred.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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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.

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.

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.

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.

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.

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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.

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.

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.

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.

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.

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Kungka Ninti program is a sexual health and wellbeing program targeted at teenage girls, as well as other women's 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.

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.

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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.

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.

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.

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.

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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.

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.

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.