Excellence by a Principal

Ms Wendy Teasdale-Smith
Parafield Gardens High School, SA

Outstanding leadership by the Principal Ms Wendy Teasdale-Smith at Parafield Gardens High School has transformed the culture of the school. Students are now keen to attend, engaged in their learning, and proud of their school and their achievements.

The school is located in a low socio-economic area, and a high percentage of students come from a home where English is a second language. Inspired by the Principal, and sharing her optimism and strong sense of purpose, teachers have worked hard to reverse patterns of student underachievement, and to nurture learning skills that will remain for life.

Curriculum development was used as a catalyst for change in teaching and learning: enterprise education underpinned innovative projects with the community in all curriculum areas. The Helping Hand partnership linked the schools with the Aged Care facility and this provided powerful real-life learning opportunities for Year 10 and 11 English students to develop their speaking, listening and writing skills. ICT based workshops were also used as part of the professional development program for staff. This resulted in DVDs highlighting students’ learning for showing to family and friends.

“Concepts of success and achievement were embedded into everything we did,” said Ms Teasdale-Smith.

Staff and student expectations have been raised, and the school culture is positive, productive and future-oriented. Retention and attendance rates in the senior years have improved, and there has been a significant improvement in student learning outcomes. Parafield Gardens is now a creative, enterprising and dynamic school community. Ms Teasdale-Smith is currently principal of Aberfoyle High School.

Ms Joanne House
Kawana Waters State High School, QLD

Ms Joanne House, Principal, Kawana Waters State High School, recognised the need to transform and revitalise her school community. After collaboratively developing a shared vision and set of values for the school community, Ms House used the skills of her leadership team of 16 teachers to implement a strategic plan for school improvement.

Focussed professional development, risk-taking, innovative solutions and new partnerships with the wider community through programs in Business Enterprise, Technology and Environment were integral to engaging and empowering teachers and students.

Building strategic alliances with community members and surrounding high schools has helped the school develop a significant international program. Networks developed by the Principal with the business community, TAFE and industry partners have led the district “Pathways” initiative.

This approach facilitated the growth of a strong learning community and improved community confidence in the quality of education offered by the school. There has been “a resurgence of community support.” Enrolments have increased by 27% in the last five years and students are increasingly satisfied that they are attending a good school where they can feel safe and happy, and where they will receive a good education.

High staff morale has ensured a new culture of innovation and excellence. To date, the school has won 11 prestigious awards at the local and state level, and the Kawana Waters school community is well positioned for future major ventures.

Ms Lynne Hanlon
Claremont College, TAS

Project Title:

Improving student outcomes through a professional learning program.

Claremont College draws its 900 Year 11 and 12 students from the poorest educational district in Tasmania. The need to better engage and support socio-disadvantaged students to complete their secondary education was the motivation for the professional learning program developed and implemented by Principal Lynne Hanlon.

Ms Hanlon had the key role in nurturing teacher leadership to manage change, underpinned a strong message that all students can achieve excellence. Ms Hanlon identified two main areas for improvement - the curriculum and the pastoral care of students. “We needed to engage them better and support them more,” said Ms Hanlon.

Professional learning teams with skilled leaders and professional learning groups explored topics including optimism, resilience and mental health strategies. A series of workshops on the effects of poverty had an astounding effect on staff who were energised and revitalised. Their suggestions for a Breakfast Club, a lease plan for second hand computers, the employment of a Case Manager (Attendance), and the conversion of a large house into a residence for rural students, have all been implemented, with very positive results.

These student support initiatives reflected an attitudinal change based on a deep understanding of the needs of students, particularly of Indigenous students, and of the effects of poverty.

Providing support to an increasing number of students, the Full Service School model was augmented at Claremont by the services of counsellors, medical professionals, a chaplain, a social worker and a careers case manager. Curriculum changes included innovative courses, such as the cross-curricular ‘Building an Electric Car’ program. Students make fewer course changes, and there has been a significant increase in attendance and engagement.

Ms Helen Jamieson
Windaroo Valley State High School, QLD
Social Outcomes Strategy

Ms Helen Jamieson has been highly commended for her achievement with the implementation of a whole-school program to address student performance and challenging behaviours at her former school, Woodridge State High School. The programme introduced by Ms Jamieson, currently principal at Windaroo State High School, has had a significant positive impact on student performance, behaviour and attendance.

Mr Brian Ralph
Thabeban State School, QLD
Towards a Quality School

Mr Brian Ralph, Principal of Thabeban State School, has instigated an award winning process to define a vision of a quality school in order to improve results. Staff at Thabeban State School were supported by Mr Ralph to engage in positive, supportive interactions with students, parents and each other. Mr Ralph’s leadership has encouraged a united and vigorous focus on achieving quality learning experiences for the students at Thabeban.

Ms Karen Cornelius,
Reynella East CPC -7 School, SA
School Culture Change

Ms Karen Cornelius of Reynella East CPC -7 School has been highly commended for her program to improve learning and relationships between students and teachers. The program has resulted in increased enrolments, better student behaviour and engagement, improved results in literacy and numeracy and higher staff morale.