Helen Cant
Red Hill Primary School
Australian Capital Territory
Change process
Through Helen Cant’s thoughtful leadership, Red Hill Primary School has demonstrated continuous improvement in literacy and numeracy results over the past six years.
Following extensive research and planning, Helen implemented major changes that have improved the school’s identity, curriculum and culture. Helen’s encouragement of staff to identify areas for development through the analysis of ACT assessment program results has led to whole school changes to programming, teaching strategies and professional development in literacy and numeracy.
The successful implementation of international education for students through the introduction of the International Baccalaureate in the school was a result of Helen’s commitment and determination to provide excellent learning opportunities and outcomes for students.
Christine Cawsey
Rooty Hill High School
New South Wales
Enhanced learning for students and teachers
Christine Cawsey’s influential leadership has been a major factor in establishing Rooty Hill High School as an exemplary school delivering strong academic and social outcomes.
Through her commitment, educational expertise and capability she has developed a culture of sustainable growth and focused professional learning. Christine introduced a range of programs and strategies, such as personalised learning, a structured lesson design process and a learning centre. These have contributed to the development of students and led to improved literacy and numeracy results as well as increased attendance, retention and enrolments.
Christine’s contribution to the development of students and staff at her school, her support for colleagues and leadership of the profession is recognised state wide.
Peter Egeberg
Thornbury High School
Victoria
Change process
Peter Egeberg has successfully built a teaching and learning environment at Thornbury High School that develops and values the talents of students and teachers. The school has a greater sense of pride and standing within the community that is reflected in improved student performance. Student retention rates and enrolments have risen and the school’s final year results have improved markedly.
Peter worked with the school community to establish a new strategic direction and led a three year change process, in which teachers, parents and students were involved in planning and making school decisions. Under his leadership teachers undertook coaching and mentoring roles and were involved in peer observation and action research.
Much of Peter’s success lies in leading by example whether it be classroom teaching, assisting with teaching responsibilities or working with the local primary schools and the wider community.
Tim Hawkes
The King’s School
New South Wales
School renewal
Timothy Hawkes has rejuvenated the educational philosophy and practice of The King’s School by building on its strengths as a national leader in boys’ education, residential education and leadership education. School results have significantly improved under his leadership which has also seen an increase in boarding enrolments, rebuilding and expansion of facilities and greater use of information and communication technology in teaching and learning.
The educational changes introduced by Timothy were backed by a new focus on the importance of staff, provision of extra professional development opportunities, the introduction of staff appraisal processes and transformation of the teaching and learning environment.
Katherine Hudson
St Peter’s School
Victoria
Professional learning community
Katherine Hudson’s strategic direction and high expectations for quality learning and teaching have made St Peter’s School a leader in literacy, numeracy, e-learning, student wellbeing, and teacher professional learning and leadership.
Katherine’s leadership has transformed the school into a professional learning community where teachers work together to promote excellent teaching and student learning. The resulting growth in teacher skills and knowledge has meant teachers are better equipped to engage students in all learning areas.
Katherine has provided information and communication technology resources for staff, worked with parents to improve the school’s physical environment and developed plans for a new multi-purpose centre and staff room.
Lee-Anne Perry
All Hallows’ School
Queensland
Inclusive education
Lee-Anne Perry’s confident and thoughtful leadership has built an inclusive culture of high academic quality at All Hallows’ School. Her emphasis on a whole school approach linking teaching and learning practices to student outcomes has culminated in excellent student results.
Lee-Anne has led the school through a significant change in its culture. As part of the process she has re-introduced Years 5, 6 and 7 to form part of a new Middle School and has supported a number of middle schooling initiatives within the School. She has also introduced a vertical pastoral model and diversified the curricular and extra-curricular offerings for students. In addition the school has undertaken a major rebuilding program overseen by Lee-Anne.
One of the results of Lee-Anne’s work is significantly broader learning opportunities for students with, for example, increased opportunities for vocational as well as academic extension programs and the innovative use of computer technology including Pocket PCs and an on-line learning management system.
Graham Speight
Rosetta High School
Tasmania
Learning organisation
Graham Speight has transformed Rosetta High School from a school in decline to a vibrant learning organisation confident about its place in the wider community and its future.
The school has become a learning organisation with a commitment to the philosophy that everyone should be actively involved in the business of learning. Graham has achieved this through a focus on improving curriculum, information and communication technology, administrative systems, exchange programs and partnerships with the wider community.
Staff and students now work closely to develop high quality learning programs, at risk students engage with the school, the broader community has taken greater ownership of each student’s education and there has been a notable increase in enrolments.