For us, equity is really important. We really ensure at Taparra that every student has access to the resources and opportunities regardless of their background or circumstances. So they have opportunities for fantastic learning, but they are able to thrive and succeed in their own personal way. This year we've launched our podcast, which is called Taparra Talks, which really focuses on students using learner agency and improving their digital literacy skills. We also have a wellbeing dog named Ziggy, who really emphasises our sense of belonging.

We have things such as community service. It's for our year three to six students. This is an opportunity for them to kind of develop some knowledge, skills and capabilities that they feel like they are participating in the school and giving something back to the school.

For community service, I do Breakfast Club and it's for kids who didn't have breakfast at home.

We are a school with lots of diverse learning needs, and something I'm really passionate about is giving the kids the tools that they need to be successful in the classroom.

Ever since I came to Taparra, I feel like I've grown part of family and this feels like home.

End of transcript.

Contextualised Learning Team
Berri Regional Secondary College
Erawirung Country

Innovative educational practices leading to increased engagement

Berri Regional Secondary College (BRSC) has transformed education by integrating local community involvement through passion projects, contextualised learning and, promoting real-world experiences.

BRSC’s approach has increased student engagement and academic outcomes in a student population which includes 20% Aboriginal and Torres Strait Islander students and 15% of students living with disability. Initiatives like building fish hotels and local environmental projects have enhanced critical thinking and teamwork, while an automotive construction program has improved attendance by 13%.

BRSC’s community collaboration includes partnerships with more than 30 local entities. This has encouraged innovation through projects like the cultural garden and Kookaburra Cafe. These efforts have increased school-based apprenticeships by 33.3%, highlighting BRSC's commitment to inclusive, impactful and engaged learning.

Literacy Without Barriers
Kingston Community School
Meintangk and Moandik Country

Breaking barriers to literacy: a community-driven success story

The Literacy Without Barriers project by Kingston Community School has enhanced early literacy among children aged 0 to 5 by creating an environment of learning together. It has equipped families with the tools they need to build their child’s literacy skills at home by providing book packs with stories, activities, and guides. This approach addresses barriers like parental confidence and financial constraints.

The initiative has led to increased engagement with the library and early literacy programs and has inspired similar efforts across the LibrariesSA network. This project involved extensive research and community collaboration, incorporating feedback from parents and educators to tailor resources to community needs.

By equipping families with the tools to foster a reading culture at home, the program empowers children to become effective learners and thrive irrespective of their backgrounds.

So I coordinate a large team of maths and science teachers with their teaching and learning, their planning, their pedagogy, and then within the classroom with their behaviour management things they need to be successful. I'm also involved in numeracy, so numeracy intervention, and what that looks like at a whole school lens as well. Then my other side to that is the work that I do thinking to the future, so forward-thinking about how we can be innovative, how we can do change that can best support our students to be successful.

Natasha is an amazing leader, and I think she has really strong leadership skills and has had a massive impact across our whole site. She's led out over the last two years our Whole School Numeracy Intervention program, which has seen significant improvement in our student outcomes.

I wanna change the thinking of teachers away from getting through lots of different curriculum points and acknowledging what are the skills our students need to be successful in building those so that our students can flourish with whatever area of mathematics as they move on through.

End of transcript.

Karen Bromley, Agricultural Studies Teacher
Kapunda High School
Ngadjuri Country

Growing a love of learning through dedication and excellence

Karen Bromley is an innovative agricultural studies teacher at Kapunda High School. She has revolutionised the school's agricultural program through engaging initiatives like the Tractor Driver Training and Pure Raw Honey Production programs, and an alternative learning agricultural class for disengaged students.

Her work has led to a reinvigorated curriculum and strong student engagement, demonstrating a significant positive impact. Karen's influence extends beyond her school through presentations at conferences and collaborations with the Northern Agriculture Teachers Hub.

Karen also mentors early career teachers and has been recognised with several awards for the innovative and engaging learning programs.

Laura Scriven, Maths Coordinator
Mitcham Primary School
Kaurna Country

Transforming learning through innovation and inclusion

Laura's innovative teaching practices at Mitcham Primary School have significantly enhanced the learning experience for students, staff, and parents. By passionately and holistically engaging with all stakeholders, Laura actively improves outcomes for learners and ensures every student feels valued and motivated to learn.

Laura has increased student confidence in maths by focusing on creating an engaging and inclusive classroom. Her implementation of common language around mindsets and active maths classrooms has resulted in eager and excited learners who are thriving.

Laura's networked approach includes mentoring pre-service teachers, leading professional development, and engaging parents through workshops. Her leadership in collaborative working environments and stakeholder engagement ensures teaching practices are evidence-based and adapted to students' needs, fostering continuous improvement and innovation.

Our team work collaboratively with all students to support them to be active agents in exploring their identity and future. Examples of our student work include music composition, makeup artistry, chessboard design and creation, and netball and coaching.

So I wanted to learn how to 3D model for engineering, which is what I want to do in the future. And I decided EIF is the perfect way to learn. So I decided to 3D model chess pieces and I wanted to modify each piece to represent me.

During task one, I created a makeup design, which took elements of my life and my experiences and my goals, and combined it in an artistic way to really express myself.

So one of the major outcomes from EIF has just been that phenomenal growth that we've seen in student agency.

Our work this year has seen student agency catapulted into the forefront of our learner conversations, not only with students, but also with teachers across the site.

End of transcript.

Activating Learner Agency for Aboriginal Students in Port Augusta and Quorn
Port Augusta 1 Portfolio
Barngarla Country

Shaping learning experiences for Aboriginal students through student agency

With 47% of all students enrolled in the Port Augusta Partnership identifying as Aboriginal, the Port Augusta Education Team instigated Aboriginal Student Forums, engaging Aboriginal students from primary and secondary levels in meaningful dialogue about their learning experiences.

By reflecting on wellbeing and engagement survey data, these forums empowered students to exercise their agency and shape educational improvements, resulting in ongoing site-specific initiatives. The forums influenced broader practices by sharing their processes and outcomes with local and departmental teams, including other educational sites and the Aboriginal Education Directorate.

This initiative has significantly improved learner agency amongst Aboriginal students within the Port Augusta 1 Portfolio and has further potential to inspire collaboration beyond the education sector, with the ability to extend its impact to local councils and youth support services.

It’s all about Lizzy: celebrating learner agency through an Exhibition of Thinking
Madge Sexton Kindergarten
Kaurna Country

Empowering learners through hands-on projects and creative exploration

At Madge Sexton Kindergarten (MSK), educators have empowered learners by involving them in the creation of Lizzy the Lizard's Outdoor Resort and other initiatives. Through hands-on projects like planning Lizzy's birthday party and the Exhibition of Thinking, children have been encouraged to take ownership of their learning and engage with the community. This approach has positively impacted learners by nurturing their creativity and responsibility.

MSK's work has influenced broader practices through state-wide resources and cross-site collaborations, demonstrating its impact on educational practices beyond the kindergarten. Engagement with stakeholders, including families and local education teams, has enhanced and supported these learner-driven projects, showcasing effective communication and collaboration.

A large part of what I do is I build capacity for families. I build connection to community at our school. We work with numerous services, DHS to run circle of security, we've worked with Smith Family to give out $52,000 worth of grants. We give out food parcels, we run educational programs and adult English.

Nina has increased our parents being part of our school community. Their connections to the school, the teachers, and the services has made a big difference to them feeling safe, supported, welcomed, and part of a local community and a local school.

This is our second country, you know, like second language, second country. That's why we don't know everything. And she learns us something better, and we learn something good.

If we're inviting our families in to be a part of our community, they're gonna feel safe, and the kids are gonna feel safe also. They'll wanna be at our school, they wanna be learning, they'll have a trusted environment where they can thrive.

End of transcript.

Northern Adelaide State Secondary School’s Alliance
Kaurna Country

Enhancing student pathways in northern Adelaide through collaboration

The Northern Adelaide State Secondary Schools’ Alliance (NASSSA) exemplifies collaborative leadership, enhancing student learning and pathways in northern Adelaide public secondary schools. By pooling resources, sharing best practices, and grounding initiatives in research and evidence, NASSSA enhances student engagement and success.

The alliance emphasises equity, wellbeing, and learner agency, promoting student engagement and aspiration through collaborative efforts. Their Curriculum and Special Area Teams develop effective learning strategies, supported by community partnerships like the Northern Adelaide Health and Wellbeing Precinct, leading to impactful initiatives such as the Year 9 Precinct Tour and Year 12 Integrated Learning Health Care subject.

NASSSA’s collaborative approach has inspired engagement with stakeholders, creating innovative opportunities and informing practices across multiple sites, benefiting students and the broader community.

The APY Wali Nyiritjara (Library) Project
Indulkana Anangu School, Murputja Anangu School and McLaren Flat Primary School
Yankunytjatjara, Pitjantjatjara and Kaurna Country

Enhancing Aboriginal learner engagement through community-wide collaboration

The APY Wali Nyiritjara (Library) Project Team, led by Liz Ingoldby from McLaren Flat Primary School, has been building strong and authentic collaborative partnerships since early 2023. The team’s efforts have led to the creation of bilingual, culturally responsive, and inviting library spaces in APY schools. This has enhanced student engagement and learning. The project’s success at Indulkana, where Liz helped refresh the library to promote first language and culture, showcases its positive impact.

The initiative's networked practice has inspired other schools to adopt similar approaches, fostering a community-wide transformation. By effectively engaging a variety of stakeholders, the project has created inclusive and inspiring library spaces that resonate with students and their communities.

IPP stands for the Inclusive Preschool Program, and it's all about making sure that children with additional needs or complex communication needs have equal opportunity to access our kindy program. Solomontown Kindergarten has a really deep sense of Aboriginal education, and it's at the core of what we do. I was racking my brain over how to make the acknowledgement more meaningful for our children, so we decided that we'd incorporate some key sign into it to start off with, and then we kind of developed it into a bit of a song. And yeah, we had really great results from that.

Mykayla's gift is that she gets to know children on a really deep level, and I've seen her support children who have come to us non-verbal, and she finds a way through music or through other means because she gets to know them so well that we've had children singing and talking that were non-verbal when they started with us.

Mykayla is really good at picking up on everything that Ayda has to say and what she wants, and that has really made their relationship really special. And for me to see that as a parent, it actually makes me quite emotional because it was something that we thought that never would've been possible. And because of Mykayla and her team, I know that I can drop Ayda here and she's gonna be safe, she's gonna be included, and she's gonna have a great day.

End of transcript.

Cathy Cook, Year 2 Teacher and Autism Inclusion Teacher
Marryatville Primary School
Kaurna Country

Championing autism inclusivity with innovative resources and community engagement

As the Autism Inclusion Teacher (AIT) at Marryatville Primary School, Cathy Cook has made significant improvements in promoting inclusive education at the school. She’s implemented extensive resources including sensory boxes and a regulation space. She has also provided professional development, newsletters and community engagement events to enhance awareness and practice of autism inclusivity. Cathy was also responsible for initiating an Autism Action Team.

Cathy’s networked practice is evident from presentations at major educational events and interactions with parliamentarians and educators across regions. She actively engages stakeholders through impactful professional development and community workshops, with positive feedback reflecting her success. Cathy’s outstanding efforts embody a commitment to inclusive practices, demonstrating excellence and equity for learners with disabilities.

Parks Children’s Centre
Kaurna Country

Transforming mainstream education through inclusive practices

Parks Children’s Centre demonstrates excellence in inclusive education by integrating specialised support within mainstream settings. By increasing educator ratios and avoiding 1:1 shadowing, they ensure children with diverse needs learn alongside their peers, benefiting from a normalised and inclusive environment. This approach enhances belonging and wellbeing for all children.

The team engages with families and communities to foster early identification and intervention for children with disabilities, providing tailored support and promoting advocacy. Their commitment to continuous professional development and collaboration with other sites demonstrates their dedication to achieving outstanding outcomes for all learners with disabilities.

Their innovative approach has influenced practices across the state, seamlessly blending inclusive and mainstream education.

Our team has a variety of psychologists, social workers, and specialist subject matter experts, who work on a range of programs to assist the psychological safety and psychological risk hazard reduction in the workplace. Some of the programs that Employees Psychological Services manage are the Employees Assistance program for our employees and their families to access for six sessions per year. We also run the critical incident responses for our sites when traumatic and critical incidents occur, and we also run another range of programs that are both proactive, reactive, and early intervention. We're a huge part of the department's initiative around the psychosocial hazard legislation that came in in 2024, and our well-check programs are just a part of that.

We know from our research that the greatest thing affecting learner outcomes is staff wellbeing. So, they need to be well to lead well and educate well.

End of transcript.

Escape the Vape
Yankalilla Area School
Kaurna and Ngarrindjeri Country

Community collaboration and innovation foster statewide commitment to wellbeing

Yankalilla Area School (YAS) has made a remarkable impact with their 'Escape the Vape' initiative, creating safer and more productive environments for young people. Their leadership has extended beyond Yankalilla to state-wide forums and garnered attention from media, health organisations, and government bodies. This includes major organisations like the Minderoo Foundation and Cancer Council, and the Department of the Premier and Cabinet.

The team's work has fostered collaboration and informed new practices, as seen in the formation of a working party from the Yankalilla community and a specialised wellbeing hub for students. Their effective engagement with diverse stakeholders, including young people and community leaders, underscores their commitment to safety and wellbeing. The team's dedication has inspired others and influenced broader practices across the state in public and private schools.

Regulation Champions
West Lakes Shore School
Kaurna Country

Creating consistent and supportive environments through emotional regulation

West Lakes Shore School's strong commitment to wellbeing led to the creation of a Regulation Champions Team. This team implemented a whole-school approach to emotional regulation using the Zones of Regulation strategy, fostering a consistent and supportive environment. This initiative has resulted in a 28% improvement in site safety, as evidenced by the Staff Opinion Survey (2018-2022).

The Regulation Champions have shared their approach widely, influencing primary and secondary schools, and securing funding for professional development. Their efforts have led to the adoption of regulation strategies in classrooms and homes, creating a more positive environment.

By engaging families, staff, and external agencies, the team has fostered a community-wide commitment to emotional regulation and safety.

I work with the early career teachers over our region and I also work with their mentors. And within that, I support them in ways that they identify they need to be supported.

I think that Rachel has really influenced my teaching in such a positive way. I've had support from her in class to improve my teaching practise and student outcomes, but also outside of the class, and that includes feedback and communication with parents.

She has provided holiday workshops based on feedback that we give her as ECTs, this is what we wanna work on.

I've helped teachers with their wellbeing in the fact that I've done continuous check-ins with them throughout the term and then also met up with them on the holidays. We've worked on their professional development and we've helped them to become a better teacher and a happier teacher. 'Cause we know that when teachers are thriving, students thrive. And that's when they're going to achieve.

End of transcript.

Rose Nyaramba, EAL/D Hub Coach APY East Schools and Project Officer
Curriculum Policy and Standards, Curriculum and Learning
Kaurna and Pitjantjatjara Yankuntjatjarra Country

Empowering early career teachers with tailored training and support

Rose Nyaramba has been instrumental in supporting early career teachers in the APY lands since 2021, positively impacting both staff and students. She offers continuous guidance, leveraging her own experiences to enhance English as an additional language or dialect (EAL/D) teaching among a cohort with typically little knowledge in this area. Her intensive training and ongoing support in the LEAP program have significantly developed early career teachers' expertise.

Rose’s efforts have influenced bilingual education, fostering collaboration among Aṉangu Educators and early career teaching staff. Her resource creation and curriculum guidance have improved student assessments and learning outcomes. Rose engages effectively with all stakeholders, building strong relationships and fostering a culture of professional growth through EAL/D modules and professional learning communities.

Supporting Early Career Teachers to Thrive
Mount Barker 2 Portfolio
Kaurna Country

Elevating expertise: tailored support and professional development for ECTs

A collaboration within the Mount Barker 2 Portfolio highlights a comprehensive and impactful approach to supporting Early Career Teachers (ECTs). Since 2022, the Supporting Early Career Teachers to Thrive team has fostered a collaborative and inclusive environment for ECTs through tailored meet-and-greet events, professional development days, and portfolio support sessions. This has significantly enhanced professional expertise and wellbeing amongst the ECTs.

The planning and delivery of these initiatives, including collaboration with Student Support Services, have had a positive impact, evidenced by consistently outstanding feedback. The team’s networked practice extends through clear communication with local leaders and stakeholders, broadening their influence and improving ECT support. Their engagement with stakeholders and continuous reflection on practices demonstrates an inspiring commitment to ECT development and community-wide impact.

So the Adnyamathanha Language Program is about connecting our kids to their culture, to community, and their language on country.

This language has been around for thousands of years. So while I'm here, I'm trying to keep it alive.

Not only have I been learning the language, muda and animals and the parts around Adnyamathanha country, but I've also learned a lot more about myself.

Since the language program's been running, we've seen a huge uptake of our students actually wanting to come to school, to be part of the culture, be part of their language. And our parents love that our students are out on country.

Purpose of the Arkurra Trail, we are showing various bush tuckers during seasonal time, and they'll have understanded the acknowledgement of the land.

My husband was Adnyamathanha, and he saw this as just a critical part of the heritage and the wellbeing of Adnyamathanha people, that they kept the language alive.

Well, it's really a culture that's close to perishing, and so it's really nice to prevent that from happening. And the only way of doing that is to show it to others and let them know that we're here and that we're still thriving.

End of transcript.

Aboriginal Education Team
Kadina Memorial School
Nharungga Country

Building connection through collaborative and meaningful projects

The Aboriginal Education Team at Kadina Memorial School demonstrate exceptional commitment to reconciliation through annual projects including a whole school art mural and design competitions. These initiatives build 2-way relationships founded on trust and respect for Aboriginal cultures. Their 2024 Rainbow Eucalyptus mural was a collaborative piece of work that symbolises diversity and unity.

The school’s networked practice includes engaging the wider community and integrating Aboriginal perspectives into various learning activities which fosters holistic education. Through visible projects and ongoing engagement, Kadina Memorial inspires others, creating meaningful dialogue and promoting reconciliation within and beyond their school community. This approach reflects a deep commitment to building a more just and equitable society.

Fostering reconciliation, beginning with language
South East Coast and Vines (SECAV) Partnership
Boandik Country

Empowering preschoolers to champion Aboriginal language and culture

The Mount Gambier2/SECAV LET Preschool Project, launched in 2022, demonstrates a strong commitment to reconciliation by integrating Bunganditj language and Boandik culture into early childhood education. Led by Aunty Michelle Jacquelin-Furr and linguist Brooke O'Donnell, the initiative has engaged with 66% of local preschools, significantly advancing learners' language skills and cultural understanding.

Since the project started it has expanded to include additional preschools and influenced community-wide engagement through local Aboriginal artists and advocacy by children. Educators' confidence and cultural responsiveness have improved, supported by tailored resources and feedback loops. The project's impact, networked practice, and stakeholder engagement illustrate a comprehensive approach to reconciliation, setting a benchmark for similar initiatives.

Andamooka is a very proud school. Been here since 1947, but it had kind of lost its way. We have just under 20 kids enrolled at the moment. Highly transitory. A lot of them have a lot of trauma in their background. What I decided to do was really bring a wellbeing approach, and for me, wellbeing is a way of being. It's not a way of doing, it's a way of being. So teaching the kids about their regulation profile, and we use different coloured wristbands to help them do that, and be able to understand where they are in their learning cycle. We've set up a wellbeing room where the kids can explore what their triggers are and how they can re-regulate.

Having the wellbeing room and the wristband system that we've brought in, it gives the kids another tool, another way to show us how they're feeling.

I feel like I can be safe and be myself around everyone here. Like, I feel that I can just express myself without anyone criticising me.

Behaviour has really turned around. It's become a really safe place. We've changed our values to just belonging and curiosity. The kids understand those and they really value those, and they really feel that it's a place they can be safe, which allows them to open their minds to learning.

End of transcript.

Danielle Weaver, Wellbeing Leader Years R-6
Ocean View College
Kaurna Country

Transforming student wellbeing with dedication and vision

Danielle Weaver is dedicated to transforming student wellbeing at Ocean View College. Her implementation of the Zones of Regulation curriculum has significantly reduced disruptive behaviours, improving classroom safety and learning. Dannielle’s commitment extends beyond the classroom, she initiated and successfully led the Mudlhangga Magic event, celebrating the school’s 21% Aboriginal student population and fostering community engagement.

She also promotes staff wellbeing through feedback-driven team building and recognition programs. Danielle’s networked practice is evident in her collaboration with organisations like The Smith Family and Uniting SA, which has secured crucial support for students in need. Her proactive and compassionate approach exemplifies excellence in collective wellbeing, positively impacting individuals at school and the broader community.

Ultimate Unity Pastoral Care Program
Kingston Community School
Meintangk and Moandik Country

Uniting students across all year levels for a connected school community

Ultimate Unity, a pastoral care program at Kingston Community School, fosters connectedness and resilience by pairing students across ages and creating inclusive care groups. Developed through an 18-month staff collaboration, this initiative addresses identified issues such as school climate and belonging, using data from the Wellbeing and Engagement Collection (WEC) to shape its approach.

By integrating primary and secondary students into shared activities, the program enhances relationships school-wide, influencing a shift from segregated to unified practice. Its success is evident in the 100% student participation and zero behavioural incidents since its 2023 launch. Engaging staff, students, and families, Ultimate Unity exemplifies collective wellbeing through its innovative and inclusive practices.

The goals of Yaityangka here at Willunga High School are to support our students and make them feel calm and connected to their learning space, and support the teaching of Aboriginal perspectives across the school.

One of our key roles is to organise community events, so for Reconciliation Week, for NAIDOC Week, just for our cultural lessons.

I know for science, they've been amazing in introducing Indigenous perspectives into our units. We've now included Indigenous seasons and what that means in their culture and the things that they do.

Our Aboriginal students attendance has increased from 65 to 79% throughout the last two years, that Lorelle and I have been here. We believe that's to do with the connections students feel culturally safe at school and our connections with families.

It's really important for us to have our connections with our First Nation children, their families, and within our community.

We feel it's really important for our students to feel like they belong and connected to Willunga High School. They'll feel proud of who they are and their Aboriginal identity.

End of transcript.

Aboriginal Education Team
Wirreanda Secondary School
Kaurna Country

Creating a culturally inclusive environment for academic success

The Aboriginal Education Team at Wirreanda Secondary School has made substantial improvements in supporting Aboriginal students over the past 2 years. Their initiatives include the successful launch of the Clontarf Academy, STARS program and SAASTA Regional Academy, alongside expanded Nunga Room support.

These programs have significantly improved student attendance, engagement and academic outcomes. The team’s vision and values, developed in collaboration with the priority learners team, focus on creating aspirational and culturally inclusive environments. They’ve fostered strong community ties through culturally aware practices and innovative communication with families. Their work exemplifies impactful, networked, and inspiring engagement, driving excellence in education and culturally responsive practices.

Danny Martin
Aboriginal Community Education Officer
Port Pirie West Primary School
Nukunu Country

Mentoring and inspiring through a commitment to Aboriginal culture

Danny Martin has had a profound impact on reconciliation and Aboriginal education at Port Pirie West Primary School. Under his leadership, the Aboriginal Education Team has embedded reconciliation into the school’s culture, with all staff committing to cultural programs and actively participating in NAIDOC Week and Reconciliation Week.

Their work has improved literacy, numeracy and Aboriginal student engagement, with notable increases in Aboriginal attendance and family involvement. Danny's efforts in mentoring and presenting on Aboriginal culture extend beyond the school, influencing regional and state-wide practices. His leadership fosters a deep respect for Aboriginal culture and builds meaningful connections within the school and community.

For me, the key to effective leadership is the team you develop around you. Our core values of empathy, integrity, respect, and resilience are not merely aspirational, they guide our actions and our interactions, allowing us to foster a safe environment where all voices are valued.

As a teacher, I always feel supported, no matter what it is, and as Penny always says, "You don't have to be bad to be better". So I'm always supported to take what I do in the classroom to reflect on it, to make sure that I'm maximising impact for students.

She is a visual principal. We see her in the yard. She's present. She gives you a space to be open. It's just enjoyable to see her.

So she usually comes to our musical and drama performances to kind of support and make sure everyone is safe. I think that she gives a very like inclusive environment, that she's always there, so it kind of shows that there's a lot of support.

I take enormous pride in the culture of inclusion and positive participation that has flourished within our school. Seaview High School is a place where everyone feels valued and safe to be the best versions of themselves.

End of transcript.

Gordon Combes, Preschool Director
The Briars Preschool
Kaurna Country

Transforming site culture through strategic leadership

Gordon Combes, Director of The Briars preschool, has cultivated an environment where children, families, and educators thrive. Gordon’s strategic leadership has transformed site culture, leading to The Briars becoming a site where strengths are celebrated and a focus on continuous improvement is maintained.

His implementation of the Marte Meo method has gained international recognition, positioning. The Briars as a leading early learning centre and extending its influence through statewide professional learning.

Gordon’s empathetic engagement with families and mentorship of early career leaders highlights his commitment to inclusive education. His participation in the Harvard-Orbis Leadership for School Excellence program further extends his impact and network.

Lynette Corletto, Principal
Naracoorte High School
Meintangk Country

Fostering a culture of high performance and inclusivity in education

Lynette's leadership at Naracoorte High School is a model of positive impact, networked practice, and inspiring engagement. She’s fostered a high-performing, supportive staff culture and implemented unified pedagogical practices that enhance student development.

Her innovative approach, including the Australian Learner Competency Credential, demonstrates her commitment to broadening student assessment beyond traditional metrics. Lynette's influence extends through strategic partnerships with the University of Melbourne and other educational bodies, driving reforms and sharing best practices.

Her engagement with diverse stakeholders, from policy discussions to student advocacy, highlights her dedication to evolving educational standards and promoting equity. Lynette's efforts have significantly impacted school culture and educational practices, demonstrating her leadership and commitment to continuous improvement.