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Public Education Awards – 2024 winners and finalists

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The Public Education Awards showcase excellence and equity in public education.

Congratulations to our 2024 winners and finalists.

Excellence and Equity in Education Award sponsored by Credit Union SA

Winner: On the path of Excellence and Equity
Taparra Primary School
Kaurna Country

Transforming education through inclusivity and innovation

Taparra Primary School has a strong focus on inclusivity, high expectations and the empowerment of every learner. With 52% of students having additional needs, Taparra tailors educational experiences to meet the individual needs of every student. Programs including the annual disability unit restaurant and Taparra Talks podcast demonstrate the school’s commitment to practical life skills and digital literacy.

Taparra’s relentless focus on excellence has resulted in improved attendance rates and NAPLAN results. The school’s Wellbeing and Engagement Collection (WEC) results show students feel a strong sense of belonging to the school. The school has also seen a 41% decrease in suspensions since changing its approach.

Collaborating and transparently sharing their journey, Taparra has a strong culture of shared learning and has empowered leaders to widely demonstrate equity and excellence for all.

Video transcript: Taparra Primary School

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.

Finalists: Excellence and Equity in Education Award sponsored by Credit Union SA

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.

Video transcript: Berri Regional Secondary College

Contextualised learning here at Berri looks like passion projects in our junior school, some sort of THRIVE project within our middle school in the future, and then into our EIF/AIF SACE journey into year 11 and 12 as well as our vocational programs, our Aboriginal cultural gardens.

There's a lot of communicating in the garden, so I feel connected to the other students as well as just feeling connected to the community.

The benefits of contextualised learning have been, we've improved our attendance and our achievement for our students especially when we run our passion projects.

So I chose this project 'cause my sister has a mitochondrial disease, so I just wanted to do a little walk for her and raise money and try and help other families. I had to speak with the council to approve the walk. So we walked from the Barmera Club all the way around the lake. Afterwards it was amazing by how many people were there, like 400 and how much money I raised overall.

I just love seeing students for the people that they are, and we can see them for all their capabilities. And you take kids out of a classroom and put them in a community organisation and they just thrive. And I love seeing that.

End of transcript.

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.

Video transcript: Kingston Community School

We introduced Literacy Without Barriers last year in response to some declining literacy data that we were seeing in our region, and we thought as a joint use library that serviced both school and community, we were perfectly placed to be able to help in that area. Families can come in and borrow literacy packs from the school. Within each pack, we've written a guide of how to read, talk, sing, and play with that book, and it's to try to help equip families with the tools to help their child develop those really strong early literacy skills. We also run two preschool programs. A Baby Bounce, which is about singing and playing, and a Books, Blocks, and Bubs program, which is about developing numeracy skills together. And we see dozens of families come in every week. It's amazing.

As a mum, I love the fact that it's so easy and versatile. My kids get really excited about using the packs, and they're so user friendly.

It's been really positive to see the growing confidence that parents have in not just reading with their child, but being really expressive, making silly voices, loving reading. And so we're seeing a lot more children reading together with their family rather than just seeing reading as a thing that they have to do.

End of transcript.

Innovation in Teaching and Learning Award

Winner: Natasha Paffett, Science, Mathematics and Whole School Numeracy Leader
Wirreanda Secondary School
Kaurna Country

Transforming numeracy: a visionary approach to student success

Natasha Paffett exemplifies impactful teaching by her innovative approach to numeracy intervention at Wirreanda Secondary School. By utilising PAT and NAPLAN data, Natasha identified gaps in number sense and implemented the Big Ideas in Number (BIIN) framework across Tier 1, 2, and 3 strategies. Her work led to a notable increase in student numeracy, with Year 7 SEA percentages rising from 32% to 51%.

Natasha's professional learning sessions and collaborative planning encourages a culture of continuous improvement, influencing staff and expanding the practice site-wide. She engages with stakeholders through community events and family communications, successfully shifting the focus from tutoring to a skill-based intervention. Natasha's strategic numeracy plan and inclusive approach showcase her dedication to enhancing learning experiences and inspiring broad engagement.

Video transcript: Wirreanda Secondary School

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.

Finalists: Innovation in Teaching and Learning Award

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.

Video transcript: Kapunda High School

I'm Karen Bromley, and I am the Ag teacher/manager here at Kapunda High School. Within my role, I've been able to introduce tractor driving, bee production, so producing honey and being able to sell it. I'll actually have a program set, but it will actually be student-driven. They have a say in what they wanna learn, and then with students, I actually go round and actually individually change the program to suit every student.

Karen collaborates with the Northern Agriculture Teachers Hub, and she shares best practise, lots of great ideas, and she's always sharing her new learning and the innovative things that she's doing in her classes.

It's actually being up to date and keeping your skills up to be able to teach the kids real life skills that they can actually take from the school and apply it in real life, and you just see students that are sometimes totally disengaged with school, and you just see that light bulb moment where they're actually really engaged and wanna be in the subject, and they're successful at it. And that is just fantastic.

End of transcript.

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.

Video transcript: Mitcham Primary School

When it comes to teaching maths, I really believe in having an engaging and an exciting mathematical classroom. So, that means that the students are quite often working together, they're collaborating, there's a lot of noise in the classroom, and they're most importantly having fun and understanding that there's more to maths than just a right and wrong. There's value in the process, and it's also about being creative.

Laura's been working with the whole community around what maths means for us and thinking about the mindsets that students bring to their maths learning, and that means that she's been working with teachers on the strategies that they can trial in classes. She's been working with parents to help them understand what it is that we're working on and how they can help at home.

With my students, I'm trying to encourage them to question their thinking and to have discussion along the way, and I want them to feel excited when they enter a mathematics classroom.

End of transcript.

Excellence in Learner Agency Award

Winner: Exploring Identities and Futures (EIF) Team
Para Hills High School
Kaurna Country

Inspiring independent learning and student agency

Para Hills High School's Exploring Identities and Futures (EIF) program, launched as a pilot in 2023, has empowered students by enhancing their agency in shaping their learning experiences. In 2024, the program's success is evident with a 95% completion rate and high student engagement.

The EIF team has fostered student agency through peer tutoring, critical friendships, and personalised study, while ensuring effective collaboration with families and stakeholders. The program's influence extends beyond the school, promoting diversity and independent learning. By maintaining regular communication through various channels, including parent sessions and updates, EIF has inspired engagement and set a precedent for innovative educational practices.

Video transcript: Para Hills High School

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.

Finalists: Excellence in Learner Agency Award

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.

Video transcript: Port Augusta 1 Portfolio

We really believe strongly that student voice and student feedback to their teachers and to their site leaders is very important. Aboriginal enrollment in Port Augusta is about 50%, and it's that voice and those views and opinions that will lead to shifts in practises at sites that will create better outcomes for our Aboriginal learners.

I work at Augusta Park Primary School, we have 65% Aboriginal student enrollments. Given our context, it's very important that we provide Aboriginal students a voice and give them an opportunity to give us feedback around what works best for them.

We've been reviewing data and giving our opinion on how we can make the school better for the kids who go to the school.

Through improved learner agency, our students become partners in their learning, and with that partnership comes greater authority over what it is that they're learning, how they learn best, and from that comes greater outcomes for students.

End of transcript.

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.

Video transcript: Madge Sexton Kindergarten

Lizzy is a shingleback lizard, and she has been at Madge Sexton for quite some time. She turned 12 years old in March this year. And when we were telling the children that it was Lizzy's birthday coming up, they decided that she needed to have a party. They came up with a list of jobs. Each of them used their agency to decide which job they were gonna be involved in.

Lizzy has always been a big draw card for kindy and also helped with that transition when initially starting kindy as well, I suppose a bit like a therapy support lizard.

So the children decided they wanted to build an outdoor resort for Lizzy. So we went to the zoo to gather ideas about how this resort could come to light. And then once we returned to kindy, they used those ideas to actually be part of the construction of building that resort for Lizzy. For children, student agency and being involved in projects like Lizzy's birthday party or the outdoor resort, they develop that real sense of belonging, that sense of purpose, knowing that their ideas are really important and valued.

My daughter particularly will always say, "We can do hard things, I can do anything." And I think that translates to their ideas at kindy have been listened to. They've co-constructed some authentic learning experiences. And then for her, that means that she can do anything.

End of transcript.

Excellence in Collaborative Partnership Award

Winner: Nina Swinkels, Community Connections Coordinator
Elizabeth Vale Primary School
Kaurna Country

Empowering communities through impactful partnerships

As the Community Connections Coordinator at Elizabeth Vale Primary School (EVS), Nina Swinkels excels in building impactful partnerships that enhance learning and support pathways for students. Her efforts include advocating for local women, facilitating access to essential services, and fostering community engagement.

Nina’s work creates real impact and includes initiatives such as distributing more than 1,600 food parcels and securing $52,000 in scholarships through her partnership with the Smith Family.

Her work also influences broader practices through collaborations like Playford 10 and Multi-Cultural Playgroups, enhancing community services and literacy programs. Nina’s inspiring engagement with stakeholders, including local authorities and service providers, effectively supports families especially in crisis situations.

Video transcript: Elizabeth Vale Primary School

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.

Finalists: Excellence in Collaborative Partnership Award

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.

Video transcript: Northern Adelaide State Secondary School’s Alliance

So the Alliance was created to provide better opportunities for Northern Secondary School students, predominantly around supporting them with vocational education and training opportunities.

So there are 21 curriculum and special area teams across NASSSA of leaders who work together to learn with and from each other. We also work with industry. So, for instance, one of the projects that we're working on is the Northern Adelaide Health and Wellbeing Precinct Project, where we're working with a large number of industry employers to provide students opportunities for industry exposure.

Some of the great outcomes of NASSSA, not only around the connections and the collaboration within the schools, is that we've collaborated with community partners external to our sites. And, of course, our students are the absolute beneficiaries of those amalgamations and collaborations.

Our students come from very diverse backgrounds. We are very culturally diverse. And I think anything that we can be doing to open doors for our students to have the best possible outcomes is brilliant.

End of transcript.

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.

Video transcript: The APY Wali Nyiritjara (Library) Project

Genrefication is a system where we use visuals, instead of the Dewey Decimal system. I saw the opportunity to develop an entirely new, culturally responsive, bilingual cataloging system that catered to the complex needs of students across the APY.

It was really important in the creation of this project that all signage be bilingual; Pitjantjatjara, Yankunytjatjara and Southern Yankunytjatjara.

I did drawings for the books and stickers for all the Anangu kids to learn more and to teach Anangu culture. It's good for their minds, and, you know, learning.

“Piranpa” like “white world” They got the words and letters A, B, C... The library used to be a Piranpa way, and now it's for Anangu way and Piranpa way together. Both worlds, you know.

The ultimate goal for the library project was to enhance student engagement in the library space, and to let students feel seen culturally in those spaces. If we can encourage one student to fall in love with books, then our job is done.

End of transcript.

Inclusive Practices in Education Award

Winner: Mykayla Demarco,  Teacher – Inclusive Preschool Program
Solomontown Kindergarten
Nukunu Country

Empowering learners with creative and culturally responsive practices

Mykayla Demarco’s dedication to inclusive education at Solomontown Kindergarten has had a profound positive impact on learners with disabilities. Her innovative approach, including the introduction of Acknowledgement of Country through song and integration of Aboriginal art, has resulted in remarkable developmental outcomes for children, particularly those with complex communication needs.

By fostering strong relationships with external providers and collaborating extensively with colleagues across sites, Mykayla has significantly influenced practices and promoted inclusive education within the community. Her inspiring engagement is evident through her proactive efforts to welcome new families and her commitment to making the kindergarten environment accessible and supportive for all learners.

Video transcript: Solomontown Kindergarten

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.

Finalists: Inclusive Practices in Education Award

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.

Video transcript: Marryatville Primary School

As the autism inclusion teacher at Marryatville Primary, I upskill staff, I engage with students, and I also support and engage with families if needed. I've implemented the sensory toolkits, so in each classroom there's sensory toolkits for students to engage in if they need, I call them focus tools. Also established a regulation space for children to use.

The autism action team at Marryatville started this year, and it was to promote the inclusivity of those that did have autism and the wider neurodiversity branches as well. This year was our first year doing the neurodiversity day.

Cathy's had a great impact on Marryatville primary school. She really uses her role as the autism inclusion teacher here with dedication. She really strives to build an understanding and an awareness of neurodiversity.

Really important for parents and the school community to have a really good understanding to embrace neurodiversity, so they have a really strong awareness that all brains are different, and therefore each student will come in with different needs and also different strengths.

End of transcript.

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.

Video transcript: Parks Children’s Centre

Parks Children's Centre is located in Angle Park. We have about 50 children attending across two groups currently, and the children come from a huge range of cultures from all around the world.

The Inclusive Preschool Program officially is a little program for six children with two staff, but here at Parks, we think of the whole centre as being the inclusive preschool program.

So because everybody has the capacities to work with all of our children, IPP children included, that means the IPP Children access the whole program. The entire site is shared with all children.

My little boy has had a really tough start to life, and he was very, very anxious initially starting Kindy. The staff here have taken it really, really slowly and gently with him and helped us ensure that I feel safe leaving him here and that he feels safe.

Some of the positives of having these sites so inclusive is that our children can play and learn amongst all of their peers.

End of transcript.

Outstanding Safety Initiatives Award

Winner: Employee Psychology Services
Kaurna Country

Prioritising mental health for a thriving educational environment

The Wellbeing Check Program, managed by Employee Psychology Services, exemplifies outstanding safety initiatives by prioritising mental health support for high-risk staff. It integrates proactive psychological assessments to prevent psychological injury, enhancing both individual and collective wellbeing outcomes.

By normalising mental health checks and providing tailored strategies, the program boosts engagement and productivity, and reduces burnout, by fostering a supportive work environment. Networked practice influences others by reducing stigma and encouraging open dialogue about mental health, resulting in reduced workers' compensation claims and staff turnover. Engaging a broad range of stakeholders ensures the program's continuous improvement and adaptation, setting a new standard in workplace mental health support.

Video transcript: Employee Psychology Services

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.

Finalists: Outstanding Safety Initiatives Award

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.

Video transcript: Yankalilla Area School

Escape the Vape started in Yankalilla community around 18 months ago. It was a school-community partnership and it was a proactive way of dealing with the issue of vaping for young people. Well, like all schools, we knew we had an issue here, so we wanted to get on the front foot with it. And I know that problems such as this needs to have community involvement. So we came up with five restorative questions and we developed a parent pack to give to parents to help with that.

The local sporting clubs, they knew that kids had fitness issues because of the vaping, so that's why the sporting clubs came on board as well.

So there's been lots of education in the community. We've had AFL football stars come down and speak to our kids around the health benefits of not vaping. I saw a substantial drop in data in terms of behaviour incidences relating to vaping such as suspensions. Really positively, parent feedback in the community is certainly that they've seen a decrease and also that they appreciate the support of that wraparound approach.

End of transcript.

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.

Video transcript: West Lakes Shore School

We're a team of nine whole staff members, and our goal is to implement the zones of regulation as a whole school approach to self-regulation and positive wellbeing at our school. So, the zones of regulation is a framework. It's based on four zones, which are colours, and all the emotions and feelings will fit into one of those zones.

When we first had our big push with the zones, we did run parent sessions for parents to come because we do feel that the language that we're using with the students at school, if that can roll over into being used at home as well, it just reinforces everything that we're trying to do.

Consistency, and that is so important for children. They know it's the same in every single room, it's the same with every teacher, it's the same across the whole school. I think the biggest success, for me particularly as a classroom teacher, is how empowered the children feel and the confidence that a lot of them now have in recognising the emotion that they're feeling, and then having the tools to help them with that emotion.

End of transcript.

Excellence in the Support of Early Career Teachers Award

Winner: Rachel Dennis,  Early Career Teacher Lead and Facilitator
Cummins Area School
Nauo and Barngarla Country

Fostering early career teacher growth across diverse regional schools

Rachel Dennis excels in her dual roles as Early Career Teacher (ECT) Lead for Port Lincoln 1 portfolio and ECT Facilitator for Orbis, providing exceptional support across diverse regional locations. Her work has enhanced the capability and wellbeing of ECTs. Rachel has successfully implemented High Impact Teaching Strategies and the Positive Behaviour for Learning framework, leading to improved student engagement and ECT wellbeing.

Rachel’s leadership at Cummins Area School and across the Port Lincoln 1 portfolio includes fostering collaborative reflection and supporting mentors and ECTs with tailored networking opportunities and site visits. Her exemplary support is recognised through her effective regional facilitation and system-wide program delivery, and is characterised by her warmth, approachability, and dedication to accelerating the professional development and integration of ECTs across the portfolio.

Video transcript: Cummins Area School

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.

Finalists: Excellence in the Support of Early Career Teachers Award

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.

Video transcript: Curriculum Policy and Standards, Curriculum and Learning

So my role involves supporting teachers who teach Aboriginal students that are learning English as an additional language, and I work in the APY Lands across five schools. I am not able to be in all the schools at the same time. So some of the professional learning communities, we meet online. When I'm in schools, we call it co-teaching, so I'm like a second teacher in that class. Sometimes just talking to the teachers, sort of bouncing ideas off on what might work, what strategies are working or not working.

The teachers work with a capability framework that helps them to understand the linguistic and cultural context they're working in. They set their own goals from self-assessment in that framework and Rose coaches them to achieve those goals.

We are in Kenmore Park in the APY Lands. We are a small school. We have about 10 enrollments between the primary and the secondary class. Rose is just the best. She helps me to plan teaching and learning cycles. She's definitely like inspired me to know that this is the path that I want to go down in my career. Like I know that I wanna work with kids who speak English as additional dialect or language.

End of transcript.

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.

Video transcript: Mount Barker 2 Portfolio

We're part of the Mount Barker 2 Portfolio, which encompasses the Mitcham Hills Partnership and Mitcham Plains Partnership. It's really an opportunity for us to support ECTs and give them the best opportunities in starting their career as a teacher.

We like to engage with our early career teachers once a term if possible. We love to hold meet and greet events on a social basis to enable them to network with other ECTs in their partnerships. We also provide a professional learning day and enable the early career teachers to really engage and come away with a huge range of resources and supports for them in their classroom.

Just having someone to go to and to know that there is extra support out there when you need it, I think it's allowed me to become a reflective teacher.

Our early career teacher's engagement within our activities and our professional learning day has increased over the years. We've also collaborated with Flinders Park Portfolio this year to widen our network.

I think teachers are so important in children's lives, and I really wanna make sure that we have good grounding for our children of the future.

End of transcript.

Outstanding Reconciliation Initiatives Award

Winner: Adnyamathanha Language Program
Leigh Creek Area School
Adnyamathanha Country

Revitalising Adnyamathanha language and culture on-Country

Leigh Creek Area School's Adnyamathanha language program is working to revitalise Adnyamathanha language and culture on-Country. The project is a collaboration with the Leigh Creek Community Progress Association and the University of Adelaide Mobile Languages Team. As a part of the initiative bilingual signs have been placed along the Akurra Trail, fostering students' connection to their cultural heritage. The program has engaged the entire community, involving Elders and the Adnyamathanha Language and Culture Committee (ALACC) in curriculum development, leading to recognition with the 2023 SA Regional Showcase Awards.

By encouraging broad participation, including Elders and community members, the program has built strong relationships and inspired continued cultural education, significantly impacting both the school and wider community.

Video transcript: Leigh Creek Area School

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.

Finalists: Outstanding Reconciliation Initiatives Award

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.

Video transcript: Kadina Memorial School

Here at the school, we promote local community, the Narungga people and the Narungga Nation. We teach the language here at the school, and we also want our culture experienced by all students, not just First Nation students.

Over two years now, we've had a middle school flag design competition, and we do a whole school art project.

The Rainbow Eucalyptus, the canopy was actually done by hand prints. 1400 people were involved, staff and students.

As part of the yearly competition, I had to design a Guernsey. There was aboriginal symbols that showed like meeting places of students' homes and the schools and the connections they have to each other. I won the competition and all the staff were wearing my gurneys every day, which is super cool to come to class and see my teachers wearing my artwork.

I've been at Kadina Memorial School for 14 years, and in the time I've been at the school, we have changed the hearts and minds and thoughts of thousands. It's about connecting. It's about reconciliation.

End of transcript.

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.

Video transcript: South East Coast and Vines (SECAV) Partnership

So, it's the Bungandidj Language Awareness Program, and it was done with the 10 sites in the SECAV partnership. We worked with Auntie Michelle and the Burundis.

What it is, is a process to help our Aboriginal learners build their confidence, and their self-esteem, and their literacy, and we also wanted to build the cultural competence of staff and students.

Children absolutely loved it when Auntie Michelle came. The excitement on their faces when she walked in was just beautiful to see, and they pick up the language quickly. I guess for me, seeing how they can then pick it up and share it with the other children across the school, and with the staff because they're just so naturally inquisitive and enthusiastic about it, that's been a big thing I've noticed over the program.

We were able to find a local aboriginal artist, Annie Jenny, that was willing to work with the children on a mural. And with that mural, we incorporated some of the animals that we were learning with Auntie Michelle ♪ Walking on country ♪ ♪ What can I see ♪ ♪ Kooraa jumping near me ♪

Beautiful. Can we see the kooraa?

It's right there. It's right there.

There he is. Beautiful work.

End of transcript.

Excellence in Collective Wellbeing Award

Winner: Transformation towards a safe, inclusive community
Andamooka Primary School
Kokatha Country

Empowering students and communities through trauma-informed practices

Andamooka Primary School's transformative approach to wellbeing, initiated in early 2023, has significantly enhanced individual and collective outcomes. By embedding trauma-informed practices and integrating community support, they’ve established a nurturing environment where students are empowered to self-regulate and thrive.

This initiative has influenced neighbouring sites through shared strategies and joint professional development, improving both attendance and engagement. Their commitment extends beyond the school, fostering community involvement through workshops and collaboration with local agencies.

The school’s comprehensive approach, including revamped values and student-led leadership, exemplifies inspiring engagement and networked practice. The recognition of this work is demonstrated by the site being invited to present the remarkable changes in student outcomes at the National Trauma Conference in Brisbane in October 2024.

Video transcript: Andamooka Primary School

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.

Behavior 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.

Finalists: Excellence in Collective Wellbeing Award

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.

Video transcript: Ocean View College

My role as Wellbeing Leader at Oceanview College, if done well, means that everybody in our community, whether they're students, teachers, or families or stakeholders, feels seen, understood, supported, and safe to achieve whatever their goals may be. The zones of regulation curriculum is a social emotional learning program where students learn to identify their levels of alertness in terms of their emotions and the ways to support that zone so they can get back to a place of learning.

Danni's really passionate about bringing the community into the school. She recently organised Mudhangga Magic, which was a celebration of all things Aboriginal at our school, and it brought in elders, families, students, and it was amazing.

Her role of wellbeing encompasses the whole school, and she's very focused on how staff are feeling and how they're traveling, and what can she do to connect us as a community and as a team.

This is my community, this is my home, and I don't wanna ever leave here until I see that there's been a collective sense of safety, understanding, and a willingness to be here.

End of transcript.

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.

Video transcript: Kingston Community School

The Ultimate Unity Pastoral Care program is a program we designed here at school to foster relationships, connections, sense of belonging, and to develop a better school culture. Our students are grouped in buddy pairings across reception to year 11, and they are in 19 pastoral care groups. Their students participate in a range of activities which are designed to foster those connections and those relationships that we were looking to build.

I'm really grateful for the relationship that I've made with Joel, a younger student that I wouldn't have usually made if it wasn't for pastoral care.

On sports day, I asked Georgie if she could watch me do my events, and she did, and it was nice to know that one of my close friends were watching me.

The relationships and connections that the students have built through the program have been extremely valuable. You see them in the yard, waving at each other.

We have a hundred percent behavior record during the program timing, which means we are not having any behavior incidents in that time. But we've also seen some key improvements across about eight wellbeing areas that we were looking to improve as a result of starting this program.

End of transcript.

Aunty Josie Agius Award

Winner: Yaityangka Team
Willunga High School
Kaurna Country

Building a sense of belonging through proactive cultural initiatives

Rebecca Price and Lorelle Hunter, the Yaityangka Team have greatly enhanced cultural responsiveness and student outcomes at Willunga High School. Since 2022, their initiatives have fostered a strong sense of belonging among First Nations students. This is evidenced by increased attendance from 65% in 2022 to 79% in 2024. Their efforts include organising cultural events, supporting student participation in statewide activities, and facilitating on-Country learning experiences.

By integrating First Nations perspectives into the curriculum and training staff, they’ve improved educational engagement and outcomes. Their proactive engagement with the community and effective support in restorative practices highlight their significant impact on cultural understanding and student wellbeing.

Video transcript: Willunga High School

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.

Finalists: Aunty Josie Agius Award

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.

Video transcript: Wirreanda Secondary School

The Aboriginal Education team at Wirreanda Secondary School is made up of four separate rooms. We have our SAASTA, which is the South Australian Aboriginal Specialist Training Academy. We have Stars, which supports our Aboriginal young women. We have Clontarf, which supports our Aboriginal young men, and then we have our Nunga room where we do lots of intervention, learning interventions, help with family and attendance.

We feel really passionate about our Aboriginal young people. It's really important that when they do leave this space, that they have a strong sense of cultural identity.

Being in year 11 can sometimes be really overwhelming, so being able to come into the Nunga room and be surrounded by other Aboriginal students brings a sense of belonging.

We've put the team right in the heart of our school, which allows our young people to have access to them all of the time. We've also extended that to create culturally inclusive spaces in terms of our physical environments across our school and into our Flow Program as well.

We have fantastic young people here that we feel that with the right support, they are going to be really successful as they move outside of school and into the wider community.

End of transcript.

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.

Video transcript: Port Pirie West Primary School

My name is Danny Martin. I'm an Aboriginal Community Education Officer at Port Pirie West Primary School. It's connecting the community to the school and having the Aboriginal families feel comfortable coming into the school, as well as supporting the students when they're at the school. We've started up this year an Aboriginal girls group and an Aboriginal boys group. And at the start of the year, you're seeing the kids come in, and they're not really connected and they're shy, and now we've run about eight sessions, and you can see how they're just so comfortable in their environment, and it's really nice to see them in that environment.

Danny's working with students to make sure they want to come to school, and their wellbeing is at a really high level, so therefore, if they're in the school and have a great wellbeing, then the literacy and numeracy follows.

The way he includes us in activities is incredible. Coming in to make cookies and decorating cookies, an indigenous cookout that we had as well. We learn and grow by learning more about the indigenous culture.

I think it's just the reward of seeing the difference in the kids' faces and seeing how comfortable and safe they are.

End of transcript.

Excellence in Leadership Award

Winner: Penny Tranter,  Principal
Seaview High School
Kaurna Country


Transforming education through dedicated leadership and collaboration

Penny Tranter, has more than 35 years of experience in public secondary schools. She has significantly influenced educational practices and inspired high expectations among professionals, students and communities. Her leadership in the Noarlunga 2 Network, ISCA, and SASPA, along with her role as Convenor of the SASPA Teaching and Learning Strategic Network, highlights her commitment to enhancing educational outcomes.

Penny's implementation of a holistic wellbeing program resulted in a 20% improvement in student attendance and a reduction in behavioural issues at Seaview High School. Her mentorship has increased staff retention by 15% over 3 years. Penny has led numerous collaborative initiatives, promotes continuous improvement, and regularly connects leaders with key stakeholders for improved outcomes. Penny’s establishment of a community advisory board to shape strategic plans resulted in a 45% increase in enrolments and significant improvements in student outcomes.

Video transcript: Seaview High School

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.

Finalists: Excellence in Leadership Award

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.

Video transcript: The Briars Preschool

The Briars is a specialised early years centre that caters for children with disabilities and complex communication needs. As the leader of the Briars, I'm committed to driving for excellence and I want to incorporate the latest research and theories. One of these innovative approaches that I wanted to try was the Marte Meo technique. This approach gave the staff at the Briars the opportunity to look deeply at their practise, reflect, and make changes necessary for the children and themselves as educators.

Since Gordon's been our director, he has implemented a really important wellbeing focus for our whole team. He has transformed our outdoor learning spaces. They are now award-winning inclusive learning spaces for our children. He's a very musical person, and this is particularly valuable for our children who are essentially non-verbal.

We need to realise that we, the people on the ground, are the ones who are going to drive the future of education. I want South Australia to be leading again in this space by supporting, influencing, and being the best at becoming better. I'm truly committed to making my leadership help shape the future of education in South Australia for all learners, and take the lead.

End of transcript.

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.

Video transcript: Naracoorte High School

We have been working with our young people at Naracoorte High School to develop agency and learning. And so that has meant supporting young people to think about what they learn, how they learn, and who they can learn it from. And that is not always necessarily the teacher that's allocated to the class that they're in, it could be other adults within our school community, within and outside the classroom.

Lynette is very passionate about developing the whole person, their capabilities, and actually recognising kids for more than just a grade.

As teachers, we're encouraged to find out about students holistically and also recognize what their capabilities are, what their competencies are, and not only recognize them in the new assessments we're doing, but encourage students to get involved in different curriculum areas through things they're interested in.

At Naracoorte High School, we want to build young people who are confident, capable, and able to be active members of our community.

End of transcript.

Organisational Development Team

Phone: 8463 4985
Email: PublicEducationAwards [at] sa.gov.au