Department of Education, Employment and Workplace Relations

Winners for Outstanding Achievement in the Individual Teacher/ School Leader Category ($12,000 each)

On this page

• Dr Kerry Ayre – St Joseph’s Catholic High School, Albion Park NSW
• Mr Ian Boon, Frenchville State School, QLD
• Mr Blair Brownless, St Therese’s Primary School, TAS
• Ms Wendy Hegarty, Emmaus Christian Preschool, ACT
• Mr George Hewitson - Kalkaringi Community Education Centre, NT
• Ms Lynne Hinton - Buranda State School, QLD
• Ms Patricia Hipwell, Chinchilla State High School, QLD
• Mr Kevin Hoskin, Nuriootpa High School, SA
• Mr Darren Jones – Mareeba State High School, QLD
• Mr John Joseph – Mooloolah State School, QLD
• Ms Lyn Keown, Jindalee State School, QLD
• Mr David Kersivien – Our Lady of the Rosary Catholic Primary, NSW
• Ms Fiona Knight, Rosedale Primary School, VIC
• Ms Jacqueline Nel - Girrawheen Senior High School, WA
• Mr Don Perna, St Joseph’s Catholic High School. Albion Park, NSW
• Ms Joy Rogers - Dows Creek State School, QLD
• Ms Joanne Tate, Ararat Community College, VIC

Dr Kerry Ayre – St Joseph’s Catholic High School, Albion Park NSW

Innovations in Science, Mathematics and Technology

Dr Kerry Ayre has been a catalyst for the revitalisation of science among school students at St. Joseph’s High School. This is a co-educational, multicultural high school near Wollongong, NSW, with a strong language emphasis and excels in academic programs, sport and the arts.

Through her dedication and passion Dr Ayre has developed innovative ways to teach, engage and to recognise students for their achievements in science subjects. She has introduced an overseas model for a Student Research EXPO which motivated students to apply their imagination and inventiveness to learning, and encouraged their involvement in national and international competitions.

In June this year at the inaugural EXPO at St Joseph’s 100 students presented their research to judges. Twenty-two projects were entered in the BHP Billiton Science Awards, a significant increase of 19 entrants from 2002.

The introduction of research projects has underpinned and reinforced the concept of student centred learning amongst the teaching staff, and generated an enormous excitement in science among the students.

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Mr Ian Boon, Frenchville State School, QLD

Mr Boon has collaborated with the University of Southern Queensland, Education Queensland and school staff to bring about real improvement through risk-taking and reflection, with a particular emphasis throughout the process on developing a new school vision and a school-wide pedagogy.

Frenchville State School has built the capacity to enrich outcomes for students and ensure consistency and cohesion of practice.

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Mr Blair Brownless, St Therese’s Primary School, TAS

Innovation in Science, Mathematics and Technology

In 2002, Blair Brownless organised the first ever Science Fair at St Therese’s, which was enjoyed not only by students and parents but also members of the wider community.

Ms Wendy Hegarty, Emmaus Christian Preschool, ACT

Values Education

Ms Wendy Hegarty the pre-school director and a teacher at Emmaus, has introduced "Brave Talk", a values education program to instil in children the need to respect themselves and others; develop conflict resolution strategies and pro-social skills; and feel safe and valued.

The unique and original approach breaks down negotiation into manageable steps for the 3-5 year old children. It is a proactive, rather than reactive, behaviour management program that empowers children to adopt pro-social behaviours from their sense of right and wrong.

Children are encouraged to feel that it is "brave" to use words when they feel angry, scared, frustrated or sad, or when they want something.

"Brave Talk" has been enormously successful, the students’ confidence in themselves and their abilities has improved, thus further developing their self-esteem. Many parents are so impressed they are also implementing the program at home.

There is now a positive class culture, the young students now have the skills to handle disruptive behaviours, all of which will help their smooth transition into kindergarten.

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School Leadership

Kalkaringi Community Education Centre is a small school serving the remote Indigenous communities of Kalkaringi and Dagaragu, which are 460 kilometres southwest of Katherine in the Northern Territory (NT).

For the first time three students living and attending school in a remote community will compete with other students in the Territory for tertiary entrance qualifications this year. This is largely due to the Principal, Mr George Hewitson.

He is an exemplary leader who has given these two remote Indigenous communities a belief in their future through the introduction of educational reforms, innovations and school improvements.

Prior to 2002, students who have graduated from Year 7 have been unable to complete or even reach Year 12. Mr Hewitson has established a comprehensive secondary program for the students and the first Senior Secondary education syllabus.

The Kalkaringi School Project has become a major NT initiative, the Junior Secondary Program and the Senior Secondary studies have been outstandingly successful with an overall improved student motivation towards learning.

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Ms Lynne Hinton - Buranda State School, QLD

School Leadership

The dynamic leadership of the Principal, Ms Lynne Hinton, has made Buranda State School an exemplary primary school. It has about 175 students, and is situated on the fringe of Brisbane’s Central Business District, in a low socio-economic and culturally diverse area.

Ms Hinton’s commitment to developing strong, positive relationships between teachers and the community, and to "real life" learning for the students has brought national and international recognition.

She has also implemented Philosophy, which now underpins all teaching and learning at Buranda. This has been so successful that from 2004, the course will be available on-line nationally and internationally.

When Ms Hinton first joined Buranda State School there were only 48 students. Now there has been an amazing leap in enrolments to 175.

Considering these achievements it is small wonder that Buranda’s student outcomes for the last 18 months exceed State benchmarks, that teachers feel supported and encouraged, and that the community values its school and Ms Hinton’s leadership.

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Literacy and Numeracy

A comprehensive resource book of successful writing strategies is just one of the schemes Ms Patricia Hipwell has put in place to enhance literacy outcomes for students at this rural school.

Director of Literacy at Chinchilla State High School, Ms Hipwell has established a professional learning community of both primary and high school teachers.

These "literacy champions" are focussing on improving literacy outcomes for all students.

She is keen to raise the writing skills of students, in particular Year 8 students, who have just started the first year of secondary schooling. Her idea of analysing writing samples has been used to build professional skills and enhance the school’s professional learning community.

Ms Hipwell has developed the "Literacy Links" program that connects Chinchilla High School to schools across Australia and overseas. Her network building abilities extend to teacher exchanges between primary and secondary schools and she has the support of the parents and the school council.

Overall, these initiatives have contributed to improved literacy outcomes for students across the primary and secondary years of schooling.

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School Leadership

Unique programs in wine-making, aquaculture and thoroughbred racing have added a much-needed sense of relevancy for many of the students at Nuriootpa High School in the Barossa Valley.

In expanding the curriculum, teacher Kevin Hoskin has not only energized his school community but also attracted interest both nationally and internationally in the successful focus on hands-on learning.

This is highly relevant in a school where many of the 940 students come from a range of urban and rural backgrounds.

Underpinning the changes has been the philosophy that the best way for students to learn is to "do" and the importance of listening to the community to ensure that the school curriculum caters for its needs.

Under Mr Hoskin’s leadership, the "action learning" model implemented at the school has seen the development of work-related pathways from school to TAFE and university, as well as the establishment of links between the school and local industries through work experience.

The students are enthusiastic and very keen to participate and learn. Mr Hoskin believes students learn best and are more motivated to succeed when they see a purpose for working.

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Mr Darren Jones – Mareeba State High School, QLD

School Leadership

Mareeba State High School is currently the sole secondary education provider in a rural community located on the Atherton Tablelands in Far North Queensland and has approximately 650 students, with a high proportion of students with English as a second language and Aboriginal and Torres Strait Islander students. The community is facing a decline due to the demise of several key industries, which is expected to have a negative impact on school enrolments.

However, the school is using the Innovative Designs for Enhancing Achievements in Schools (IDEAS) process to turn this around and build a cohesive school identity. Mr Darren Jones, the co-ordinator of teaching and learning, has led the project with professional expertise and enthusiasm, working with teachers to develop new, productive teaching practices.

Mr Jones created the Better Educational Activities and Strategies to Try (BEAST) – an innovative teaching manual that promoted new directions and ideas. Classrooms now cater for different learning styles and students learn strategies to help with the learning process overall, including assessment.

The BEAST has encouraged staff to review their teaching styles and improve their teaching strategies. By developing shared values and beliefs about education overall, the staff have greater ownership in the product and service they provide to the community.

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Mr John Joseph – Mooloolah State School, QLD

Innovations in Science, Mathematics and Technology

This State School is located in the growing rural township of Mooloolah in the hinterland of the Queensland Sunshine Coast. With a population of 320 students this primary school offers a futures oriented curriculum with a science and technology focus.

Through the work and dedication of Mr John Joseph, the school has initiated a Travel Buddy exchange with a Middle School Science class in Kansas City, USA. He also recognised that past science practices needed improvement to encourage students to have a deeper understanding of scientific knowledge and our environment.

Mr Joseph initiated the Trading Card project to make science and Information and Communication Technologies (ICT) relevant, interesting and motivating to students. A dynamic link through the use of ICT competencies was created between the environment, the school community, local business, and the partner school in Kansas City.

Student learning clearly improved - the criteria-based assessment of trading cards between 2002 and 2003 showed a significant mean score increase from 2.53 to 3.04. Surveys highlighted that 92% of the students rated the project as being enjoyable, highly motivating and purposeful learning. The students are justly proud of their achievements and teachers have enjoyed being involved in this motivating and friendly experience.

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Ms Lyn Keown, Jindalee State School, QLD

Literacy and Numeracy

Students at Jindalee State School are much better readers and writers thanks to the passionate and enthusiastic advocacy of teacher Lyn Keown.

The school is located in the western suburbs of Brisbane where Ms Keown has been leading and inspiring other teachers to pursue innovative approaches to literacy.

While Ms Keown is involved in the development and implementation of the Literacy Program for infant students, her professional learning has extended beyond her own classroom and school to the wider school community.

A key member of local teacher networks, she is always willing to try new ideas and reflect on their success. She develops new resources, presents her ideas and shares her skills, experiences and successes with other teachers and this attracts many visitors to her dynamic classroom.

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Mr David Kersivien – Our Lady of the Rosary Catholic Primary, NSW

Values Education

This school is part of the Catholic Parish community of St Mary’s, an outer western suburb of Sydney and part of the Catholic diocese of Parramatta. The current student population is 515 located on two separate sites, infants and primary.

Mr David Kersivien, a dedicated teacher, was integral in initiating a review process for behaviour management which was a key area identified for improvement.

Through a consultative process the school outlined a philosophical basis for improving behaviour management practice, recognising the need to explicitly teach social skills and school expectations to both students and parents. Subsequently an innovative program was developed to solve a specific dispute problem with Year 3 students.

This program trained Year 6 students to model effective and responsible behaviours to the group of Year 3 students. Through a range of activities, including play and simple problem solving, this initiative equipped junior students with values and skills enabling them to interact appropriately on the playground.

Senior students also developed leadership skills, responsibility, honesty and empathy for others. Finally, teachers regained valuable time previously spent in investigating unresolved playground disputes.

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Ms Fiona Knight, Rosedale Primary School, VIC

Literacy and Numeracy

Producing the School’s Television program has been one of the keys to teaching multiliteracies at Rosedale Primary School, 180 kilometres east of Melbourne.

Teacher Fiona Knight is interested in the use of Information and Communication Technologies (ICT) in the classroom to enhance traditional text based literacy.

Ms Knight specialises in literacy in the early years of schooling and has encouraged students to "follow their passion" and develop critical research skills when exploring and assessing web-based resources.

In developing a multiliteracies strategy, Ms Knight has been successful in making connections between written and visual design, and new uses of language in multimedia and the internet at the school.

She has also highlighted the importance of differences within English language usage, and the uses of the visual as a cross-cultural medium of communication. Improvements in literacy and cross-cultural communication, and better integration of students with learning disabilities have been outcomes of Ms Knight’s use of ICT to enhance learning.

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Ms Jacqueline Nel - Girrawheen Senior High School, WA

Literacy and Numeracy

This school in Perth has an ethnically diverse student population of about 620. A range of low socio-economic factors means that the school and local community experience racial and general conflict.

In 2000-2002 the High School identified key literacy and numeracy issues that affected their students at educational risk. However due to the hard work and enthusiasm of a teacher, Ms Jacqueline Nel, an innovative Cooperative Reading program has been introduced.

The ‘Cooperative Reading as Easy as ABC’ program successfully addresses the needs of the mixed group, empowering students and allowing them to learn at their own levels.

The subsequent results are amazing - in 2002 students showed 100% improvement in spelling, 87% improvement in reading, 75% improvement in Mathematics and a 76% improvement in reasoning. Now in its third successful year the program has continued to demonstrate significant results, not only in literacy levels, but also in the engagement of students in learning.

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Mr Don Perna, St Joseph’s Catholic High School. Albion Park, NSW

School Leadership

Easing young teachers into the rigorous demands of the classroom is more than just a job for Don Perna –– he believes teachers who settle into the profession more quickly will run happier, more productive classrooms.

At St Joseph’s Catholic High School, Mr Perna has successfully put in place a mentoring program for new teachers. This includes the introduction of log books, developing the Fast Track Mentor Program and setting a mentor network in place to assist new teachers.

This initiative has been integral in establishing mentor programs not only at St Joseph’s but across all schools in the Wollongong Diocese and this is now a part of all diocesan induction packages.

Mr Perna’s professional life is characterised by high professional standards, ongoing professional learning, networking with colleagues, sharing his experiences and offering practical solutions to the challenges that teaching presents to many new teachers.

Not surprisingly, Mr Perna is in demand as a speaker at workshops and conferences across the country.

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Ms Joy Rogers - Dows Creek State School, QLD

Values Education

Dows Creek State School, a one-teacher school in a cane farming community west of Mackay, Queensland, has recently suffered due to the downturn in the sugar industry, employment and other prospects for the community.

The school is fortunate enough however, to have Ms Rogers, who has introduced and led a whole school approach to values education at this small school.

Students typically had low self esteem, low expectations and lacked motivation. Ms Rogers has empowered them to shape their future by encouraging the development of the values and attitudes necessary for effective learning and participation in society.

Believing that positive, productive skills need to be explicitly taught, and that they should be incorporated into everyday activities, Ms Rogers modelled productive, positive attitudes and values to students, who were given a purpose and context for learning. This was put into practice through a school community Mini-Expo.

Students now have much more positive relationships with each other and the staff, and are more self-confident, responsible and self-directed.

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Ms Joanne Tate, Ararat Community College, VIC