Outstanding Business Manager Award Finalists
Juan Hompart, Berwick College
Juan Hompart is an integral member of the leadership team at Berwick College, supporting strategic planning and compliance measures to improve learning outcomes for 1,700 students and supporting 170 staff.
Since joining the school in 2017, Juan has transformed financial systems, processes and procedures, improving the college’s entire financial position.
Juan is committed to equity and excellence in student outcomes. He ensures every student at the college is able to access all opportunities and remain engaged in learning. He supports students at risk of homelessness to access the Kids Undercover Scholarship and relief funding.
Juan’s creative flexible approach and willingness to take on new challenges has seen him support improvements to processes across a diverse range of work areas. He draws on his strong relationships with colleagues in other schools to support Berwick College’s staff to access a range of professional learning and networking opportunities.
Juan embodies the college values of Respect, Integrity, Perseverance and Personal Achievement.
Nicole Tudor, Christmas Hills Primary School
Nicole Tudor brings a wholehearted passion for sound operational and financial management to her role as business manager at Christmas Hills Primary School.
She has established the systems, processes and procedures that have made it possible for the school to function with consistency and transparency. Her knowledge of the school and its budget, human resources processes, employment agreements, banking, grants, purchasing and facilities maintenance have allowed the school to operate successfully over several busy years.
Like many business managers working in a small school setting, Nicole’s role has required her to service many school requirements beyond her official job title. She has worked as an integration aide and takes an interest in the care and development of every student. She is also a community liaison, administrator, Occupational Health and Safety and first aid coordinator.
Nicole also manages all school council business, participates in professional development and volunteers for school fundraising events.
Nicole’s systematic approach to these multiple roles has allowed the school to improve its financial position and consistently deliver outstanding results for its students.
Judy Webb, Ocean Grove Primary School
As business manager at Ocean Grove Primary School, Judy Webb is dedicated to managing the school’s resources responsibly so that all students have the greatest opportunity to learn.
Judy developed effective financial and resource management practices, including training and supporting team leaders in budget expenditure and correct invoicing procedures. She also developed effective workforce plans that identify and address staffing needs.
Judy has trained and cultivated an outstanding administration team who are empowered to go above and beyond in order to support the teachers. Her leadership has fostered a culture of good will and enthusiasm. This is seen not just in this team’s exemplary work but also in their participation in activities such as morning teas, first aid and volunteering for the annual school Apple Fair.
Judy also supports and mentors fellow business managers in her network and assists with school council.
Outstanding Primary Teacher Award Finalists
Jacinta Tolland, Camperdown College
Jacinta Tolland believes clarity, consistency and precision are the key elements of successful Early Years curriculum and pedagogy.
As leader of the Early Years team at Camperdown College she has helped create a culture in which collective capacity is built through peer observation and feedback, yielding greater trust and stronger working relationships.
Jacinta draws on her experience in other roles in student wellbeing, teaching Year 5/6 and sports coordinator to ensure that as a classroom teacher she is addressing the needs of the whole child.
A highly effective leader of change and improvement, Jacinta has sought to create a consistent approach towards planning, teaching and assessment. As an early adopter and leader of the Wimmera South West Reading Project, she has been a driver of improved literacy standards in the school.
Jacinta was promoted to Learning Specialist in 2018. Her successful approach to teaching is evident in the outstanding outcomes of her students and the very high regard in which she is held by students, staff, parents and Department colleagues.
Dimple Bhardwaj, Hillsmeade Primary School
Dimple Bhardwaj approaches her role as Year 5 teacher at Hillsmeade Primary School by caring for her students and being genuinely interested in their progress.
Dimple is a data-driven professional, combining evidence and prodigious research with her natural enthusiasm for teaching. She engages in regular professional learning to ensure that she is utilising up-to-date and current educational research to provide the best learning opportunities for her students.
Dimple is engaged in the Department of Education and Training’s Primary Mathematics and Science Specialist (PMSS) initiative, which trains primary school teachers to be mathematics and science specialists. Dimple enjoys sharing what she learns in this and other learning activities with her colleagues.
As the school’s STEAM (Science, Technology, Engineering, the Arts and Mathematics) Learning Specialist, Dimple is engaged in a range of STEAM-related projects and activities across the school and collaborates regularly with her peers to develop their capacity and confidence in the explicit teaching of STEAM.
Linda Hawkless, Kingswood Primary School
Linda Hawkless approaches classroom teaching by following the lead of the child, encouraging them and engaging with their curiosities.
For the past decade Linda has worked in the literacy intervention department and foundation classrooms of Kingswood Primary School. She draws on research to identify best practice that teachers can implement in their classrooms, supporting them in their journey to become better educators.
Linda is a life-long learner and constantly strives to identify and implement the most effective strategies to improve student outcomes. She supports her colleagues’ professional development by demonstrating a wide range of teaching strategies, using inquiry and evidence-based methods to evaluate the impact on student learning.
Linda trained as an Instructional Leader through the Bastow Institute in 2016 and introduced the use of an inquiry approach immediately afterwards. She has helped deliver massive improvements in student outcomes in both literacy and Mathematics at the Foundation level. This has in turn led to fewer students requiring intervention as they progress through the school.
Outstanding Secondary Teacher Award Finalists
Broady Kata, Officer Secondary College
Broady Kata, English and Humanities teacher at Officer Secondary College, believes that students can achieve more than they imagine if they are given the tools, support and encouragement to meet high expectations. He encourages a culture of student leadership and agency in the school, giving students the opportunity to conceive, implement and run a variety of activities and projects.
As facilitator of both the English and Humanities Professional Learning Communities, Broady supports his colleagues to develop their teaching skills and creates an environment where they can share their own experiences.
Broady strongly supports inclusive and culturally safe learning environments and has run a number of lesson sequences for all year levels to build student understanding in this area.
Broady has a strong focus on his students. His deep commitment to their academic success and wellbeing is evidenced in the high performance levels demonstrated by his classes and his successful leadership of the Positive Behaviour Supports program.
Debra Scholefield, Rosebud Secondary College
Rosebud Secondary College Mathematics teacher Debra Scholefield believes that as well as learning the curriculum, students should also be supported in order to become productive, resilient members of the community.
In her classroom, students learn important life lessons about consistency, expectations and encouragement. They learn to be respectful and to work both collaboratively and independently to achieve their personal best.
Debra works to give every student extra supports for their lessons by providing detailed lesson plans with Learning Goals and Success Criteria, podcasts of her lessons and a range of online resources that support the educational needs of both students and parents.
Recognising the necessity and desire in many students for additional numeracy support, Debra implemented a program of free weekly tutoring sessions that has been extremely well received by the college community.
Debra has worked extensively with her colleagues to develop a consistent and guaranteed curriculum and has been instrumental in changing the teaching model to better meet student needs.
Zoë Carolan, Wantirna College
As Leading Teacher at Wantirna College, Zoë Carolan believes that Mathematics is a foundation for all students to be successful at school and in life.
Zoë has introduced, and upskilled teachers to use evidence-based approaches to teaching and assessing Mathematics and numeracy.
Students are provided with the opportunity to learn and demonstrate a range of different skills, mapped against a continuum aligned with Victorian Curriculum standards. Students can work at their own pace and point of entry; and they are encouraged to challenge themselves and bridge gaps in their learning.
Zoë has also developed tailored subjects and pathways, including a transition plan for students who have completed the QuickSmart Mathematics Intervention Program for students lacking automaticity in Years 7 and 8; numeracy electives in Years 9 and 10 to support students; as well as enhanced courses in Year 10 to ensure all senior students are prepared for their final-year subjects.
Zoë’s reforms have significantly improved the numeracy outcomes of students at Wantirna College, with significant learning growth data reported across year levels.
Outstanding Primary Principal Award Finalists
Bev Hansen, Dandenong West Primary School
As principal of Dandenong West Primary School, Bev Hansen believes that schools should serve people and communities by being outward-facing, welcoming and an inclusive place of learning.
To achieve this vision for Dandenong West Primary School, Bev engaged over 50 different organisations to connect recently-arrived refugee children and their families to the school, community resources and the social capital they need to succeed in their new life. This has ultimately led to the school being funded through Community Hubs Australia to increase connection between individuals and communities.
Bev has fostered opportunities for student leadership and empowerment. She has initiated a range of wellbeing programs and initiatives to support students and break the link between disadvantage and achievement.
Bev is deeply committed to improving teaching practice and student outcomes. The CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA) personally congratulated the school on its 2018 Reading and Numeracy NAPLAN results.
Michelle Bickley-Miller, Warrnambool East Primary School
For Michelle Bickley-Miller, principal of Warrnambool East Primary School, the essence of the education experience is found through cultivating positive relationships. The range of programs and initiatives she has led have impacted many different areas of school activity, but they have all helped support closer relationships between students, staff and the community.
Michelle has led the school through the application of the Framework for Improving Student Outcomes (FISO) model, supporting an audit of its practices and identifying gaps and strengths. She has also established a range of approaches focused on teaching pedagogy and literacy and numeracy strategies.
Warrnambool East Primary is a lead school of the Respectful Relationships program; Michelle is committed to engaging the wider community in this critical work. The school leads a community partnership project ‘Women of Warrnambool’ that celebrates the women doing extraordinary things in the local area.
Michelle has also driven the school’s engagement with the broader Victorian education system. She mentors new principals and is a program facilitator at the Bastow Institute of Educational Leadership.
Jane Donaldson, Westmeadows Primary School
Jane Donaldson, principal of Westmeadows Primary School, believes that to carry out organisational change you need optimism, a clear plan and respect for others.
In only a few years she has successfully revitalised the school, achieving significant improvements in the areas of teaching practice, collaborative planning and culture.
Jane implemented the Professional Learning Communities model for staff to engage in collaborative practice with clearly defined and well supported expectations and to strategically develop leadership within the school. She has set in place a strong system of challenge, support and feedback to enable critical and reflective practice within and across Professional Learning Communities at Westmeadows.
Jane has also sought to give students a greater level of agency and empowerment, involving them in school projects and creating opportunities for them to make their voices heard.
The outcomes of this approach are demonstrated through improvements in student achievement and attitudinal data over the past two years.
Outstanding Secondary Principal Award Finalists
Kondilo Prades, Lyndhurst Secondary College
As the principal of Lyndhurst Secondary College, Kondilo Prades has been integral in leading the school’s improvement journey over the last four years; she has succeeded in implementing improvements that have made Lyndhurst a school of choice for local families.
Kondilo has introduced teaching and curriculum innovations and established the right frameworks to help staff and students participate in a culture of high expectations. Professional Learning Teams and the newly established English/Literacy Centre use the latest evidence-based practices to enhance staff capacity across the school.
Staff have been empowered to teach students at their points of need and run targeted interventions as required. A special education teacher and aide have been employed to run a class for children with complex needs and behaviours.
The college has seen a significant improvement in a variety of data sets, with gains in NAPLAN, Student Attitudes to School Survey results, Parent Opinion Survey outcomes and Staff Opinion Survey findings. Kondilo has created a program of strong pathways in Victorian Certificate of Education and Victorian Certificate of Applied Learning which is reflected in the school’s increased median VCE study score.
Amadeo Ferra, McClelland Secondary College
Amadeo Ferra believes all students can be successful in their education journey when the right supports are put in place within a safe and inclusive school community.
As principal of McClelland Secondary College for over five years, he has led the development of a culture of high expectations and a sense of community that has transformed the college into a school of choice.
Amadeo has established a clear focus on improving student outcomes. He has implemented a school-wide coaching model that has been used to drive the college’s goals, build teacher capacity and act as a support mechanism for staff.
Efficient and sustainable resource management is another part of Amadeo’s vision for the school. Thanks to careful budget management, the college undertook a substantial building project with the creation of a sporting precinct and updates to science, technology and art buildings.
Amadeo believes that one of the most important qualities of a leader is the ability to inspire others. He has led a range of programs and initiatives to empower leaders, teachers and students to create a proactive and dynamic culture within the school.
Michelle Roberts, Mordialloc College
Michelle Roberts is proud of the eight-year journey of improvement she has embarked on as principal of Mordialloc College.
Michelle has sought to activate student voice, agency and leadership throughout the college, significantly increasing the number of student leadership roles, introducing Learning Awards celebrated in assemblies, student voice teams and student leaders developed their own values pledge which is read aloud at each assembly.
Michelle has established a strong professional learning culture with a relentless focus on teaching and learning. This is supported by a peer coaching program to build capacity, deliver consist teaching practice and raise the culture of achievement across the college. This is underpinned by the development of authentic relationships and high expectations for all whether teacher, student or parent.
The college’s core values are clearly defined and embedded across the school community.
The 2018 Year 12 graduating class delivered the best results in the school’s history. Mordialloc College is a highly regarded educational provider in the community.