100 Stories: Celebrating Public Education in Canberra

S
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C E L E B R A T I N G
E D U C A T I O N
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ustralian Capital Territory, Canberra,
March 2014
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Contents
Introduction
2
Minister’s Message
3
Margaret Willis
5
Anne Huard
6
Keith Curry and John Agnew
7
Jenny Howard
8
Max Badham
9
Duncan Smith
10
Narelle Hargreaves OAM
11
Kate Rosewarn
14
Peta Gould
15
Anita Cox
16
Branko Novakovic
17
Grace Dunlop
18
Katharine Finlayson
19
Jan Corrigan-Reid
20
Mel Chadwick and Paul Robertson
22
Julie Dixon
23
Joan Barrington-Smith
24
Faith Chegwyn
25
Tania Carnegie
26
Mary Hutchinson
27
Students of Harrison School 28
Alison Newhouse
29
Merv and Beth Knowles
30
Liz Fearon and Margaret Taylor
31
Sarah Blacklock
32
i
ii
Wendy Brown
34
Colleen Matheson
35
Emanuel Famelis
36
Dianne Kerr
37
Dianne Grantham
38
The Birrigai Program
39
Debbie Masling
41
Lizzy O’Brien and Olwyn Munro
42
Ian Brown
43
Stephanie Martin
44
Katrina Edwards
45
Jennie Lindsay
46
Lucy Kirk
47
Jan Marshall
50
Betty Bowes
51
Verity Warn
52
Mal Ferguson
53
Jo-Anne Mues and Diane O’Hagan
54
Cherie Lutton
55
Kathy and Anna Vicol
56
Stephanie and Craig Burgess
58
Koki Aitkin
59
Sheryl Miller
60
Suzanne Vincent
61
Patrick Coffey
62
Kim Degenhart
63
Zuzette Fahey
64
Naida Blackley OAM
65
Claire Rummery
67
Margie Braithwaite
68
Elaine Rigter
69
Tracy Slatyer
70
Helen Strauch
71
John Stenhouse
72
Kerry Cambridge
73
Karen Adams
76
Jenna Blake
77
Leonie Gracie
78
Chris Hamilton
79
Peter Blunt
81
Peter Henry
82
Robyn Donohoe
83
Jill Buscombe
84
Viva Price, Bev Crittall and Helen Martinez
85
Ken Warland
86
Michael Vanzetti
88
Peter and Stephanie Alomes
89
Alwyne Leece
90
Coralie McAlister
91
Deb Bissell
92
Di and Murray Bruce
93
Dennis Flannery
96
Clive Haggar
97
Beth Downing
98
Kellie Bower
100
Anne Ellis
101
Peter D’Arcy
102
Karen Halverson
103
Bill Atkinson
104
Patricia Cooper
105
Diane Joseph
107
Cindie Deeker
108
Sue Boughton
109
Anne Dunn and Rachael Radvanyi
110
Trish Cregan
111
Rosslyn Phillips
114
Sydney Farey
115
Geoff McNamara
116
Anne Simpson
117
Rose Patrick
118
Sarah Desmond
120
Karen Jermyn
121
Sarah Veitch, Lisa Ramshaw, Phill Hall and Sharon Brissoni
122
Geanette Herlt
123
Susan Barr
125
Acknowledgements
126
1
Introduction
A quest began in 2013, Canberra’s Centenary year,
to celebrate and preserve a collection of
representative histories from our public schools.
This quest was based on the passionate belief that relationships
and diversity are the foundation of our public education
system; it is a belief that was wholly confirmed by the dozens
of remarkable people and inspiring stories we unearthed.
This collection profiles some of the people who have
influenced, or have been influenced by, the schools and
workplaces within the ACT’s public education system. Each
contributor has enriched the lives of students, schools and the
sector as a whole. Their stories and experiences are as diverse
and inspiring as the individuals themselves.
While limited to 100 stories, there are many, many more that
could have been told. Nearly every teacher, school leader,
volunteer, parent, coach, staff member, policy maker – and,
of course, student – who has been a part of Canberra’s
public education system could have contributed their
special recollection.
2
It is said that everyone has a story. We hope that you will find
something of your own experiences reflected in those captured
here. This is a collection that is best savoured over time.
The common thread is a sense of immense pride and collective
value in our public schools, pride that weaves the stories
together into a vivid tapestry, pride that makes ACT public
schools such vibrant community hubs.
The creation of this book brought together teachers, parents,
neighbours, support staff and students as stories were shared
and photographs captured. It was a rare opportunity to hear
so many compelling stories and to learn about the contributions
of these extraordinary people.
While these 100 stories document aspects of the past, the
process has ignited learning and friendships that will be carried
forward to shape public education in Canberra for the next
century and beyond.
Minister’s
Message
As Minister for Education and Training it is with immense pride
that I introduce you to 100 Stories: Celebrating Public Education
in Canberra. Education touches every household in the ACT. It
is the bedrock of a strong community and fundamental to the
growth of our future generations.
Education has the ability to shape, inspire and influence lives for
the better. Providing a quality education is an effort of the whole
community, whether it be the teachers and educators in our
classrooms, the families of our children, the volunteers who give
their time to mentor and support our young people, the building
service officers who ensure students have a safe and inviting
environment to learn, and even the neighbours who keep an eye
on the school grounds over the weekends and holiday breaks.
Schools are the heart of our community as you will see when you
read these stories.
To our educators – past, present and future - as well parents,
students and volunteers – thank you for the incredible difference
you have made and continue to make to ACT Public Schools and
the community.
Your contribution is appreciated and celebrated.
Joy Burch MLA
Minister for Education and Training
3
4
A f a mi l y
connection
Margaret Willis
Arawang Primary School
Central to the notion of a school community is the sense of
family – families of children, parents and grandparents – all
experiencing and sharing the highs and lows of daily activities
and the joys of special events and celebrations. Arawang
Primary School has grown with this sense of family and
community since its opening in 1989.
Margaret Willis was the foundation principal of this new school
following the amalgamation of two small schools, Fisher and
Waramanga. Parents from the closing schools contributed
enormously to all aspects of the new school, choosing
uniforms in the Canberra colours of blue and gold and
agreeing to Canberra’s floral emblem of the native bluebell
entwined around a large capital A for the school badge.
Hundreds of plastic badges were made by teachers using a
badge press purchased for the school’s first fundraising event.
Today the Arawang emblem is emblazoned on uniforms, music
banners, staff badges and many other items. The new school
grew rapidly to capacity with about 500 students. At the end
of the year the wonderful foundation team of teachers and
students performed the very first Arawang musical – ‘Where
in the World is Arawang?’, a musical compilation – which
involved all students.
Arawang was determined to be on the Canberra school map.
Over the years the music continued but many other areas of
curriculum also added to the energy and quality of the school.
BISACT, a term-long Year 5–6 science program provided
by visiting ANU lecturers and graduate students (including
two Willis family members: Tony Willis and wife-to-be, Kym
Turnbull) enriched the school program.
Tony and Kym are now the parents of Heidi (Year 6) and
James (Year 3). They are an Arawang family with proud
grandparents in Margaret and Ian Willis. Margaret says that
her proudest Arawang moments come when she attends
assemblies to see her grandchildren ‘perform’, as when James
delivered a rostrum speech and when Heidi asked her to be
the ‘special person’ pinning on her ‘Arawang Prime Minister’
badge at the leadership assembly early in the centenary year.
After Arawang, Margaret led the Education Department team
developing the first system-wide school assessment program.
It still gives her pleasure to be out and about in Canberra and
to hear a voice call, ‘There’s Mrs Willis!’
5
An
i ns p i r at i o na l
fo u n dat i o n
p r i n ci p a l
Anne Huard
Amaroo School
Anne Huard is an outstanding public
servant, a passionate advocate and a
nationally recognised leader in public
education. For almost 30 years she
has demonstrated determination and
innovation in her efforts to improve
the learning outcomes of all students.
Indigenous students benefit from Anne’s
intercultural competency, which she
gained during her time teaching in a
remote school in the Northern Territory.
Her background in mathematics enables
her to take a highly analytical approach
to the use of data from school-based and
national testing.
In her role as the founding principal of
Amaroo, the largest public school in
the ACT, Anne demonstrated the skills
acquired during her remarkable career.
The knowledge gained from her ongoing
commitment to the quest for excellence
through professional improvement was
demonstrated as she led the creation
of a highly regarded place of learning
with a clear focus on the pastoral care
of its students.
Anne’s establishment of Amaroo School
was indicative of her ability to create
a vision through her attention to detail,
her ability to lead others and her strength
6
of purpose. She undertook extensive
research into best learning practice and
put plans in place so that, as the school
grew from 154 enrolments in 2004 to
1,585 in 2011, any additional year levels
were accommodated.
The foundations of a positive pastoral
school culture were also strengthened.
Her careful selection, orientation and
support of staff were key components
in this outcome. The continual growth of
Amaroo School in line with Anne’s vision,
and as a result of the wonderful school
culture she helped create, has assured
the continued success of the school
and its students.
People describe Anne’s strengths as an
educational leader and performance in
her role as the principal as ‘committed,
visionary, valuing, positive, celebratory,
purposeful, innovative, courageous,
knowledgeable, socially just, supportive,
community minded, relationship-oriented
and inclusive.’ She attracts regard and
respect from the professionals she
leads, from her colleagues and from her
supervisors. This is matched by members
of the Amaroo School community, who
also found her approachable, consistent,
just and understanding.
Anne was promoted in 2011 to become
the Network Leader for the Gungahlin/
North Canberra Region and, more
recently, the Belconnen Region.
The contribution Anne has made to
our school and system is exemplary.
She is an inspiration and has made an
enormous contribution.
Excellence
i n m u s ic
e d u cat i o n
since 1973
Keith Curry and John Agnew
Instrumental Music Program of the ACT
The Instrumental Music Program of the
ACT (IMPACT) began in 1973 under the
auspices of Mr Keith Curry OAM. At that
time Keith was the music consultant
for the ACT and saw a need and an
opportunity for a centralised instrumental
music program, which he began in four
local primary schools with one itinerant
teacher. All schools were issued with
either brass and percussion instruments
or woodwind and percussion instruments
– a concept that continues today in over
52 schools.
In the years that followed, under Keith’s
stewardship, the program expanded to
include strings and bagpipes, though
these classes did not last. A combined
primary schools band – the Junior Military
Band – was formed in 1975, and in 1980
the secondary schools band – the Senior
Concert Band – was established.
extension work; a jazz band; and also
extended the ensembles to students
through to Year 12.
He was awarded a Churchill Fellowship to
explore similar programs in the USA and
brought back ideas as well as confidence
in the ACT structure for learning in a band
setting. John also began international
tours for the top ACT band and
established a lasting relationship with
our sister city Nara through musical
exchange with Ichijo High School.
Now both deceased, these two men
established a quality music-learning
program that has touched over 30,000
students in the ACT since its inception.
Their vision and passion for music
learning continues to inspire musicians
and educators today.
John Agnew OAM worked in IMPACT
from 1983 until 2006, taking over as
principal from 1989. He had the vision to
expand into most primary schools in the
ACT public education arena and added
further ensembles: two primary concert
bands for Year 6 students needing
7
Where the
library is
a hub of
energy
Jenny Howard
MOUNT STROMLO HIGH SCHOOL
Jenny Howard is our nominee for the
face of public school teaching at Stromlo
High. She is a dedicated professional with
the most caring and supportive nature.
She knows each and every student in our
school, and has built strong relationships
with all of them. Jenny understands how
people learn, tailors support for them,
finds books that suit their interests, and
develops each child’s learning in a myriad
of ways.
For some students, school is a difficult
time. Through her relationship with these
struggling students, Jenny has made our
school library an inspiring and hopeful
place for them. Students who find peer
interactions difficult find friends in her
library. Their interests are fostered and
they grow under her guidance to become
vital members of our community. She
inspires in them the courage to find their
own niche, to pursue their own learning
styles, to be confident and to lead.
While students find in the library a secure
place to learn and explore, Jenny makes
the library the centre of learning for
staff too. She has taken many a firstyear teacher under her wing, introduced
8
them to resources, styles of teaching,
and ways of forging relationships with
students. She has always had time to
support individual teachers, faculties and
the entire staff at Stromlo High School.
Her sense of humour, endless patience
and warmth ensure staff find their
nicheand develop their skills in teaching.
Her passion for public education inspires
all of us to be our best.
Most libraries are quiet places. At Stromlo,
our library is a hub of energy, filled with
the sound of piano playing, chatter,
laughter and delight. This is why Jenny
Howard is the face of public education
at Stromlo High.
A f a mi l y
tradition
Max Badham
Turner School
Max became principal of Turner School
in 1967, after many years leading schools
in country NSW, and stayed until 1984.
Prior to teaching, Max was a decorated
pilot flying Liberators in WWII.
Max had a vision for Turner School:
a school where children of all abilities
would learn side by side in an integrated
setting. This vision was realised in
the early 1970s with the opening of
the Hartley Street Centre for children
with physical disabilities, and the
establishment of the Blind Program
(as it was then known). Both were world
firsts in terms of classroom integration
of children with special needs.
Max believed in fostering close
cooperation between parent groups and
state and federal education and health
systems. As he said, on the fortieth
anniversary of Turner School in 1993,
‘There were great hurdles to overcome, in
terms of cooperation, both professionally
and administratively. There was a great
understanding that never seemed to
present obstacles for the new program
and people-systems prevailed, with the
children’s interests paramount.’
Max was a future-focused educator
looking for innovations to improve
learning and teaching, and in that capacity
he visited other systems and countries for
innovative practices to bring back to the
ACT and Turner School. He brought Braille
machines from Boston and introduced
some of the first open-plan classroom
spaces in Canberra schools, simply
by knocking down walls and trusting
teachers to explore what were then
called ‘open-plan teaching methods’.
Max contributed to the shaping of the
ACT Education System and was on
the Interim ACT School’s Authority
when it split from the NSW Education
Department. He represented principals
on the Teacher’s Federation Union and
nationally on the Australian Principals’
Association. His passion and advocacy
for inclusive education saw him shaping
Special Education policy for the ACT.
Max stayed closely connected to Turner
School after his retirement and was
very proud to have his grandson Callum
attend the school, from 1994 to 2000,
and his daughter Jo Padgham serve as
an executive teacher.
In 2011, after Max’s death, the new
library built under the Building Education
Revolution scheme was named the Max
Badham Resource Centre to honour his
vision and commitment to the school.
In 2012 his daughter Jo was appointed
principal of Turner School, and so the
family connection continues.
2013 saw Turner School celebrate
its sixtieth anniversary. It proudly
continues to be a very successful
school underpinned by the principles
of inclusion.
9
A friend of
e d u cat i o n
Duncan Smith
Giralang Primary School
Duncan Smith, Wiradjuri man, is a great
friend of public education, and winner
of the 2013 ACT AEU Friend of Public
Education Award. Duncan first worked in
the ACT at Narrabundah Primary School
in 2000, providing learning programs and
cultural advice for students, teachers and
the community. We are fortunate to have
Duncan as our cultural adviser and almost
artist-in-residence at Giralang Primary.
Duncan was honoured by Dare To Lead
and named as one of its ambassadors
in 2012. As well as forming a family
entertainment group, Wiradjuri Echoes,
which is in great demand in ACT
Government schools every year
promoting Aboriginal culture, he was also
instrumental in establishing ‘The Googars’
at Narrabundah Primary. They perform
regularly for Public Education Week, at
Limelight, at Floriade and at conferences.
In preparation for Limelight Duncan is
always there, rehearsing the students,
painting them up, encouraging them to
show respect, to be proud, to dance their
best. He is often more nervous than the
students themselves!
The NAIDOC Week Art Show has
become a highlight and tradition at
Giralang. During Term 2 Duncan is
in the school working alongside the
students and teachers, encouraging
them to produce their finest artwork.
He generously donates one of his own
beautiful pieces of art to the P&C for
a NAIDOC Week raffle.
At the end-of-year graduation
ceremony Duncan always performs
the ‘Acknowledgement of Country’.
10
He very generously has prizes and
encouragement awards for members
of The Googars dance group. At our
regular fortnightly assembly there is
a magnificent dot painting awarded
to the best class, painted by Duncan.
The students’ behaviour is impeccable
at assemblies; each class is vying to win
the painting and have it in their class for
the following fortnight.
There is a strong sense of Aboriginal
culture pervading Giralang Primary
School and we thank Duncan, our
friend of public education for that.
His motivational speeches to our
young students are inspiring. He is
‘closing the gap’ in his own special way.
Duncan has supported our teachers
to confidently include Aboriginal
perspectives in their programs and units
of work. His work at our school is seen
by teaching staff, parents and students
as being very positive.
It matters not which ACT Government
school Duncan works in; he is seen as
a friend and supporter, promoting public
education at every occasion.
An
i ns p i r at i o n
to all
Narelle Hargreaves OAM
Southern Cross Early Childhood School
Narelle, you are an inspirational leader
and strong advocate of ACT public
education. Tell us your story!
‘I loved being a teacher in the classroom;
a highlight of my classroom teaching
was being granted a teacher exchange
position to Cardiff, Wales, in 1969.’
You’ve demonstrated outstanding and
distinguished service to the ACT.
‘I enjoyed 14 years as a school principal,
followed by 10 years as Director of
Schools and International Education with
the ACT Department of Education and
Training, as it was known at the time.
‘Colleagues have testified to my
positive impact on education in the
ACT, especially in the areas of child
and teacher development, welfare, and
through a range of executive roles held
with professional organisations. In 2008
I was awarded an Order of Australia Medal
in recognition of my service. Also, I was
awarded a Fellowship of the Australian
College of Educators. I’m humbled and
very appreciative of this recognition by
my professional colleagues.’
Now that you’ve retired from full-time
work . . . what next?
‘Well, I continue to devote my time
tirelessly to children, teachers, education
and the broader community in the
ACT. In recognition of my educational
and community leadership, I continue
my passion of working with children
and young people, participating in
numerous organisations. I’m president
of the ACT Children’s Week Committee,
was appointed ambassador to the
City of Nara, Japan, and chair of the
Canberra‑Nara Sister City Committee.
I‘ve also supervised pre-service teachers
from the University of Canberra and the
Catholic University, I’m chair of the Nongovernment Schools Education Council,
a community member on the Board for
the Teacher Quality Institute and ‘I’m
an Official Visitor to the Murrumbidgee
Education and Training Centre – Bimberi
and I really enjoy seeing how the
education program is helping these young
people. For fun and personal health I’m
a member of the Sing Australia choir and
also love aquarobics – good for the soul!’
Narelle, you’ve always been an advocate
of early childhood schools.
‘As a devoted grandma to Lachlan,
I’m delighted to be associated with the
Southern Cross Early Childhood School.
I’m a regular at the school each day.
I am so pleased to be in a position to
now share my wisdom and expertise in
shaping this wonderful early childhood
school in the ACT.’
11
“I am an extremely
lucky person in that
I knew exactly what
I wanted to do. I had
a pivotal moment
in my life. I think I
was 12, and I knew
that I wanted to be
a special education
teacher and I’ve
never wavered
from that.”
Je n n i e L i n d s ay – p a g e 4 6
Using
susta i na b l e
living to
connect school
a n d c o mm u n i t y
Kate Rosewarn
Theodore Primary School
Kate began her teaching career in 1973
in Bendigo, Victoria, after completing a
diploma at Bendigo Teachers College and
a degree at the University of Canberra.
In 2002, Kate commenced teaching at
Theodore Primary School. It became
evident from the beginning that Kate
was passionate about teaching. She is
resourceful and uses innovative methods
to engage and challenge students, both
in mainstream classes and for children
with special needs.
In 2006, Kate was instrumental in setting
up the Life Skills Program at Theodore
Primary. The program was originally
developed to engage special education
students in their learning by giving
students the necessary life skills to lead
a healthy lifestyle. The program has
developed to cater for all Theodore
students from preschool to Year 6.
The students gain exposure to lifetime
skills through the growing of vegetables
in the school garden, looking after the
chickens, and the preparation of nutritious
menus and cooking of healthy meals.
In 2011, Kate was successful in obtaining
a Health Promotion Grant through ACT
Health. This enabled Theodore to set
14
up the kitchen to expand the program
across the school. In 2013 Kate won
another grant from ACT Health Promotion
for a Healthy Schools Healthy Children
Campaign. This campaign aimed at
connecting children, their families and
the school community through food.
Participating families were invited to
prepare, cook and share an evening
meal together in the school kitchen.
They learnt how to identify food groups
and used the vegetables from the school
garden for their recipes. The feedback
from this program has been positive and
a credit to Kate’s enthusiasm, knowledge
and willingness to go the extra mile in
her own time to run this program.
Kate has hosted students at her own
farm, entered students’ cooking and
school vegetables in the Canberra and
Queanbeyan Show, and endorsed many
excursions to bakers, butchers and
markets to enable students to make
the links about food production and
consumption.
Kate promotes sustainability with the
use of rainwater from our tanks and the
composting of kitchen waste and chicken
manure. The students plant, pick and use
the produce from the garden, and ensure
the gardens are fertilised and mulched to
encourage growth. The produce is then
used in recipes, which they cook and later
eat. Excess fresh vegetables, preserved
vegetables and eggs are sold to Theodore
Primary School families.
Macquarie’s
‘school
granny’
Peta Gould
Macquarie Primary School
Peta (Torpy) Gould has been a member of
the Macquarie Primary School community
for over 45 years. She moved into the
developing suburb of Macquarie in 1968
and her influence has been longstanding
as a community nurse, mother, neighbour
and friend.
‘My parents were the honorary
grandparents of the neighbourhood,
taking pleasure in forming friendships
and watching the young families grow.
Some of the local children were born
during my obstetrics studies in 1969; many
now have their own families and careers.
‘Research shows that a mix of ages in
a neighbourhood is good for everyone.
We had Neighbourhood Watch before
it was invented! Many of the residents
became a large extended family; quite
literally, with neighbours becoming
godparents, carers and even partners.’
Peta’s children attended Macquarie
Primary School during the 1980s and her
local connections grew as she served
as a Joey Scout Leader in the Kama
Scout. She is also part of Macquarie’s
School Volunteers Program team. She
can be found in classrooms, helping in
the library with reading, and encouraging
school success. She supports people on
many levels and is fondly referred to as
Macquarie’s School Granny.
The key to her continuing contribution to
public education is fulfilment.
‘As School Granny it’s a privilege to
be able to promote the school and
community values with a playful and
gentle approach. I believe in common
sense and the simple things, and I like
to encourage children to stretch their
imagination. In my long association with
children, I know that what they remember
most isn’t the material things they are
given; it is how people make them feel.
‘Macquarie is a happy school. It’s so
pleasing to work in an environment that
is non-judgemental and respectful of
diversity and the range of backgrounds
the families bring.’
Peta’s presence and commitment to
building community through public
education is treasured by all at Macquarie.
‘One of my responsibilities as School
Granny is to provide another point of
security for children with wide-ranging
needs. It’s the greatest honour to be
trusted by children, and building trust
involves being approachable and
following through.’
Peta’s special role adds a dimension to
the Macquarie team.
‘My community nursing background
equips me to help families in need. Part
of community nursing is to help others
to help themselves. Sometimes I notice
things that others may miss, and I can talk
with families from a different perspective
to the teachers.’
15
Front of
h o us e at
Palmerston
P r im a r y
Anita Cox
Palmerston Primary School
Why did you choose to work at
Palmerston?
‘I’d been working in the federal
government and felt it was time for a
career change. I was looking for a job that
fitted in with my family and I joined the
Education Directorate as a relief admin
support officer. I worked at a number of
schools before applying for and gaining
a permanent position at Palmerston.
What an opportunity: to work so close
to home and amongst members of my
community!’
Why is Palmerston Primary special
to you?
When did you move to the ACT?
‘I’m originally from Adelaide. I was a
member of the Australian Defence Force.
My husband and I had been stationed
at bases across Australia and our final
posting was in Canberra. We decided that
raising a family here was what we wanted
to do.’
16
‘It’s in my community – the focal point.
My children were educated here and I’m
now employed here. I’m contributing
directly to my own community through
working with the children who attend
Palmerston.’
What’s the most important thing about
your job?
‘I’m the first point of contact with
the school when people arrive and
so I represent the school at all times.
Communication is critical: between
parents and the school; between the
teaching staff and myself; between the
children and myself. It’s vital that the
parents feel confident in me and the staff
at the school when imparting information
to us – particularly if it’s of a confidential
nature. I see the children when they come
to sickbay and trust is crucial to my role.
I need them to understand that I am there
for them as much as the teachers and
their families are.’
What are your interests outside of
school?
‘Sewing, including patchwork and
quilting, which I do most weeks with
other women in a couple of groups from
around Gungahlin. I’m a member of a
book club, with a number of women from
my local community. We all read vastly
different genres and it’s very interesting
to read something that you would not
have ordinarily picked yourself. I’m also
a founding member of Gungahlin Evening
VIEW (Voice, Interest, Education of
Women) Club, a partner of The Smith
Family. We meet once a month for dinner
and a guest speaker, with an underlying
charter to support The Smith Family.
Our club sponsors three Learning for
Life students.’
Mr Branko:
part of the
c o mm u n i t y
Branko Novakovic
Richardson Primary School
Branko Novakovic, or ‘Mr Branko’ as he’s
affectionately known, travelled from his
home country of Serbia to Canberra in
1984 to visit his brother. Branko returned
to Serbia, married and returned to settle
in Canberra in 1986, where he has lived
and worked ever since.
Branko loved Australia and the Canberra
region so much that he became an
Australian citizen in 2000. He’s been
the Building Services Officer (BSO) at
Richardson Primary School since 2001.
Prior to this appointment he worked in
the building industry and as a relief BSO.
He’s worked tirelessly over his time at
Richardson and has made many valuable
contributions to the school.
Branko has been described as ‘a man who
genuinely cares about the place’, which
is evident by his meticulous attention to
detail in everything that he does. Whether
it’s keeping the grounds in immaculate
condition or repairing a leak in the roof,
Branko takes the time to ensure it is
done properly and in a timely fashion.
The staff at Richardson have also been
the beneficiary of his cooking skills over
the years as he has shared many of his
traditional Serbian delicacies during
morning teas and special lunches.
Branko is a familiar face at Richardson
Primary School and has endeared
himself to the entire community during
his 13 years of service here. When asked
what it is that he likes about working
at Richardson Primary School, Branko
says, ‘It’s the strength of the community
spirit and the support that I’ve received
from parents, students and staff over the
years. This is the most memorable part
of my job. The community has always
been there to help me and have been
a part of this school ever since I started.
This is a great school and I have really
liked working here over the years.’
Branko has no plans of moving from
the job he loves any time soon. He will
continue to contribute in such a huge
way to our ACT public education system,
and Richardson Primary School, for many
years to come.
17
Nurturing
our future
leaders
Grace Dunlop
Kaleen Primary School
Grace Dunlop has worked in public
education in the ACT for 40 years,
and has been the principal of Kaleen
Primary School for the past 22. During
this time she has been able to influence
others in the process of school reform,
productivity and change. Grace has
been able to share and harness the
energy and potential of individuals and
groups to build and support a strong
and positive school culture driven by
a shared vision of excellence and equity.
She truly understands children and both
their academic and social needs. She has
worked expertly with teachers during her
tenure as principal to ensure that quality
curriculum and support services have
been provided at Kaleen Primary.
Grace’s work has involved the
encouragement of research underpinning
teaching and learning, facilitating a
review of educational practices, and
the development of new strategies and
approaches to the work of the educator.
This is evident in her work surrounding
18
gifted and talented education. In 1998,
Grace established a Year 4/5/6 selfcontained gifted and talented class based
on her years of research encompassing
the needs of gifted students. This class
was an enormous success, with improved
literacy and numeracy outcomes for
the students. More importantly, parents
and students commented on the social
success the class provided for children
who had never really ‘fitted in’ within
a mainstream class. From this initial
self‑contained class, Grace slowly
increased the classes each year until,
in 2001, each Year 1–6 had its own
self‑contained gifted and talented class.
As a leader, Grace has the exceptional
ability to inspire leadership actions
and aspirations in others. She has been
able to provide genuine acting-leader
experiences, and she ensures that staff
members have the skills, knowledge
and confidence to make decisions
within the acting role. During her time
as principal, Grace has mentored and
coached all of her deputies to become
successful principals within the ACT
system. In 2010, Grace was awarded the
inaugural Outstanding Principal of the
Year Award for her exceptional leadership
in public education.
Grace continues to foster a rich learning
environment at Kaleen Primary. She is
worthy of recognition for her nurturing of
potential and future leaders, her passion
for the needs of all students in her care,
and her strong commitment to public
education.
Sharing
a passion
f o r m u s ic
Katharine Finlayson
Ngunnawal Primary School
Katharine is a passionate and dynamic
music teacher who has made significant
contributions to education in the arts
at Ngunnawal Primary School. She is an
inspirational music teacher; her engaging,
enthusiastic approach and ability to
promote a genuine love of music
make her an asset to the Ngunnawal
teaching team.
Katharine operates at many levels
throughout the school: she sings; plays
violin, guitar, recorder and piano; and
has an appreciation of dance and music
throughout the ages. She is a member
of the Kodaly and Orff Music Teachers
Association, as well as coordinating the
Communities in Schools Music Tuition
Program and professional learning for
teachers from other ACT government
schools. She also supports the transition of
music students from Ngunnawal Primary
to various high schools within the region.
This quality background has given her a
wide range of skills to share with students
and ideas to effectively collaborate
with other teachers. All her many roles
are performed with competence, good
humour and integrity.
In 2013, Katharine worked closely with the
Limelight production team to ensure the
opening act celebrated and recognised
Canberra’s Centenary Year. Past students
of Ngunnawal Primary who now attend
various high schools returned to join
with the senior primary choir to sing
a song that was specially written about
Canberra. As well as this, Katharine leads
the Instrumental Music Program bands,
and recently the Year 6 band took out
the Silver Medal in the Band Eisteddfod.
Katharine strongly believes that all
students can learn, and her programs
cater for all levels. Her positivity instils
confidence in our students and this has
an enormous impact on their self-efficacy.
Students at Ngunnawal love to perform,
and the confidence that they exude is
due in large part to Katharine’s sensitive,
caring and inclusive teaching style.
Katharine is a selfless teacher who is
always seeking out opportunities to
share her skills with educators, not just
from Ngunnawal Primary but from across
our whole system. She has presented
many professional learning sessions and
has developed many useful resources
for teachers to take away so they can
implement what they have learned
straight away. Feedback from these
sessions is always positive, with many
participants wanting follow-up sessions.
Katharine is a strong and passionate
supporter of public education in the ACT
and looks for opportunities to promote
our school and system.
19
Positive,
trusting
r e l at i o ns h i p s
Jan Corrigan-Reid
Calwell Primary School
Every parent hopes that their child’s first
teacher will be special. Jan is that teacher:
respected and valued by the Calwell
community, and loved by the children
she has introduced to school. She is an
inspiring, passionate and skilled early
childhood educator.
‘The first five years of a child’s life are
significant in shaping their attitudes,
identity, wellbeing and potential. I’ve
always been fascinated by children’s
ability, enthusiasm and energy in exploring
and investigating their understandings of
the world in which they live.’
Building strong, trusting relationships is
central to Jan’s success as a preschool
teacher.
‘I see the teacher’s role as an orchestrator,
building close partnerships with children,
staff and families. Positive, trusting
relationships are a foundation of my
learning environment. This sets the scene
for bringing out the best in everyone.
20
The greatest gift a teacher can give
is trust. The end results can be very
humbling and extremely satisfying.’
Jan is a highly creative teacher and
has created an engaging preschool
environment.
‘While undertaking my training I studied
a double art major. This set the scene for
my love of art, particularly contemporary
Aboriginal art. I also turned my creative
flair to landscape design and gardening.’
This interest is reflected in the Indigenous
and vegetable gardens Jan has created
with the children. Developing an interest
in and love of the land is another of
her passions.
‘Young children need to be encouraged
and educated to take on the role of
being “guardians of the earth”. Valuable
lessons in how to do this can be learnt
from Aboriginal culture. Developing
environmentally friendly habits in the
preschool environment is important.’
Jan actively shares her knowledge and
experience with her peers.
‘We were one of the first preschools to
be assessed under the National Quality
Standard. I work with a dedicated
team of educators whose efforts were
reflected in our preschool receiving an
Exceeding National Standards rating
in all seven areas of the assessment.
We adopt an open-door policy by
sharing our experiences with other
interested preschools preparing for
their assessment.’
Jan enjoys teaching at Calwell Primary.
‘The preschool’s location, at the top of
a hill with mature aged trees and large
rocks, was perfect for creating a natural
outdoor learning environment for young
children. We continue to create a place
where we all have a strong sense of
belonging. A place where we can be
proud to be the best we can.’
21
Torrens
kids are
kind,
fun kids
Mel Chadwick and Paul Robertson
Torrens Primary School
Nothing is too big or too much trouble for
the students at Torrens Primary School.
Fun or fundraising? Serious or seriously
funny? For Torrens or for others? All
activities are enthusiastically arranged by
students throughout the school with the
help of dedicated School Representative
Council (SRC) facilitators, Mel Chadwick
and Paul Robertson.
SRC ballots are eagerly anticipated and
elected SRC members are proud badge
wearers. The responsibility of being in
the SRC is taken very seriously, especially
by the SRC executive, which leads and
manages special events for their peers.
Students are involved in activities where
ideas are exchanged, innovation is
encouraged, activities are advertised,
improvements are discussed, information
is shared and kindness is displayed.
Leadership and negotiation, along with
organisation and planning, are important
skills developed during the process.
Torrens SRC activities focus on school,
local, national and international charities
and events throughout the year.
Cupcake Day began as a fundraising
activity for charity that was intended to
last for an afternoon but the students
became so involved that the activities
22
lasted for a further two days. Activities
encompassed the sale and eating
of cupcakes, decorating cupcakes,
photographs with cupcakes, and
colouring cupcakes. The whole school
community became part of the day, with
families cooking cupcakes and helping
with events. The event was so successful
that students have called for another day
just like it.
Our Footy Colours Day aimed for ‘fun
while fundraising’. Students and staff
dressed in their favourite football team’s
colours and participated in handball and
long-distance kicking competitions. Prizes
were donated to the school by the Giants
AFL Club and a local footballer was judge
for the competitions.
Pyjama Day raised a large amount of
money to support the Pegasus Riding
School for disabled students. Students
and staff lolled around all day in their
pyjamas, taking life easy and being very
comfortable. They raised enough money
to purchase a horse blanket.
Are there plans for the future? Yes
indeed, as ideas are never in short
supply. An internet café, enabling the
community to enjoy a cup of tea with
cake while learning how to navigate an
iPad, is already on the agenda. Garden
improvement and development is
also planned, along with a multitude
of fundraising activities. The Torrens
Primary School SRC is both dedicated
and energetic.
Getting the
balance right
Julie Dixon
Isabella Plains Early Childhood School
Julie makes the balancing act of being
a working mum and a school leader
look easy.
‘Isabella Plains Early Childhood School
has made it possible for me to be a fully
functioning working mum. It all started
with my daughters Holly in childcare, Lily
in preschool, and me working as a school
leader. Having my children here has made
life so much easier. The joy of being able
to contribute to the school as a leader and
advocate for families is balanced by being
able to see my children, and steal a cuddle
throughout the day. This certainly has
helped me to do my job better.’
What has been the value of Isabella Plains
for your family?
‘Knowing that my children work with
educators who are committed to early
childhood takes away any worry about
their development and what they do at
school each day. Being surrounded by
experts who know them as individuals
and enjoy working with them means I
know they are being taught to read and
write but I also know that if they fall
over they will get the love and support
they need.’
Tell us about your role as a school leader.
‘I am a true believer in the early childhood
school model. I appreciate that every
decision made is linked to making
school more accessible and friendly
for working families. My friends who
work have multiple drop offs and a long
drive to work. My life is less stressful as
my children and my job are all in the
one place.’
Is it easy to mix being both a parent and
a school leader?
‘Whilst on maternity leave in 2011 and
2012 I was able to enjoy being a parent
at the school; it allowed me to view
things from a different perspective and
re-energised me as I returned to work.
I was able to share my perspectives on
things such as the challenge of always
being on time each day with two schoolaged children and a new born. Now that
I’ve returned to work I’m able to see my
youngest, Indie, who is in Isabella Plains
family day care playgroup ... so I can still
steal cuddles at work!’
23
Four words…
Joan Barrington-Smith
Hughes Primary School
Sincere, thoughtful, intelligent and
thorough: four words to explain the type
of thinker and mentor that Joan has been
across her 37-year life in schools. From
softball coach to literacy coordinator,
recruitment officer to English as a
second language/dialect coordinator,
environmental science teacher to acting
principal, Joan continually displays a high
work ethic and deep sense of purpose.
Her expansive skill-set and willingness to
go beyond the call of duty have seen her
acting as a mentor to beginning teachers,
initiating and embedding sustainable
practices, and most recently as a hip-hop
dance teacher supervisor – all pointing to
being the exceptional person that she is.
Inspiring, encouraging, challenging and
supporting: four words to explain how
Joan has been a carer for the students
she teaches. Children know ‘Mrs B’ as a
trusting teacher who will listen, support,
encourage, lead, motivate, push and
celebrate with them. She is one of a kind
and students love her willingness to be
there for them. Students learning English
have particularly benefitted from her
patience, grace and calm demeanour.
With high expectations she has carved
new paths to tread, new ventures to
explore, and new opportunities to
investigate.
Eloquent, professional, caring and
empowering: four words to explain the
leader Joan is. She consistently displays
24
exemplary practice and Hughes Primary
School has been the lucky recipient of her
leadership across the past seven years,
in her role as senior executive teacher
and acting deputy principal. As a part of
the executive, Joan presents rich wisdom
and an intelligence for assessment and
data that is exceptionally high, building
our school towards excellence. As acting
principal of Mawson Primary School
across several years, Joan had impact
on reviewing the Mandarin program
and making positive steps forward with
bilingual education.
Creative, tender, dignified and meaningful:
four words to represent the doer Joan
is with special events for schools. From
Anzac assemblies to Remembrance Day,
from Year 6 Graduations to Rostrum
Speaking events, Joan delivers magical
ceremonies, building for everyone such
memorable events that richly build the
tapestry of our school. Her attention to
detail is exemplary – music, slideshows,
decorations, scripts – Joan’s inclusive
nature and knowledge of students’
strengths, mean ‘just the right child’ is
selected for the job at hand. From shy to
exuberant students, Joan leads with poise
to ensure special events are remembered
and treasured.
Thinker, carer, leader, doer ... special,
memorable, influential and loved – thank
you, Joan!
From chopping
firewood to
meeting the
Queen
Faith Chegwyn
Bonython Primary School
‘As a child I always wanted to be a
teacher. I began teaching with the NSW
Education Department in 1960 and I
taught in city and country public schools.
In 1966 I had a teaching exchange in
Northern Ireland, and in 1970 I came to
the ACT as a NSW teacher.
the guidelines for the ethos and broad
policies for the school, especially the
Behaviour Management Policy, as well
as familiarising myself with the Calwell
Cluster curriculum guidelines, selecting
staff, resources and equipment for the
new school, and meeting parents.
‘Conditions in schools in the ACT were
quite different to some of the schools
I had worked in – the classrooms were
spacious and warm so I no longer had
to chop firewood for the heater and the
floors were solid so the flashcards did not
fall through the cracks! In 1974 I was keen
and happy to join the Commonwealth
Teaching Service – it was such an exciting
time to participate in the development
of a new education system, one which
encouraged parental involvement in the
schools. A Canadian teaching exchange
also came my way in 1977. These varied
teaching experiences helped form my
educational philosophy so necessary for
my future career.
‘Bonython was designed to cater for
the population of Bonython as it aged.
When no longer required as a school
the buildings could be converted to
an aged-care facility. The classroom
buildings included plumbing and firewalls
to facilitate future conversion to 2/3
bedroom town houses, while the hall,
library and offices could be used by the
complex. This unique recyclable design
was the reason the ACT Government
put forward Bonython School as one of
five venues Queen Elizabeth could visit
as guest of the ACT Government on
24 February 1992. Much to our surprise
Bonython was selected and it was
decided that Queen Elizabeth II would
officially open the school on that day.
What an honour!
‘Term 4, 1991, was the beginning of the
most exciting professional challenge of
my teaching career when I was appointed
as principal of Bonython Primary
School. During that term I established
‘After 36 years of teaching I retired in
1995 with so many wonderful memories
of schools, children, teachers, parents,
colleagues and mentors. Thank you
all for enriching my career. It has been
a privilege to contribute to the ACT
education system.’
25
Kaleen’s
Carnegies
Tania Carnegie
University of Canberra High School kaleen
and all the Carnegie children have had
the same local school pathway, attending
Maribyrnong Preschool, Maribyrnong
Primary school and the University of
Canberra High School Kaleen (UC High
School Kaleen). Youngest child Leah will
follow the footsteps of her brothers and
sister to University of Canberra Senior
Secondary College Lake Ginninderra
(UC SSC Lake Ginninderra)
The Carnegies have lived in Kaleen since
1989; Tania and her four children are
Canberrans, born and bred. The family
is a strong supporter of their local public
schools because of the deep sense of
connectedness that develops from being
a part of the local community.
‘Public schools are welcoming of students
from all backgrounds, cultures and
abilities and, as such, my children have
learnt so many valuable life skills through
the opportunity to connect with people
from all walks of life.’
A stalwart of the Carnegie family, Tania
was a Canberra public school graduate,
26
This singular pathway has taken the
Carnegie children in diverse directions.
Rachel is studying for a Bachelor of
Applied Science in Human Biology, and is
looking to continue her studies in either
physiotherapy or exercise physiology
at University of Canberra whilst also
maintaining her sporting endeavours as
a senior squad member in the ‘MattyB
Dept’ athletic coaching program. Lochie
is pursuing a career in custom car design,
winning awards at Summernats 2013 with
a car he rebuilt whilst completing Year
12 studies; he is currently self-employed
as a subcontractor. Brodie is completing
a Tertiary Package at UC SSC Lake
Ginninderra, working towards applying for
the Australian Defence Force Academy
and hopefully studying aviation through
the University of New South Wales.
Youngest child Leah, at UC High School
Kaleen, is pursuing her soccer goals and
looking at a variety of non-traditional
career options.
Tania feels that, in particular, the
comprehensive Pathways Planning
program offered at UC High School
Kaleen has been instrumental in
challenging the family to explore such
a variety of potential career paths.
There is a strong cohesion between the
cluster schools in Kaleen, and the culture
of fostering a partnership in learning
between the school, students and parents
has flowed through from Maribyrnong
Preschool, Maribyrnong Primary, UC
High School Kaleen Kaleen and to UC
SSC Lake Ginninderra. The parents of
the Carnegie children are no exception,
both volunteering their time and talents
over the years. Currently, UC High School
Kaleen is blessed to have Tania working
as the work experience coordinator,
especially when she feels so strongly
about her work:
‘These students trust you with their
dreams, hopes and aspirations.
The fact that you can somehow play
a role in broadening their mind to the
bigger picture is priceless indeed!’
Child-focused
learning
Mary Hutchinson
Lyons Early Childhood School
Mary is the founding principal of Lyons
Early Childhood School, which opened
in 2009. The school’s first board chair
comments on Mary’s engagement,
encouragement and support:
‘From the beginning Mary conveyed the
vision for the school as a community hub
where families with young children would
be supported in these often challenging
early years. She was clear that the
environment would be child-focused,
a supportive place where children
could follow their natural interests and
this would be integrated into how they
met the required learning areas of the
curriculum.
‘We felt completely comfortable on
meeting Mary that this would be a
thriving and dynamic community school
that we would want to be a part of.
We were truly excited by this seemingly
revolutionary idea that schools could be
supportive, engaging and stimulating
places to be.
‘We witnessed firsthand how Mary
supported the small staff to set up the
most amazing learning environment
in the old school hall. The hall was half
staffroom/offices and half classroom, but
it was a wonderful place to spend time.
‘The vision for the school has been
richer than we ever imagined from our
experiences in both public and private
schools in Canberra in the 1970s and
80s, and we have continued to learn so
much about what children need and how
children can be engaged in learning. Mary
has a rich understanding of what young
children need to engage them in their
learning journeys as well as to support
them to be better citizens of whatever
community they are a part.
‘The school is now a rich community
with families from diverse cultural
backgrounds. Mary creates the
atmosphere for embracing these
differences while supporting a great
sense of school identity and community.
She has always been an integral part of
this community. Rarely is there an activity
that she does not attend.
‘Mary is approachable, warm, and
considerate, and sees and recognises
each individual child, family and staff
member as part of the school community.
She has always been calm and
unflappable whatever came her way and
whatever challenge parents or children
may present her with.
‘What a place she has created for the
families of Canberra!’
‘On that first day we clearly remember
how Mary made everyone feel welcome
and gave us confidence that this was
a school where our children would feel
nurtured, stimulated and supported
in their learning and growth as
young people.
27
The day
the books
grew legs
and ran away
Students of Harrison School Harrison School
The students became sad without their
books. They couldn’t share exciting
stories with their parents; they couldn’t
look at exciting pictures after they had
finished their work. The students quickly
became bored and not very caring
towards each other. The biggest problem
of all though was in the library. Their
Librarian was miserable because the
library was empty. The school became
a very dull and sad place without
the books.
Once upon a time there was a small
school. The students loved reading and
learning new things. One day something
strange began to happen. The books
weren’t happy! They were sad that they
weren’t being taken care of. They were
not being put back in to the right places,
their spines were twisted and they were
missing their friends because they were
not being returned to the library. So the
books decided to leave the school to find
a place where they would be taken care
of by the students.
One student saw the books escaping and
tried to catch them. Another ran after the
books on a horse and tried to lasso them,
and some tried to catch them with nets
or bags.
28
One afternoon, a boy was walking
home with his sister. She was helping him
because he was on crutches. Suddenly he
stopped as he had seen something on the
pavement and crouched down and picked
it up. It was a little book with a broken leg
like his. The boy knew what it was like to
be injured and sore and what it meant to
need help. So he thought he would take
the book home and take care of it.
Soon enough the little book was better
and the boy brought it to school with
him. All of the other children asked, ‘How
did you get that book!? We have been
trying really hard to catch the books and
we have had no luck!’ He explained that
he didn’t try to catch his little book; he
took care of it. He said that the little book
wanted to stay with him because he was
kind and showed care for it. The word
soon spread of how he had shown care
for his book and others began to share
this story and show care towards things
and each other. The school became a
happier place.
About a week later, the Librarian came to
school and was very surprised to find a
book all by itself in the library. This little
book had heard how the boy had taken
care of his book and wanted to come
back to the school, because word had
spread about the students now caring
about books and each other. The next
day, there were 10 books, then the next
morning 15 until one day all of the books
had come back to the library.
The Librarian and the students were so
happy that all of the books had been
returned, but knew now how to take care
of the books so they would never run
away again.
The boy and his family moved to a new
school that was being built and shared
the story of the books with the new
Principal. The new school was called
Harrison School and it was decided to
have care as one of the school’s values so
students would learn the important value
of caring for things and each other. The
school built a very special library and the
books, and the students are very happy.
The end.
Gowrie’s
treasure
Alison Newhouse
Gowrie Primary School
The love and dedication that Alison
Newhouse has for public education is no
secret! Take a walk into Gowrie Primary
School any day of the week and you will
be greeted with her beaming smile and
her passion to help you.
Alison found her true vocation when she
began working as a Learning Support
Assistant at her children’s school in
Darwin in 1994. In 1997 she moved to the
ACT where she was asked to fill in for a
week in the role of secretary at Arawang
Primary School. This one week turned
into seven short years.
Since 2004 she has been the face of
Gowrie Primary School. During this time
Alison undertook other job assignments;
however, after every short stint in a
different position she found her way
back to the role of school secretary,
where she felt most at home and at which
she excelled – to the great delight of all
the Gowrie school community!
recognised as a person who provides
leadership and influence in the school
community. My work certainly isn’t limited
to my job description.’
The welcoming nature of Alison makes
Gowrie run smoothly and effectively.
There is no task too big or too difficult,
whether it be administrative assistance or
the more adventurous tasks of dressing
up as a clown, witch or a nun to promote
creativity in the classroom – anything
to make everyone laugh! Alison even
learned how to play the ukulele to help
the Year 5/6 Band. She takes all requests
in her stride.
This view is shared by the Gowrie school
community who consider her to be that
rare person who can provide strong
support well beyond that which otherwise
would normally be expected. Clearly,
Alison’s dedication to Gowrie Primary has
made her one of those iconic people that
everyone wants to go to.
Alison loves helping children, and their
joyful responses are her greatest reward.
As she says, ‘It’s the freedom, flexibility
and variety that have led to me being
In her personal life, Alison has
represented the ACT and NT in hockey,
has been nipped by the travel bug,
participates in musicals, and volunteers
at charity events. Although she finds
pleasure in all of these things, her first
love is coming to work every day and
getting involved in the ‘big picture’ of
Gowrie. Alison Newhouse – Gowrie thinks
you are a treasure!
29
A lifelong
a s s o ci a t i o n
Merv and Beth Knowles
Canberra High School
Merv and Beth Knowles have a long
association with Canberra High School –
since 1939 in fact – and have maintained
their links over the decades. Canberra
bore little resemblance to the city it is
today when they attended Canberra High.
‘The population of Canberra didn’t exceed
10,000. Our shopping was all done at
Civic, Kingston or Manuka, or Goulburn
for a wider range of articles. Goulburn
had twice our population!’
Merv was in his final year when Canberra
High moved from Telopea to Civic, in
what is now the Canberra School of Art
at the ANU.
‘Living in Mugga Way, and with only my
bike for transport, my first impression was
that it was a long way away. The move
caused upheaval for staff and pupils but
we marvelled at the space and the new
equipment.’
Beth was impressed with headmaster
Andrew Watson’s opening address to the
students. ‘He declared, “You are students
at the most modern high school in the
southern hemisphere”. Watson was
quite a boy – he was part of Sir Douglas
Mawson’s expedition to Antarctica.’
Merv remembers a number of his teachers
fondly. ‘All were outstanding. Stuart Bilbe,
whom I had for physics, had written the
30
textbook on the subject and Mr Anderson,
the maths master, also lectured at
University College.’
Beth’s memories of her teachers are a
little more colourful. ‘Our poor English
teacher would start her lesson with “Beth
Fisk and Beryl Mills, get out!” We talked
too much and spent a lot of time outside!’
Merv took a number of important lessons
away from his time at Canberra High: ‘To
be a team player; to speak up when you
have something to contribute – otherwise
just listen; the fun of competing; the
value of mateship; and to appreciate the
situation you are in at any time.’
Merv and Beth have maintained a
relationship with the school through the
Lindsay Knowles Memorial Prize. ‘The
prize was set up by my parents to honour
the memory of my brother, Lindsay, who
was killed flying a Kittyhawk in Libya
during the Second World War.’
Merv’s impression of contemporary
Canberra High School students
is overwhelmingly positive. ‘The
multicultural nature of the student body
adds to the education of all students, who
are a pretty bright lot. Their behaviour
as a group appears to be better than
average; their respect for teachers is
what I’d like to expect.’
Building
lasting
r e l at i o ns h i p s
Liz Fearon and Margaret Taylor
Wanniassa School
As the adage says, it takes a village to
raise a child. If we imagine a school that
has all the attributes of a village then
Wanniassa School, in Canberra’s south,
has raised several thousands of children
over the last 30 years to become good
citizens of Canberra. Central to this
success are two teachers who between
them have over 60 years’ commitment to
ACT education, most of it at Wanniassa
School! Margaret and Liz say they feel
very lucky to have been at Wanniassa
School for so long.
Liz Fearon, school leader on the school’s
senior campus, and Margaret Taylor,
deputy principal of the junior campus,
hold a special place in the history of
this school. They epitomise character
traits such as commitment, loyalty,
dedication and compassion. Both are
strong proponents of social justice and
equity, know every student in the school
and give every child the opportunity to
give of their best, building relationships
with them and their families, and giving
them a voice. Each has made significant
and lasting contributions at Wanniassa
School as teachers and school leaders,
community-builders, as supporters of
several generations of students, and
as valued colleagues and mentors of
teachers, at last count six of whom are
now teachers at Wanniassa School! Liz
and Margaret model the unconditional
support for all that is at the very heart of
Wanniassa School, captured in the words
of many a student returning as an adult
to seek them out: ‘Thank you for believing
in me!’
liked.’ Both are emphatic that building
lasting relationships with students,
staff and indeed many others in
the wider school community is of
paramount importance.
Wanniassa School feels very lucky to
have these two outstanding village
leaders and mentors.
Margaret’s passion is teaching. ‘I teach
because I love to see kids enjoy school
and to see the looks on their faces when
they succeed.’ Taking up challenges in
order to better help students learn is
what she does constantly, as is creating
a cheerful, harmonious environment
for students and staff alike. We thank
Margaret especially for embedding
learning technologies so firmly into the
junior campus over the last decade, and
for continually raising students’ and
teachers’ expectations for achieving
their potential.
For Liz, ‘Being at school every day
and doing something that I love is
professionally and personally satisfying.
Students want to know that they are
31
Early
days at
Gungahlin
Sarah Blacklock
Gungahlin College
32
Sarah was a foundation student of
Gungahlin College in 2011, the first
new government college to open in
the ACT in 21 years. The first day was
groundbreaking for her, her peers and
the staff.
‘We weren’t able to visit the college and
have a look around before the first day as
it wasn’t completed until the week before
we started; in fact, they were still building
the library and gym during first semester!
‘On that first day the principal and
associate principal spoke passionately of
their vision for the college. We were given
a map of the school and taken on a tour
by the teachers, who were also getting
to know the buildings. That’s when I
realised this was an exciting place to be
and became excited to be part of the
first cohort.’
As part of the college’s student
leadership team Sarah made some
major contributions towards shaping
school culture.
chair the board in the second year
of the college; I thoroughly enjoyed
the experience and would certainly
recommend it to future students.’
‘We did lots of leadership activities,
identified our own individual leadership
style and how best to influence people
around us. We planned lots of fun
activities and fundraisers, such as the
Duck Race on the retention pond, the
college Talent Quest, the 40-hour famine
sleepover in the gym, and we designed
the first Year 12 jumper. Everyone had
told me that college would be the best
time of my life, and it certainly was.’
Ever humble about herself and her
achievements, she continues to walk
‘less travelled’ roads by studying the
male-dominated field of engineering
at the ANU, but misses college a little.
Sarah’s peers voted her as a student
representative on the College Board.
Little did she know that by Year 12 she
would occupy the position of Board Chair.
‘The role of Board Chair was a huge
responsibility. It was an honour to
‘My ultimate goal was to achieve an
ATAR to study engineering. I achieved
my goal and was so excited at graduation
to hear how well all students performed.
At college, I enjoyed the freedom to make
decisions and to be treated and act as an
adult. We knew what the expectations
around work were, and the teachers were
so respectful, caring and supportive in
guiding us. The integration with teachers
was always so positive and nurturing. I
miss that at uni.’
33
Heart and
soul in
Wreck Bay
Wendy Brown
Jervis Bay School
Community Council Development
Officer Wendy Brown is a well-respected
member of the Wreck Bay community.
The daughter of Vida Brown, a Wodi
Wodi woman, and George Brown, a
Walbunga man, Wendy belongs to a large
family, having six sisters and six brothers.
Her bloodline connects her to the Yuin
nation of the east coast of Australia and
her traditional home is Wreck Bay, in the
Jervis Bay Territory. Wendy’s parents’
beliefs and cultural teaching ensured her
strong connection to her culture, country
and people, and Wendy calls Wreck Bay
her ‘heart and soul’.
Wendy has a long association with
public education in the Jervis Bay region,
attending Jervis Bay School from 1970
to 1975. Her parents always stressed the
importance of education and were strong
believers in educating their children for
‘both worlds’. Her feelings about her time
at Jervis Bay School are mixed, although
she remembers it as a good place to
be. She remembers good teachers and
good times, and particularly enjoyed
the Aboriginal cultural group run by
community elders. However, some days
were not so positive, with the constant
34
fear of Welfare taking her from her
family and shame at the treatment of
Aboriginal students.
Wendy’s connection with public
education continued after the primary
years. She attended Nowra High School
from 1976 to 1980 and then completed
a Childcare Certificate at Nowra TAFE
in 1981–82. Wendy was the director of
Ghugjagehmiamia Early Childhood Centre
from 1985 until 1990 and became the
Indigenous Education Worker at Jervis
Bay School in 1995, a position she held
until 1999. Wendy was keen to get into
the education system because she always
felt there was ‘something missing’. Wendy
is a great supporter of two-way learning,
in which Aboriginal and non-Aboriginal
people share knowledge to gain a better
understanding of each other.
Wendy enjoyed her time at Jervis Bay
School, where she worked with ‘wonderful
staff’ and thrived on the ‘challenge’ of
getting Aboriginal input into the school
and the curriculum.
Wendy continues to support Jervis
Bay School, providing knowledge and
advice on cultural activities. She is also
a member of the Junior Ranger Steering
Committee, which coordinates the
school’s successful and highly acclaimed
Junior Ranger program. Additionally,
Wendy is the community leader on the
Next Steps School Improvement Initiative
and a strong supporter and advocate
for the introduction of the Wreck Bay
Aboriginal Language and Cultural
Program at the school.
Wendy is truly inspirational.
Care,
quality and
c r eat i v i ty
Colleen Matheson
Lyneham High School
Colleen came from a working class
family that, in her words, ‘struggled a
bit.’ Her parents were unable to pursue
high school educations and so were of
the firm belief that it would be through
education that their children would be
able to succeed in life. Colleen attributes
her career choice as an educator to her
parents’ influence and to some ‘amazing
teachers who gave me experiences that
my family wouldn’t have been able to
give me.’
Colleen has taught in NSW and ACT
schools throughout her career of 39
years, with 23 of those years in the ACT.
When she first came to Canberra, Colleen
spent a year teaching at Dickson College,
a year at Tuggeranong College and five
years at Melrose High. She worked briefly
in the central office, was principal at
Alfred Deakin High and, since 2007, has
been the principal at Lyneham High.
‘I really enjoy my work at Lyneham High.
The school is an incredibly busy place;
no two days are ever the same. You
never know what is going to happen
and there’s always excitement. The high
school years are an opportunity to do
things differently. It’s a great time for
young people to try something new and
to challenge themselves. A mistake won’t
hold you back.
‘There’s an incredible diversity of the
students at this school. We work to
engage them all through the different
programs available at Lyneham High,
particularly the LEAP program (for
gifted and talented students), the SEAL
program (for sporting excellence), an
outstanding school band and music
program, and the Performing Arts Centre
– which I personally value through my
passion for theatre.’
In 2012, Colleen won an ACT Public
Education Excellence Award for
Secondary Principal of the Year. Whilst
she acknowledges this as a significant
accomplishment, she describes the
everyday interactions with students as the
real highlights of her career. ‘It’s the magic
moments when students do something
they didn’t expect to be able to do. They
can be just little things but they’re the
things that really give you the buzz.’
Lyneham High’s deputy principal, Robin
Morrell, says that ‘Colleen works really
hard at making sure that the school is one
large team with a common focus around
the school’s values of Care, Quality and
Creativity. Building the capacity of the
whole staff comes from really good
leadership, which Colleen embodies.’
35
Back to the
old stomping
ground
Emanuel Famelis
Latham Primary School
in 1977. My mother enrolled me in Latham
Primary that same year, into Year 4.
‘My most vivid memory of being at
Latham Primary as a child is playing
“British Bulldog” on the oval and then
getting in trouble with my mother when
I got home for having a ripped shirt
with no buttons! Other fond memories
are days spent during the holidays on
our BMX bikes exploring the creek and
surrounding nature park, with our only
worry being to make sure we were home
by the time the street lights came on
or our mothers would be angry. When I
left Latham at the end of Year 6 to go to
high school I never in my wildest dreams
thought that one day I would come back
here as an employee.
‘I was born in Griffith, NSW, in 1967,
the second son of Greek immigrants.
Business opportunities took my family to
Queanbeyan in 1976 and then to Latham
36
‘After working in our family seafood
business for many years, and my family’s
decision to move back to Europe, I decided
that I needed a change of scenery as far as
employment went. I signed up to become
a Building Services Officer at Latham in
2005 and I’ve been here ever since. On my
first day it felt good (and weird) coming
back to my old stomping ground, but the
one thing that had not changed was the
community spirit.
‘Working at my old school gave me
great opportunities to catch up with old
friends whom I had known in primary
school, and their children who were the
new generation of Latham students. In
this time I have met many dignitaries
who have visited our school, including
Prime Minister Julia Gillard, Minister for
Education Peter Garrett and my old
school friend Senator Kate Lundy, who
enjoyed reminiscing about old times when
we were at Latham Primary together.
‘Looking to the future I feel good to know
that I have made new friends that I will
keep for life, being involved in wonderful
changes to Latham Primary and having
some wonderful experiences, all the time
enjoying the same community spirit as in
the past. I know that one day in the future
when I am retired and “gone fishing”
I will enjoy reminiscing about my many
experiences working with the children
and staff at Latham Primary School.’
The
‘difference
maker’
Dianne Kerr
ACT Education
Di’s belief in public education as the
‘difference maker’ was forged by her parents
during a childhood spent on their family
farm near Young, NSW. They made her
aware that education would give her choices
in life and encouraged all their children to
focus on education above all else.
Di never contemplated anything other
than going to university, but opted for
a Commonwealth Scholarship above
the Teacher Scholarship she had also
been offered. However, after marriage
and a move to Sydney, Di commenced
work with a half-day teacher education
program under her belt. She recalls her
astonishment at having found her niche
in the world, enjoying opportunities to
take risks to engage students.
Her return to Canberra came at a
significant time for education in the ACT.
She took her place in the workforce in
a system that was still run by the New
South Wales government. Di claims
that her appointment to Turner Primary
School was convincing evidence that
her true calling was to be a secondary
teacher! Eventually she found her way to
Canberra High School, where the head of
her faculty set her on the track of being
a committed teacher, instilling in her
the notion that teaching is about giving
one’s all.
It was around this time that Di felt an
increasing sense that working with other
teachers through a hierarchical position
would increase her ‘difference-making’
potential. She became a very young head
of department at Canberra High School
and then at Watson, before becoming
deputy principal at Lyneham High.
In 1987, Di set her sights on leading
ACT and, later, national curriculum
development, contributing to ‘difference
making’ on a national scale. A period
working in Western Australia amplified
for her the key characteristics of the ACT
System: the sense that the education of
our young people is the most valuable
endeavour, and that as teachers and
system leaders we are all in it together.
Since then Di has held roles in the
Curriculum Corporation and Education
Services Australia; her appointment as
the Minister’s nominee to the Australian
Curriculum, Assessment and Reporting
Authority (ACARA) Board was a highlight
and fitting career finale.
Di’s work in public education has
engendered a commitment to innovation
and emphasised how leadership is a
major investment in student learning. She
has a deep conviction of the quality of
the ACT system and the enormous social
capital our students bring to school, and
believes that the advantages that public
education offers should never be negated.
37
Valuing
school
im p r o v e m e n t
Dianne Grantham
ACT Education
‘After working in NSW for 23 years as a
classroom teacher, ESL teacher, teacher
librarian and executive teacher, I arrived
in the ACT as a teacher librarian and I
was fortunate to become a member of
an Information Literacy working party.
This working party developed a set of
guidelines to assist teachers and librarians
to provide students with the necessary
skills to become active lifelong learners.
It was my first experience at working on
a system project, one which impacted not
only on my own teaching but across all
ACT schools.
‘As a classroom teacher I embraced
outcomes-based learning. Having a clear
purpose for what you hope to achieve
and finding the evidence to verify your
success fuelled my interest in school
improvement at a system level. This
passion helped me gain my first role
within Assessment and Reporting and
implementing assessment in the ACT and
nationally. However, testing itself isn’t the
end product; being able to help schools
develop an evaluative aspect to their
38
teaching and school systems has been the
most rewarding part of my work.
‘I’ve valued my work in helping schools to
shape their strategic vision and focus on
improvement. To be seen by a colleague
as taking on their work as though I too
am walking the journey and working
alongside them reaffirms my belief
that I have been fortunate to have the
opportunities afforded to me working
within the ACT education system.
‘I’d encourage all young teachers to
heed the advice I received from one of
my principals: “You don’t need to know
everything to be a leader, you just need
to know who to ask to get the answer,
because you will never know everything.
You will always be a learner.” This advice
liberated me and gave me the courage to
be more active and put myself forward
for different roles. Take every opportunity
you can, look at new ideas and directions
as opportunities to learn and improve,
and don’t forget the impact you have
on the lives of students and your
fellow teachers.
‘The reward we achieve as educators is
often not acknowledged in our daily work.
I still have a letter from a parent in 1997
thanking me for the guidance I provided
their son. This meant more than all the
end-of-year soap and perfume I received
as a primary school teacher, although
these too were appreciated! But it is nice
to know we do make a difference.’
Walking the
boundaries
The Birrigai Program
Birrigai Outdoor School
Birrigai means ‘laughter’ in the language
of the Ngunnawal people, the traditional
owners and custodians of this land. It’s
a fitting name for a school and centre
that welcomes young and old from the
Canberra region, and increasingly from all
over Australia.
The Tidbinbilla area around Birrigai has been
a significant part of Indigenous cultural
learning for tens of thousands of years. It is a
place for everyone to belong and to develop
a sense of self, while learning skills for living
sustainably within our world and the natural
environment. Birrigai proudly continues to
teach these values, which underpin all of its
educational programs.
Birrigai was set up by the ACT Schools
Authority in 1980 as an outdoor centre for
schools and teachers. Don Brooker was
the PE adviser who keenly promoted the
‘School in the Bush’ concept. Professor
Josephine Flood was on the advisory
committee and Doug Coreau was the
first principal.
The committee’s aim was to establish a
school in the bush that offered innovative
education programs and professional
development that extended aspects of the
school curriculum in science, environmental
studies and history. Adventures outside the
classroom and in the natural world were to
guide students through experiential learning.
‘Walking the Boundaries’, developed with
Australian author Jackie French and based
on her book of the same title, was one
such program.
In the mid 1980s Birrigai teachers
established Institute of Earth Education
programs such as Sunship Earth,
Earthkeepers and Sunship III. Birrigai
became a leading centre for the
implementation of these cutting edge
environmental education programs.
teachers in choosing appropriate objectives
for their camp.
Comments from students attending camp
include, ‘The teachers really taught me
about how big my comfort circle can get’
and ‘That Web of Life game is awesome!’
Birrigai’s constant aim is to provide and
model challenging, insightful and personally
meaningful experiences in an environment
that allows reflection on our own wellbeing
and that of our planet.
‘Life on the Diggings’ simulated the history
of the gold rush era in Australia, part of the
social science curriculum. A similar program
continues today, focusing on the beginnings
of democracy in our nation. Birrigai’s highly
trained teachers use its exciting High Ropes
elements in a range of challenge programs
designed to build participants’ selfknowledge, teamwork and leadership skills.
All Birrigai programs are linked to the
Australian curriculum to assist classroom
39
40
G r o wi n g
the school
through
m u s ic
Debbie Masling
Lyneham High School
Debbie Masling, a music educator and executive teacher at
Lyneham High School, has taught in the ACT public education
system for 30 years. A strong advocate of public education,
Debbie seizes every opportunity to showcase the talents
and dedication of her students. Music is an integral part of
life at Lyneham, with more than half the students involved in
the school’s Music Program. Debbie has literally ‘grown the
school through music’.
This is not the only growth that Debbie has fostered; she has
grown the culture of our school too. Her band program is
entirely inclusive. All students are offered the opportunity to
play a musical instrument, regardless of their socio-economic
background. Students with physical disabilities, students
with special educational needs, and the academically gifted:
everyone is valued.
Debbie’s music program permeates all aspects of school life,
from the students’ artistic requirements to their academic and
social needs. It’s cool for boys and girls to be successful, to
feel pride in themselves and their school. Teamwork, rigour
and resilience are valued. Students are moved out of their
comfort zones and success is celebrated.
Debbie has also been a music and life mentor for many staff.
A large number of teachers throughout the public education
system have benefitted from her skill, guidance and tireless
support. Her enthusiasm and positivity are infectious. Parents
and carers also acknowledge the support that Debbie gives
them in negotiating the sometimes difficult high-school years.
Debbie believes that no student should feel invisible at school
and sees music-making as an activity that provides joy and
satisfaction to both performers and audience.
Her music program has built a strong sense of community
and partnership. Debbie was largely responsible for the
proposal to build the Lyneham High School Performing Arts
Centre (LPAC), making a major contribution to its design and
continuing to facilitate its use. LPAC is now an outstanding
facility, not only for the school but for the whole community.
Debbie did not want the music experience to end with
graduation and so, 27 years ago, she established the
Ginninderra Wind Orchestra. This orchestra includes former
students and teachers who continue to grow their skills, their
connectedness and their love of music. They give back to
the community. Debbie is treasured by all those who have
experienced her passion for music and her generosity of spirit.
She is truly a face of ACT public education.
41
Tw o p i l l a r s ,
one purpose
Lizzy O’Brien and Olwyn Munro
Malkara School
Both Olwyn and Lizzy are as committed
to both the education of students with a
disability and to public education now as
they were then. Both are still part of the
Malkara fabric, and they are firm friends.
Lizzy is an active member of Malkara
P&C. Since her retirement from Malkara
she has worked at the Epilepsy
Association and is a strong advocate for
their work. At 80+ years young she is
a driving force for raising awareness of
epilepsy in the Canberra community.
Each year since 1972, Lizzy has donned
an apron and served Devonshire tea to
the hundreds of visitors who come to the
Malkara Model Railway and Scale Model
Exhibition. Lizzie has served countless
scones, jam and whipped cream at all 41
exhibitions.
In the late 1980s, Malkara Specialist
School welcomed classroom teacher
Olwyn Munro, who stayed with us through
the 1990s and early 2000s as a school
leader. From the 1970s to the 1990s
we were also joined by Lizzy O’Brien,
classroom assistant extraordinaire.
42
The valuable funds raised each year by
this exhibition enable enriched programs
and resources to be available for our
students. In recent years this has included
a school bus, a Liberty swing, soft fall,
play equipment, shade structures and,
most recently, educational consultants
who have changed the way we teach
our students.
Olwyn’s contributions have been both
personal and professional. Her current
roles, although ‘retired’ for a decade,
include moderator for the Student
Centred Appraisal of Needs for the
Education and Training Directorate,
community representative on the Malkara
School Board, and maintaining an active
role on the P&C. She too is involved in
the Model Railway Exhibition, having
previously managed the planning at
the school level until the present, when
she volunteers her time and gathers
many donations for the raffle each year.
Olwyn also provides exhibitors with
refreshments throughout the days of the
exhibition and arranges the thank you
dinner at night. She orders food, collects
goodies, organises others and gives hours
of her time to the school each year.
Two pillars, one purpose! Ongoing,
tireless, committed support for Canberra’s
children with a disability. Our pillars
continue to support us and model the
beliefs that are strong in all who work at
Malkara – a quality public education for
all – even those students with the most
severe disability.
Without our two pillars, our footing would
not be as strong!
Student,
parent,
contributor
Ian Brown
Alfred Deakin High School and Narrabundah College
Dr Ian Brown is a well-known and
respected member of the local Canberra
community, a loyal and long-time supporter
of public education, and represents
the parent body with a friendly ear and
approachable manner.
Ian attended Forrest Primary School, Deakin
High School and Narrabundah College
before gaining entry to Sydney University
to study medicine. He returned to Canberra
in 1986, working and training at Royal
Canberra and Woden Valley hospitals.
Having been a student during the
professionally challenging and politically
brave transition of ACT education from
full integration with NSW to, from 1976,
a completely independent system, Ian
developed a strong interest in public
education. Ian and wife Leisa’s four children
have all been students at Alfred Deakin High
School and have gone on to (or plan to go
to) Narrabundah College for their senior
secondary study.
The flexibility and responsiveness of the
newly independent education system
impressed Ian. He also observed the
impact his parents were able to have
within and upon the system. Over more
than 24 years both Ian’s parents served as
parent representatives in their children’s
schools, at P&C, school board, canteen
committee and Schools Authority levels.
Indeed, Ian’s mother Betty typically held
positions in primary, high school and college
concurrently; in 1991 her contribution was
acknowledged by the minister through a
Public Education Award for Outstanding
Service. The value of such parental input and
the success of the ACT system as a whole
has been demonstrated over the years by
the remarkable successes, by all measures,
of the system’s graduate students, locally,
nationally and internationally.
public education system. He will continue
to do so during the inevitable changes
mandated by the Australian curriculum and
new assessment and reporting standards,
together with the society-wide challenges of
the IT revolution.
As a parent himself, Ian became involved
in a range of parent forums at his children’s
schools, and has been humbled by
sequential elections to the boards of both
Alfred Deakin and Narrabundah colleges.
In 2013 he held the position of Board
Chair at both schools. Ian’s longitudinal
knowledge of ACT public education, as both
a ‘guinea pig’ student and then a parent
of four children in the now-mature system,
has helped him to advance the educational
outcomes of students and the quality of
parental journeys in what remains perhaps
the most innovative and flexible Australian
43
Supporting
all students
through the
‘Griffin Unit’
Stephanie Martin
Duffy Primary School
Stephanie Martin leads the teaching team
in the Learning Support Unit (Autism) –
affectionately known as the Griffin Unit
– at Duffy Primary School. Steph first
became interested in autism spectrum
disorder in 2001 when she was working
in the UK. Steph had a high-functioning
child in her class and was perplexed as
to how a child could function so highly in
some areas but have such deficits socially.
When Steph moved back to Australia
she worked at Yarralumla Primary
School, continuing to specialise in autism
education and developing her expertise in
autism education:
‘I love working in the Griffin Unit because
of the personal satisfaction and personal
growth I get from working with students
on the spectrum. Most days I feel like I
make a positive contribution. Every child
is unique and, despite having a diagnosis,
they come with their own challenges and
strengths.’
An important ingredient in the successful
operation of the Griffin Unit is Steph’s
ability to work in partnership with
families and stakeholders to create an
environment that is accessible, positive
and supportive.
44
‘I have the expectation that all students
can learn. Special education teachers
should not make judgements about the
future potential of a child based on the
child’s current level of functioning. It is
about working with the student to build
a foundation for the future.’
At Duffy Primary School, Steph has
provided a platform for students to
integrate into mainstream classes.
She knows that this helps the students
to generalise their skills to other settings,
provides opportunities for students
to build friendships, and develops
self-sufficiency and independence.
It also gives mainstream students an
opportunity to learn from students with
a disability, which helps them develop
their understanding and empathy.
Dominic is a student in the Griffin Unit at
Duffy Primary; his parents, Melinda and
Grant, work closely with the school to
support the needs of their son.
‘We see the Griffin Unit as the heart and
soul of the school community because
it exemplifies the importance and
benefits of inclusion and acceptance.
This wonderful team have invested in
Dominic’s future by looking past the
challenges and accepting him as a child
first and foremost. They have gone
above and beyond the call of duty to
allow Dominic to be included in ways
that even we had never imagined were
possible. This has allowed our family
to dream of the many possibilities for
Dominic’s future.’
Florey’s
quiet
achiever
Katrina Edwards
Florey Primary School
Katrina Edwards is a stalwart of public
education. A member of the P&C at Florey
Primary School for seven years, Katrina has
given countless hours in supporting the
school as her daughters have progressed
from preschool through to high school.
Katrina’s participation as part of our school
community began with her involvement
in the preschool fundraising committee
when her eldest daughter joined Florey
Preschool. She has repeated this 12-month
commitment as each of her three girls has
entered the school.
As an active member of the P&C since 2006,
Katrina has helped out with the uniform
shop, changing home readers, as part of the
Walking School Bus, and bringing food in for
staff on carnival days and public education
days. More recently, Katrina held the position
of canteen committee convener while the
canteen reopened and found its feet.
She has also been a member of the
fundraising committee. Katrina is a quiet
achiever who is always there, sometimes
on the front line, organising discos and
fundraisers, or quietly in the background,
reading with children or accompanying the
school on walkathons, or at carnivals. Her
quiet manner and infectious smile welcomes
new members into our community and
enables them to feel valued and supported.
Katrina’s community work continues
outside of the school environment with
her involvement on the Wombat’s Wish
Committee, a community-based griefsupport for parentally bereaved children.
She is also a volunteer for SIDS, and coaches
netball in her spare time.
Always thinking of others, Katrina takes
the time to thank staff for the work that
they do and, through her work, helps to
build the positive, inclusive, family-friendly
and welcoming environment that is Florey
Primary School.
45
A full and
r ewa r d i n g
c a r e e r i n s p e ci a l
e d u cat i o n
Jennie Lindsay
Malkara School
‘I am an extremely lucky person in that I
knew exactly what I wanted to do. I had a
pivotal moment in my life. I think I was 12,
and I knew that I wanted to be a special
education teacher and I’ve never wavered
from that.’
Jennie attended Girls Brigade as part of
her childhood youth group. When Jennie
was 12 she went with the Girls Brigade
band to play at Minda Home in South
Australia, an institution for children with
disabilities. Jennie was seated next to a
girl with Down syndrome. Jennie recalls
being both ‘terrified and fascinated’ by
this girl. It was from this point on that
Jennie said she wanted to ‘understand
people like this, how they thought, how
they communicated and what their life
was like.’ Jennie went on to study a
Primary Teaching degree and a Graduate
Diploma in Special Education.
Jennie left her special education job in
Melbourne and came to the ACT in 1997
to work with Disability ACT. ‘I managed
community houses for adults with a
disability for 18 months until the call back
to teaching got too strong.’ Jennie taught
at Cranleigh School until 2001, when she
came into the central office working in
Special Education.
In 2006, Jennie recalls the community
concerns over a number of school
closures. Jennie was tasked with
supporting the transition of those
families, teachers and students who
were in a school destined for closure.
46
Jennie’s contributions during this time
were acknowledged when she won a
Commissioner for Public Administration
Award.
Jennie then worked as a senior policy
adviser for 18 months before becoming
the principal of Malkara School. She
notes how the school and specialist
education have transformed in the last
six years. ‘We’ve really strengthened our
understanding of specific “pedagogies”
(teaching methods) for our diverse
student groups.’ A passionate specialist
educator, Jennie believes that ‘the
provision of this type of education, for
this type of student, is unique to the
public education system and we ought
to wear that as a badge of honour.’
Jennie spent time in London studying
the concept of Teaching Schools (training
new teachers in schools) and will be
working in the central office to further
her research in this field. Reflecting
back on her career, Jennie says, ‘I firmly
believe that you can have a very full,
rewarding and legitimate career in
special education.’ Her story is certainly
a testament to this statement.
Good things
come from
‘the valley’
Lucy Kirk
Erindale College
It’s not every day that an alumnus gives $50
million to a university to create Australia’s
most prestigious scholarship. It also isn’t
every day that a sensational student from a
government college in ‘the valley’ is the very
first, and only, Canberra recipient of this gift.
Lucy Kirk is in Year 12 at Erindale College,
an extra-special college nestled in a
valley embracing the Brindabella Ranges
that border Canberra. She is no ordinary
student, and this is no ordinary scholarship.
Supported through the generosity
of the Graham and Louise Tuckwell
Foundation, scholars are chosen ‘not just
for their intellect. It is about their desire and
determination to use their natural abilities,
if given the opportunity, to realise their full
potential so that they can make a difference
in the world.’
she is also an elite sportsperson who trains
every day and competes regularly as a
talented road cyclist. She is a member of
the ACT Academy of Sport and a future
Australian representative. Her day usually
commences by taking a huge breath of fresh,
and often very cold, air through her open
window to wake her up and prepare her for
the long, lonely training rides that are typical
for a competitive bike rider. This habit of
opening her room to the morning air is not
one of which her mother approves, but for
Lucy, it is a reminder of how fantastic it is to
be alive and to be happily enjoying life.
Lucy is both honoured and humbled by this
award. She is an amazing young Australian
who believes that ‘no one can expect
Australians to be committed to giving,
unless they themselves are generous. I can
help make Australia a nation of givers by
being an example.’
Lucy hopes to live up to the Tuckwell challenge
to give back to Australia, by becoming a
medical doctor. ‘I’m interested in surgery
and rural medicine. I would like to assist as a
doctor doing international aid work or join the
Australian Defence Force as a reservist to be
able to offer my skills where needed.’
Selection panellist and Nobel Laureate
Professor Brian Schmidt said the successful
applicants were the best of the best. As he
says, ‘The thing that really excited me was
... they are really great thinkers, they are
interesting people and they really just want
to learn.’
Lucy is not just a great thinker, an interesting
person, and someone who wants to learn;
47
“Our culture is unique
in that we see the
process of one-onone mentoring to
be our main and
most powerful
teaching strategy.
This facilitates a
vibrant community of
students, volunteers
and teachers
committed to learning
from each other.”
Peter Blunt – page 81
Making a
difference
Jan Marshall
The Canberra College
Jan Marshall makes a difference. Over the
last 10 years she has been the key driver
in establishing the CCCares program
at Canberra College. CCCares provides
an education and support program for
pregnant and parenting students in
the ACT and surrounding districts. The
program provides a one-stop approach
that ensures young parents can gain
equitable access to Year 12 certification,
as well as caring for the social, health
and daily needs of the students and their
children. It has grown from an enrolment
of 10 young parents in 2004 to over 170
in 2014.
Principal John Stenhouse says, ‘Jan’s role
in catering for a group of young adults,
who have traditionally been denied
access to education because of their life
circumstances, has opened up a world
of opportunity for young parents and
their children.’
Jan has facilitated partnerships with over
20 supporting agencies, including ACT
Health. These on-site community health
and welfare services increase the longterm health and life chances of young
parents and their children. As Katherine
50
May, of ACT Health, says, ‘Jan has helped
the Maternal and Child Health nurses to
access and provide a health service to
vulnerable mothers and babies.’
Part of Jan’s strength in leadership
has included engaging with university
researchers who ensure the work
at CCCares is shared nationally and
internationally. Professor Iain Hay
describes her role as pivotal in allowing
him to identify and publish the critical
factors for success in young mothers’
education programs.
Under Jan’s leadership, CCCares gained
a National Award for Quality Schooling
in 2008 and the 2009 NAB Schools First
National Impact Award. She also cofounded the Australian Young Pregnant
and Parenting Network. Other awards for
CCCares have included ACT Children’s
Week awards and the 2013 ACT VET in
Schools Award. Jan also received the
Public Service Medal in the 2011 Australia
Day Awards in recognition of her efforts.
The ACT Government has recently
funded the establishment of a $14 million
CCCares facility on the Woden campus
of Canberra College. This is a world-first
innovation and further demonstrates
the positive impact Jan has had on
the life outcomes of some of the most
vulnerable and disenfranchised members
of the community.
The final word must go to a student:
‘Jan and CCCares have helped me so
much. I now see a future for me and my
children. Before I felt so lost and couldn’t
see a way out.’
Well done, Jan, for making such a
difference.
‘Mrs Bowes’:
lighting up the
c h i l d r e n ’ s fa c e s
at M o n a s h
Betty Bowes
Monash primary School
Responding to a request from a friend was
the start of something special for Betty
Bowes. Her friend was teaching in northern
NSW at the time and was eager for extra
classroom help. Betty – always ‘Mrs Bowes’
to the children – quickly discovered that
she drew great joy from helping children
become confident and happy readers.
Later, having moved to the ACT, it was only
natural that she would continue to visit the
classroom as a volunteer when her own
granddaughter started school.
‘I started coming in when my granddaughter
was in kindergarten and just kept on
coming, even though she’s 19 now and
hasn’t been at Monash for quite some time.’
Mrs Bowes is as much a part of Monash
School as the students and staff – perhaps
more so, given that she has been visiting to
hear the children read for more years than
most of the staff have been there.
‘I was introduced to the school by Di Cronin
and was a classroom volunteer the whole
time she was here. We kept in contact after
she left, but I’m still here.’
Many teachers have welcomed her into
their classrooms over the years, but it is the
children that keep Mrs Bowes coming.
‘I decided a long time ago that I would only
do what I loved to do, not what I thought
that I ought to do.’
So every Wednesday, no matter what,
Mrs Bowes drives to Monash, where she
is a familiar and friendly sight making her
way up to the classrooms to encourage the
children as they set out on their journey
as readers.
‘There is that moment when children realise
that they can do it and that all those little
squiggles really mean something. Their faces
light up as they work it out, then there is no
stopping them.’
Mrs Bowes can’t remember how
many children she has helped arrive
at this realisation but she never grows
tired of seeing it, or of belonging to
the school community. Part of the
pleasure is having been able to watch
two great‑granddaughters move up
through the school.
‘I suppose I will have to stop one day –
maybe next year or the year after,’ she
says. In the meantime, she continues to be
an important part of the Monash School
community, loved and respected by staff
and students alike.
51
Weaving the
f a b r ic o f
identity
Verity Warn
Namadgi School
primarily home-schooled, while attending
Namadgi part-time. As a high school
student his self-esteem and wellbeing
have been nurtured and his strong
relationships with Namadgi staff remain
vital to his development. This is the way
of the future, with individualised learning
plans, rather than sticking to the cookiecutter, one-size-fits-all model of the past.
‘The single thing that made sense to me
as a young person was school. I have
always loved to learn and, no matter what
I’m doing, if I’m learning something new,
I am happy. At Namadgi, whether I’m
with my knitting group or helping with
a range of other activities, it’s all great
fun because of the opportunities to learn.
This year I have also been fortunate to
have had the chance to participate at
Namadgi as a university work experience
student. This learning has influenced
my future plans, and I am now on a new
career path.
52
‘Fundamentally, to me, it‘s all about
relationships. This is our family’s fourth
ACT public school community and some
Namadgi students have travelled with us
through a few of those schools. I have
known some of the high school students
since they were in kindergarten. I value
those student relationships, as well as
being an ongoing active member of
their community.
‘The strength of my relationship with
the school executive has also paved the
way for a positive, unique and innovative
learning arrangement for my son. He is
‘My identity has become interwoven
with the fabric of the school. I was a
foster child and my sense of identity
was never properly formed as I grew up.
On some level I am still learning who I
am, and perhaps that will always be the
case. Forming identity is partly about
relating to others in various ways, and
consequently learning and reflecting
on what each experience means to the
developing individual. Namadgi is an
environment where I can do this safely,
within my own limitations.
‘Due to my childhood experiences,
I also live with an ongoing anxiety
disorder. Service to others can be an
important mental health strategy, and
this is definitely true for me. I am grateful
that Namadgi has provided me with
opportunities to volunteer.’
I t ta k es a
village to
raise a child
Mal Ferguson
School Volunteer Program ACT
Mal Ferguson has been Secretary and
Coordinator of the School Volunteer
Program ACT Inc., which trains and
manages volunteer mentors for students
in ACT public schools, since day one.
The organisation, formally launched in 2005,
now has over 100 mentors working on a
one-to-one basis with students in 30 ACT
schools and three colleges.
Mal is the first contact point when a person
shows interest in becoming an mentor,
meeting each new volunteer over a cuppa
to explain the aims of the organisation, the
requirements for becoming a mentor, the
process involved, and the support provided
by the committee. He’s mentored students
in ACT public schools since 2002 and is
a familiar face in many school communities.
Mal currently mentors 22 students, four
days a week, at Duffy, Arawang, Curtin
and Richardson primary schools and
Stromlo and Melrose high schools. Lyons,
Garran, Hughes, Weston Creek, Rivett,
Urambi, Chapman, Yarralumla, Namadgi,
and Kambah primary schools and Alfred
Deakin and Lanyon high schools have also
benefited from Mal’s contribution in the past.
Over 160 students have been mentored
since the Program commenced in 2002.
It’s not unusual for Mal to be approached in
his local shopping centre by former students
or their parents, delighted to see him and
to fill him in on their progress. One student
with whom Mal worked throughout the
student’s primary and high school years now
works in Mal’s local shopping centre, and
they chat regularly.
Mal’s commitment and passion for making a
difference has been recognised in a number
of ways. In 2007 he received a Children’s
Week Community for Children Award; in
2005 the Canberra Times featured him
as a ‘Local Hero’; and in 2013 he was a
‘Community Contributor’ in The Chronicle.
A strong belief that retired people have
much to offer young people in schools –
taking an interest in their wellbeing, being
a good listener, encouraging them to do as
well as they are capable, and being a mature
role model – is Mal’s motivation.
In addition to his mentoring and committee
work, Mal works tirelessly to promote the
work of the Program. He regularly delivers
talks to service clubs and seniors groups,
staffs stalls at senior and volunteer expos,
and writes submissions for funding support.
A humble man, Mal acknowledges the great
voluntary contribution made by the over 100
mentors (most of whom are retired) working
with students each week. As the Program’s
motto says, ‘It takes a village to raise a child’.
53
A d y n a mic
team
Jo-Anne Mues and Diane O’Hagan
MELBA PRESCHOOL, MOUNT ROGERS PRIMARY SCHOOL
Jo-Anne Mues and Diane O’Hagan
have been part of the dynamic team of
educators at Melba Preschool since 2000.
Diane’s career as a preschool assistant
began in 1967 at McPherson Street
Preschool in O’Connor. She has spent the
past 41 years sharing her passion to make
a positive contribution to the lives of
preschool children.
Jo-Anne began her teaching career
in 1981. Her focus has always been on
forming strong relationships and on the
importance of home–school connections.
It was at Giralang Preschool in the early
1980s that Jo-Anne and Diane met. They
kept crossing paths, but it wasn’t until
2000 that they had the opportunity to
work together.
Even before Melba Preschool was
officially part of Mount Rogers Primary
School, Jo-Anne and Diane were strong
advocates of the primary school, and
proud members of our school community.
Their proactive and positive approach in
regularly visiting the primary setting with
their preschool students and celebrating
school achievements created community
confidence in the school and in ACT
public education.
54
Jo-Anne and Diane have been
instrumental educators in the lives of
many families. They understand the
importance of getting to know families as
well as the children, with their preschool
room often filled with family members.
They are often the first point of call for
families experiencing challenges as they
have established credibility and earned
respect from all they come into contact
with.
Their relationships with children and
families are inspirational. They bring a
sense of fun to all that they do. As one
parent commented, ‘It didn’t take me
long to notice that these teachers were
brilliant. Within weeks, they knew the
individual characteristics of each child,
and were able to provide a learning
environment that helped each and every
child in readiness for primary school.
‘They have now had the pleasure of
teaching all four of my children and their
enthusiasm throughout nearly seven
years has astounded me. Both Jo-Anne
and Diane have continued to make a
significant contribution to my children’s
schooling through both a professional
approach but also, most importantly, a
nurturing approach to teaching young
children in sometimes their first year away
from their parents, and in a completely
different environment than the home. I
feel privileged that every two years my
children have had the opportunity to be
taught by these wonderful people.’
Learning
together,
achieving
together
Cherie Lutton
Fraser Primary School
Although Cherie Lutton is enjoying
retirement, she ‘loved every day of her life
working in schools and education, and
would not change a thing.’ Cherie has
walked alongside a myriad of educators
on their journeys and has felt privileged to
be a mentor to and a colleague of so many
wonderful practitioners.
Cherie has a long-standing relationship with
Fraser Primary School as a parent (her three
children all attended Fraser), as principal
(2002–07) and now as a grandparent. Her
strong connection with public education
and her outstanding contributions to Fraser
Primary are highly valued by all.
Cherie was appointed as principal of Fraser
Primary in 2002, at a time when the school
was declining in enrolments and had only
nine classes.
‘It was a special time at Fraser as I was
able to lead and work alongside a group of
people who all had a strong vision for the
community, kids and staff.’
Cherie recognised the need for a clearly
articulated vision in building a strong,
professional learning community. She set
a challenge of improved learning outcomes
for all students and emphasised the
importance of collaborative action, based
on sound research. Thus the school mission
statement – ‘learning together, achieving
together’ – was born. Through Cherie’s
inspirational leadership, hard work and
professionalism, Fraser Primary increased
to 19 classes.
Cherie has made significant contributions
to public education throughout the ACT.
She taught at Macgregor and Campbell
primary schools, was deputy principal at
Miles Franklin, and principal at Fraser and
Aranda, before retiring in 2013.
Throughout her career, Cherie has also been
closely involved in school and community
sport, coaching and managing teams in
hockey, softball and athletics. She attended
three Pacific School Games as manager
of Students with a Disability in swimming
and athletics and as Chef de Mission of the
ACT team at the 2000 Games. Cherie was
the first female, non-principal president
of the Primary School Sports Association.
She represented the ACT at the national
School Sport Australia level.
Cherie has made a difference to many
children, educators and school staff over
her dedicated career. She has really loved
teaching, is excited to see children reach
their goals and is amazed at their potential.
She has many fond memories, particularly of
her time in the ACT, and we are privileged to
have her continue her connections to Fraser
as a grandparent over the coming years.
55
Three
g e n e r at i o n s
of teachers
in the ACT
Kathy and Anna Vicol
CHARNWOOD-DUNLOP SCHOOL
‘I was first employed by the ACT Schools
Authority in 1980 and have been teaching
in ACT preschools in both mainstream and
Early Intervention programs ever since.
‘Born in Canberra, I am a product of the
ACT’s public education system, attending
Turner Primary and Canberra High. Both my
children also thrived in ACT public schools.
‘I completed my teacher education at
Sydney Kindergarten Teachers College
(SKTC), after the ubiquitous BA through
ANU did not present any immediate
options. Preschool teaching beckoned, so
off to Sydney I went as Canberra College
of Advanced Education (now University of
Canberra) did not offer Early Childhood at
that time.
‘My work in Early Intervention with families
of young children with developmental
delays and disabilities has been interesting,
56
challenging and very rewarding. In 1998 I
was honoured when the program in which
I taught was selected as a finalist in the
Barnardo’s Australian Mother of the Year
honour roll category for organisations
providing services to mothers and children,
following nomination by the parent of one
of my students.
‘It’s been a privilege to teach at CharnwoodDunlop School in the three-year-old
preschool program and to welcome young
children and their families into the education
system, establishing positive relationships
that hopefully continue throughout their
schooling. The play-based program
was established in 1999 as a language
enrichment program for three-year-olds
living in Charnwood. My involvement with
the Charnwood-Dunlop community through
this program over the last 14 years has been
a highlight of my teaching career.
‘There are now three generations of teachers
in my family. My mother, also a graduate
of SKTC, taught in the ACT‘s first publicfunded preschool, the Canberra Nursery
Kindergarten School at Acton, from 1944.
It has been a delight to teach at CharnwoodDunlop on the same staff as my daughter,
Anna, who has also found her niche in the
teaching profession.
‘Anna completed a graduate entry Bachelor
of Education after discovering that nursing
did not give her the scope to develop
relationships and use her creativity as she
had hoped. She immediately felt at home in
the classroom and her very successful first
year of teaching in a Kindergarten class at
Charnwood-Dunlop has confirmed that this
is where she belongs.
‘I will be happy to pass the mantle (and
many boxes of resources!) to Anna when
it is time for me to retire.’
57
H e l p, s u p p o r t a n d
e n co u r ag e m e n t:
a gift to Gordon
P r im a r y
Stephanie and Craig Burgess
Gordon Primary School
The Burgess family – Craig, Stephanie
and their sons Cameron and Ben – is
truly amazing! Both Cameron and Ben
completed their preschool and primary
education at Gordon Primary School
between 2002 and 2011. In 2013 both
boys are continuing their studies at
Lanyon High School.
Craig and Steph are outstanding
examples of extraordinarily supportive
parents. They worked tirelessly
throughout the years that Cameron
and Ben attended Gordon Primary,
both of them making many wonderful
contributions that had the effect of
enhancing the quality of the school
for all students.
Steph applied her accountancy
skills to the role of P&C treasurer for
several years and was a long-term and
highly supportive member of the P&C
committee. Both Steph and Craig made
58
outstanding contributions to fundraising
activities over nine years. They did
an outstanding job of coordinating
walkathons, and other ‘-thons,’ for a
period of seven years. These fantastic
community events raised a total of
approximately $60,000 for the school.
devoting several weeks during successive
summer holidays to voluntarily repaint the
interior of several of the four-classroom
open-plan units. He also initiated a grant
application to Telstra which resulted
in the school receiving an additional
interactive whiteboard.
Both Steph and Craig are highly
accomplished photographers and many
a school event was enhanced by the
excellent photographic record they
generously provided.
Throughout their time as parents
of Gordon Primary both Steph and
Craig provided wonderful support
and encouragement to staff, students
and other parents. They were always
available to help, support and
encourage. The considerable fruits of
their sustained, generous and positive
contributions endure in the enhanced
facilities, memorable experiences
and positive school and community
cooperative practices that remain
part of the Gordon Primary School
community culture.
They provided excellent support for
dance and musical productions such as
Wakakirri and Joseph and the Amazing
Technicolour Dreamcoat. Steph lent her
excellent skills as a choreographer, and
both Steph and Craig assisted with props,
costumes and other logistical support.
Craig exhibited outstanding commitment
to enhancing the school environment by
G e n e r at i o ns
of learners
in the ACT
Koki Aitkin
Ainslie School
Koki is a cheerful, energetic, thoughtful and
community-minded student who personifies
the school’s values of respect, excellence
and community. When Koki and her brother,
Kho, enrolled at Ainslie School in 2008 they
became the fourth generation of Aitkins
to serve and to learn in Canberra’s public
education system.
Their great-grandparents, Alec Aitkin and
Edna Taylor, met in 1929 as newly arrived
teachers in the headmaster’s study at
Telopea Park Intermediate High School.
Edna lived at nearby Brassey House and
Alec across Telopea Park at the Printers’
Quarters, and they soon became regular
partners at local dances. The headmaster
one day took Alec for a walk to show him,
written in chalk on a wall, ‘Mr Aitkin loves
Miss Taylor!’
After postings to Newcastle they returned
to Canberra in 1943 with three sons in tow:
Don, Murray and Lindsay. The boys went to
Ainslie School, and Don remembers large
air-raid shelters running along the sides of
the top oval and covered in maroon hessian.
In 1948, Don left Ainslie School as Dux,
moving to Canberra High where he enjoyed
‘the dubious pleasure’ of being a student at
the school where his father was a master.
Once again the Aitkin family relocated, this
time, in 1950, to Armidale. But Don returned
to Canberra in 1961 to do his PhD at ANU,
with wife Jan and now two daughters in tow.
Jan, a French teacher, taught at Dickson
High School when it first opened, and later
at Telopea Park.
All five of Don’s children went to Forrest
Primary, and variously to Telopea Park
and Deakin high schools and Phillip and
Narrabundah colleges. One grandchild is
at Campbell High and another two are at
Lyneham High. Don ended his long career in
higher education as Vice Chancellor of the
University of Canberra.
‘The Australia we know today was built on
public education, and it remains of immense
value to everyone, whether or not that is
where they went for their own schooling,’ he
observes. Two of his daughters are teachers.
Koki sees it this way:
‘It’s fun to learn at Ainslie School. I love the
big playgrounds and the play spaces, I love
the teachers, and I love playing trumpet in
the band. When school is over, I get to hang
out and have fun with my friends at Afters.
I think Ainslie is a great school!’
59
Nourishing
the students
of Macgregor
P r im a r y
Sheryl Miller
Macgregor Primary School
‘I love our school. I’ve been a mum at
Macgregor for 10 years: my daughter
is in Year 9 and my son is in Year 5.
‘When we first came to the school I
became heavily involved in fundraising.
I was passionate about the school and
about parents helping to provide the
best resources and equipment for our
kids while they are at the school. I believe
the school is absolutely the hub of our
community and it is our responsibility,
as parents, to get involved.
‘Before I knew it I was on the fundraising
committee, and also on the School Board.
60
I’ve had three appointments on the board
now, and I feel really privileged to be
part of the decision-making processes
that guide the school’s direction. I’ve also
loved my role as president of the P&C.
I’d love to see more parents become
really active in the community because
all the kids benefit from our efforts.
‘Over the years I’ve volunteered for
all sorts of things across the school,
including in the school canteen, but
recently I became the canteen manager.
This is a paid position which allows me,
along with my good friend, Jayne, my
co-manager, to have a real impact on
the health and wellbeing of the students.
We’ve worked hard to get outstanding
ratings from Nutrition Australia because
we truly believe that we can work
with the school to promote healthy
eating habits and healthy lifestyles.
Our homemade lunch and recess menu
is proving to be a real hit with the kids,
but we’ve got a long way to go yet. We
love the time we get to chat with the
kids, usually while we make their apple
slinkies at fruit time, and we know we are
having an impact on the overall healthy
habits of our community and helping
connect the kids to the school with strong
relationships. That’s a great feeling.’
No two days
are ever the
same
Suzanne Vincent
Aranda Primary School
Suzanne moved to Canberra from the
Sunshine Coast, Queensland, in January
2011. Her background is in hospitality, having
run her own bookkeeping business for 10
years and worked as Business Manager for
the P&C Association at a large Queensland
primary School. Suzanne was therefore
eminently qualified for, and was offered,
the position of Business Manager at
Aranda Primary School.
Suzanne loves the fact that in her job no
two days are ever the same and the range
of duties, tasks and responsibilities means
that she is never going to say she doesn’t
feel challenged! Suzanne believes that
her strengths include the ability to ‘think
outside the square’ when problem solving,
and she is always well organised and has
a calm demeanour. Her many years in the
hospitality industry at a 5-star hotel in
Hobart, as well as a cabin and camping
resort on Great Keppel Island in Queensland,
means that Suzanne has the ability to be
able to relate to many people and has
a great relationship with all her peers –
parents and students alike. One of the things
she doesn’t like to do is talk about herself.
If she wasn’t being a successful Business
Manager at Aranda then Suzanne would
love to be a History teacher. History is
one of her passions – as well as one of her
Trivial Pursuit category strengths! – and
she believes that learning history should
not be about ‘names, dates and places’ but
about ‘events and consequences’ and how
it makes us who we are today.
Suzanne’s other hobbies include watching
her children play soccer, barracking for the
Socceroos and Manchester United, and
watching all the different series of Star Trek.
61
More than
j u s t b r ic k s
and mortar
Patrick Coffey
Taylor Primary School and act education
Project Officer Patrick Coffey has been
an integral part of the re-development
of Taylor Primary School. When Taylor
Primary was relocated in March 2012, due
to structural damage, Patrick – or as the
Taylor community knows him, ‘Bob the
Builder’ or just ‘Pat’ – ensured a positive
outcome for not only the Taylor building
site but the Taylor community.
involvement in working with all levels
of community. His connection with the
school community has helped to ensure
that the community was able to remain
positive and well informed about the
rebuilding of the school. One of Pat’s
famous quotes is that ‘a school is more
than bricks and mortar, it is the people
in and behind the bricks and mortar.’
Pat joined the Education Training
Directorate in 2007, where he worked
as part of the Capital Upgrades Team.
Pat then transferred from Capital
Upgrades to the Building the Education
Revolution team in School Capital Works.
His involvement in these projects has
created improved student outcomes in
many ACT schools.
Pat has worked tirelessly to put student
interest first in order to create rich
learning environments where students
will have the opportunity to excel. He has
consulted with staff, parents and students
throughout the entire process.
When allocated to the Taylor Primary
Rectification and Upgrade Project, Pat’s
work became instrumental in creating
a state-of-the-art school. Pat is to be
commended for the physical structure
created at Taylor Primary and his
62
Pat has received formal recognition for
his work and commitment, including a
Directorate excellence award in 2009.
He was part of the team that was
awarded the Commissioner for Public
Administration Award and was also
nominated in the Public Education
Excellence Awards for Education
Support of the Year in 2012.
The Taylor Primary community formally
acknowledges Pat for his significant
contributions and efforts in the
rectification of Taylor Primary. His efforts
will continue to be recognised and valued,
by students, teachers and community
members of Taylor Primary for decades
to come.
Students
d a n ci n g
towards
their goals
Kim Degenhart
Calwell High School
In the late 1990s, Cheryl Diggins – the
founding dance teacher at Calwell – applied
for funding for a progam which aimed to
build the self-esteem of boys through dance.
At the time of this application the team had
no idea what a catalyst this would be for
dance at Calwell High School.
This funding was the springboard which
enabled Calwell High to reach unparalleled
heights in the performing arts. The program
built the students’ capacity, enabling
them to become creative and dynamic
choreographers and performers. The school
went on to win eight back-to-back ACT
titles and was three-time national finalists.
whether it is after their first performance
in front of an audience or finally nailing
a difficult combination – no goals are too
big or too small.
‘Teaching allows me to encourage the love
of dance and to create opportunities for
those who share this passion. Dance is really
powerful and I learn just as much from my
students as they do from me. It’s about
sharing emotions and experiences, as well
as technique, to collaborate and create
something meaningful.
‘The skills a dancer gains from the art,
sometimes without realising it, extend
far beyond the classroom: increasing
their confidence, discipline, commitment,
determination, flexibility, focus and
leadership. As a teacher, I am so proud
to be part of this life journey for each of
my students.’
Calwell High’s proud reputation in dance
continues to flourish, with successes in
the High School Division of the World
Supremacy Battlegrounds Hip Hop
Competition, the Indigenous Dance Piece
being chosen to open the 2012 Limelight
Festival, and nomination in the Australian
Dance Awards – Youth Choreography
Division.
Today, Kim Degenhart continues the
tradition of excellence in dance at Calwell.
‘Dancing has brought me so much joy and
has provided me with so many wonderful
opportunities. As a performer and teacher,
I love that dance is always evolving, and
you can never stop learning new things.
I love the way you can step on stage or into
a class and forget all of your worries – it’s
that intense feeling of being in the moment.
Dance also provides so many of my students
with a voice and a purpose that they may
have never had before.
‘I love seeing the joy on my students’ faces
when they have achieved their goals,
63
An Indigenous
perspective
Zuzette Fahey
Gilmore Primary School
‘My name is Zuzette Fahey and I am
a proud Aboriginal woman whose mob
originates from Djadjawurung country
in central Victoria.
‘I have worked for ACT Education
since 2006, firstly in Weston Creek and
Tuggeranong schools then at Melba
Copland and Gold Creek. I have been the
Indigenous Education Worker at Gilmore
Primary since December 2010.
‘Living in Canberra for 42 years, I have
marvelled at the growth of our city and
am proud of the close community spirit
that has grown, especially since the 2003
firestorms. Although I was not born here,
I am proud to have been educated here,
raised my family here, and to live and
work in Canberra.
‘As a parent with three children in ACT
government high schools, working in
64
schools keeps me up to date with all of
the educational processes that can easily
bamboozle families.
‘I am closely involved with my school
community, not only through work but
also out of hours through my involvement
in the Aboriginal community living in
Canberra.
‘My job allows me to work closely with
all students, from preschool to Year 6.
I especially enjoy the informal interaction
with the wide range of children, parents
and staff who join in the weekly breakfast
club “on the deck” of the multi-purpose
building.
‘Outside work, I love to spend time
pottering in my garden, growing
vegetables and hanging out with
my cats!’
M u s ic a n d
teaching:
a marriage
ma d e i n h eav e n
Naida Blackley OAM
Instrumental Music Program
‘I’ve been fortunate that I’ve had a job that
I’ve loved for my entire career.’ These are
heartfelt words of Naida Blackley OAM, who
started her ‘dream job’ at the Instrumental
Music Program (IMP) in 2006. It was at the
IMP that she could marry her two loves of
music and teaching.
In her time as principal, Naida has provided
an enriched musical learning experience to
many students in ACT government schools.
‘I get a real buzz out of seeing the students
thrive in their musical and creative abilities.
I know how busy they are practising and
performing and it’s a real delight seeing
them play as a group. It is – pardon the pun
– music to my ears.’
Her work has been highly praised by the
communities within and surrounding
Canberra. Naida has received an Honorary
Australian Council for Educational
Leadership Fellowship and two Canberra
Area Theatre awards for numerous
IMP performances. She has also been
an Honorary Tourism Ambassador to
Canberra’s sister city of Nara, Japan, for
the musical exchange program. Says Naida,
‘Receiving those awards is a true honour as
it is an acknowledgement not only of the
work that I do as a principal and educator
but of the program and the students overall.’
Naida follows in the footsteps of
predecessors, John Agnew OAM and
Keith Curry OAM, as principal of the IMP,
building upon their work in music education.
However, receiving an Order of Australia
Medal in 2012 for her services to education
was one of the proudest moments of
her life. ‘When I received the letter from
the Governor-General I was ecstatic.
Even though my predecessors at the IMP
also received OAMs it is still surreal when
it happens to you.’
She is also an integral part of Step into the
Limelight, an annual event showcasing the
talents of public school students in the
visual and performing arts. ‘I believe Step
into the Limelight is something unique for
ACT government schools as it not only
celebrates the arts in our schools, which
I love, but it also allows students to shine
in their creative talents in front of the whole
of the Canberra community.’
65
66
My Canberra
Claire Rummery
Miles Franklin Primary School
‘I was born in 1997 at Calvary Hospital. The area I grew up
in was near everything that my family ever needed – shops,
sport, schools, mall, hospitals, grandparents and friends – and
Canberra is definitely a great part of my family’s life.
‘I live in the suburb of Melba to this very day. I went to Miles
Franklin Primary School, which was just down the path from
home. I currently go to Melba High, which is also just down the
path, and next year I’ll go to Copland College, which is at the
end of my street.
‘At the age of 11 I was diagnosed with scoliosis, a deformity
of the spine which is hereditary. Every female on my mum’s
side has it. Luckily for me we travelled overseas before I was
properly diagnosed, a couple of years after we returned
home came the big decisions that my family and I had to
make and sacrifice.
‘Scoliosis is a major part of my life and will be for generations
to come. Some cases are bad and some not so bad. Luckily for
me I was the guinea pig and so, after my diagnosis and from
that day forward, I visited doctor after doctor until we decided
on my plan for the future. I went to Sydney to get my first
spinal brace cast in 2008. I was excited but didn’t know what
to expect; from that day forward I had to wear it for 20 hours
every day until I stopped growing. Five years later I am up to
brace number six, and hopefully by the end of this year I will
have stopped growing. Sydney being so close to Canberra is
such a good thing for me as that is where I have to go for my
health services.
‘In the year of 2005, when I was eight years old, my family
and I went overseas for three months. It was easily one of the
highlights of my life but it was still nice to come home and get
back into reality and to get back into the nature of Australia.
‘To this very day my family and I still holiday every year, are
always together, have the time of our lives and are always
there for each other. And we have Canberra to thank.’
67
Building
the
c o mm u n i t y
focus
MARGIEBRAITHWAITE
NArrABuNdAh EARLY
CHILDHOOD SChool
‘I feel privileged to be a Maternal
and Child Health (MACH) nurse at
Narrabundah Early Childhood School.
My connections with public education
began when I was a young child.
I grew up in Narrabundah and
completed my schooling at the local
public schools – Griffith Infants and
Primary schools and Narrabundah
High School.
68
‘My classmates were predominately
like me: white and middle-class. There
wasn’t a great deal of diversity. I do have
a memory of one boy in my class who
was Aboriginal. Apart from him, I had no
other experiences with learning about
the cultures of other people. When I
left school and went to Woden Valley
Hospital to embark on a nursing career I
discovered a whole new world of people
from whom I could learn. This continued
with my postings in locations around
the world and in very remote areas of
Australia. These experiences broadened
my understanding of people and the
importance culture plays on who we are.
‘Throughout my life I keep being
drawn back to this area, deepening my
connections. In 2002 I was an integral
part of establishing Kootara Well at
Narrabundah Primary School. This
health and wellbeing project provided
free health and support services to
students, their families and the local
community within the primary school.
I set up the health side, which included
dental support, a nutritionist, doctor
and Maternal and Child Health. This
project saw stronger ties between the
community and the school, and increases
in the health and wellbeing of those who
accessed the services.
‘When the primary school closed in
2008 I was excited at the opportunity to
collaborate again in building a new school
that included health within a complete
package of services to families and
members of the local community. I love
the fact that we see children and families
from pre-birth to eight years of age.
This is very different from other MACH
services, where we work with children
until they are three years of age.
‘Over my adult life I have become
increasingly aware of how the central
focus of our community has shifted from
church to the local school. I am proud
of the public education to which I have
contributed – as a child, parent and staff
member – and the opportunities we have
to support families and children.’
Making
every
moment
mat t e r
Elaine Rigter
Caroline Chisholm School
Elaine was an educator in the ACT system,
providing over 20 years of service until
her retirement in 2013. Elaine worked as
a relief teacher, a special education teacher,
a classroom teacher, school leader, a system
leader, a facilitator of literacy and numeracy,
and a field officer. She has worked with
teachers, students and families, helping in
every way to raise the quality of teaching
and learning across the ACT. She always
inspired those she worked with to be the
best they could be, teaching everyone to
make every moment matter.
It’s in Elaine’s nature to support those
around her. During the aftermath of the
Duffy fires in 2003, Elaine became the
cornerstone of the community, keeping
everyone together and providing a
sanctuary for all who came by. In the darkest
moments in that terrible time, Elaine’s home
provided a respite for the tired and the
weary, and joy and laughter and – most of
all – hope.
With these same characteristics Elaine
moved the Caroline Chisholm School
community of teachers to improve student
outcomes by reaching out to staff to inspire
and provide the very best for every student.
Students would be ‘on fire’ with learning
after a lesson with Elaine. She encouraged
everyone by her example, modelling best
practice every minute of every day; every
moment in the classroom was a moment
to learn, an amazing moment or a window
into the wonder of learning. Elaine turned
the difficult into the funny, the hard into the
worthwhile, and saw the potential in every
child. Elaine’s passion for quality education
had an impact on all staff.
Elaine took to heart the importance of data
and how it can help educators reflect on
practice. She taught all of us to rigorously
examine pedagogy in order to optimise
learning for all students. In the final three
years of her teaching career, Elaine took
the staff at Caroline Chisholm on a journey
of reflection and continuous improvement.
Elaine analysed the data, observed
classroom practice, made recommendations,
gave feedback, and modelled planning,
teaching and assessment. Focusing
predominately on literacy, but also providing
invaluable guidance in numeracy, student
outcomes improved significantly.
Elaine’s legacy is a model of excellence and
a benchmark for quality teaching. Staff and
students refer to established practices as the
‘Elaine way’ or the ‘Mrs Rigter way’, and we
thank her for inspiring us all to be the best
we can be.
69
From
Narrabundah
to MIT
Tracy Slatyer
Narrabundah College
Tracy attended Narrabundah College
over two years, from 2000 to 2001, and
studied the International Baccalaureate.
She was Dux of this college and also the
ACT system.
While at Narrabundah she excelled in
all subject areas, including those in the
sciences, languages and humanities. In
science she studied physics, chemistry
and biology and was selected for both
the Biology and Physics Olympiad
teams, subsequently choosing to take
part in the Biology team. During the
period of her study, while at the college,
she also mentored her peers in biology
and physics.
Her teachers recognised her extraordinary
potential very early in her time at the
college. It became clear that science,
especially physics, was her passion.
After leaving Narrabundah College, Tracy
followed her dream to ANU where she
completed her undergraduate work, with
Honours, in Theoretical Physics in 2005.
70
The next stage in Tracy’s journey took
her to Harvard where she undertook her
doctorate in Theoretical Physics under the
direction of Professor Douglas Finkbeiner.
Tracy, now Dr Slatyer, is a theoretical
physicist who works on particle physics,
cosmology and physics. Her research
interests are motivated by key particle
physics questions and she seeks to find
answers to these questions by analysing
astrophysical data. Tracy has maintained
strong links with the educational
community where she began her studies.
In 2011 she returned to speak to our
physics students about her research
into theoretical particle physics, and she
also gave the keynote at the college’s
presentation night.
In July 2013, Tracy joined the
Massachusetts Institute of Technology
(MIT) Physics Department as a
lecturer after completing a three-year
postdoctoral fellowship at the Institute
for Advanced Study at Princeton.
A w e l c o mi n g
and supportive
c o mm u n i t y :
40+ years in ACT
p u b l ic e d u c a t i o n
Helen Strauch
Board of Senior Secondary Studies
After 40-plus years of marking essays and
writing reports, long-serving employee
Helen Strauch hung up her chalk and red
pen this year as Executive Officer of the
Board of Senior Secondary Studies. Prior to
entering the central office, Helen had a long
teaching career, working at Narrabundah
College, Hawker College and Copland
College (Melba Copland Secondary School)
to name but a few.
Helen began teaching in the ACT in 1971 at
Narrabundah High School (now College)
when it was still part of the NSW system.
She says the Canberra community was
welcoming and supportive from the very
beginning: ‘All through my career I have
been approached by both parents and
students after they have left school and
they have updated me on their life and
achievements since leaving.’
of Measurement, Monitoring and Reporting
(now called Planning and Performance),
similarly monitoring and reviewing data and
content from our schools.
‘Working in these roles allowed me to utilise
my knowledge from my school-based roles
by suggesting and implementing changes
to the school curriculum and student
assessment. The move to the Board was a
natural progression given my involvement
in working on the design of the ACT senior
secondary system in the early 1970s,
followed by 27 years working in colleges,
and prior involvement with the Board as
a Board member.’
Helen finished at the Board last year after
nearly a decade of overseeing the ACT
senior secondary system. She always
enjoyed the Board awards ceremony at
the end of each year as she could relate to
the pride and admiration that principals had
for their high-achieving students.
‘The awards put a human face on the
success and hard work of our students,
allowing the Directorate and ACT
community more generally to celebrate.’
Helen was recognised by the Chair of
the Board and former ACT Chief Minister
Rosemary Follett for her commitment to
students’ education in the secondary years.
Helen is now enjoying retirement, proud
of the impact she has had on our system
since the 1970s.
This sense of community came into its
purest form during the Canberra bushfires in
2003 when Helen opened up Narrabundah
College as an emergency evacuation centre.
‘Given the situation at the time it was
heartening to see that everyone stuck
together and gave a helping hand during
one of life’s most confronting events.’
After Narrabundah College she started in
central office as the Director of Curriculum
and Assessment, overseeing the content
being taught in all ACT government
schools. Later, she worked as the Director
71
A dvo cat e
and leader
John Stenhouse
The Canberra College
‘If your actions inspire others to dream
more, learn more, do more and become
more, you are a leader.’
John Quincy Adams
Strong and inspiring leaders make the
ACT education system what it is today:
diverse, innovative, and ever changing in
response to student need.
John Stenhouse, principal of Canberra
College, is a leader who has infused every
school he has worked in with a sense of
purpose, justice, temperance, respect,
empowerment, courage and deep
commitment. He has taken schools to
new places, advancing their mission and
demonstrating his commitment to every
employee, student, and parent.
John has been a teacher and leader
in the ACT school system since 1977.
His approach to all things reflects his
passionate advocacy for young people
combined with quiet reflection and
consideration of how to best meet the
needs of the young people with whom
he and his teachers work.
At Canberra College, John is a key
advocate of the creation of diverse
pathways for students. He has overseen
and encouraged the establishment of
several innovative programs and directly
supported the continued growth of the
Futures program – a highly respected
college disability education and student
engagement program. The program
leads the way in the pursuit of excellence
through innovative education and training
programs and teaching and learning
opportunities that build on a student’s
individual strengths and interests.
72
The College is an International
Baccalaureate World School and seeks
to develop a global perspective in all
students in preparation for the world of
today and tomorrow.
The College’s Big Picture Learning
design is a dynamic approach to learning,
doing, and thinking. The program is
based on three foundational principles:
learning must be based on the interests
and goals of each student; a student’s
curriculum must be relevant to people
and places that exist in the real world;
and a student’s abilities must be
authentically measured by the quality
of her or his work.
John has also overseen CCCares, the
College’s award-winning program for
young parents, based at the Weston
Campus in an environment that enables
parenting students to bring their children
who are under five years of age to
school with them. In partnership with
ACT Health and significant government
and non-government community
agencies, the college provides an
education and support program which
combines ACT Year 12 Certification and
Vocational Learning.
Establishing
values
Kerry Cambridge
Majura Primary School
Watson Primary School was opened in
1964 to service families from the suburb
of Watson. As enrolments at nearby
Hackett and Downer primary schools
declined, the three schools amalgamated
and reopened as Majura Primary School
in 1989. This was the first time in Canberra
that schools were closed due to declining
numbers, and communities were distressed
over the decision.
Kerry Cambridge, now the grandmother
to two students at Majura Primary, played
a significant role in helping to establish
the reputation that Majura enjoys today.
This includes a strong emphasis on literacy
and social justice. Majura, led by a dynamic
leadership team which had particular
expertise in literacy, quickly acknowledged
and opened its doors to the community,
thereby creating a common bond
centred on student learning, community
participation and social justice.
Kerry’s roles during her time at Majura
included classroom teacher, literacy
coordinator, SLC (Executive Teacher)
and SLB (Deputy Principal). Many of the
initiatives Kerry established during her time
at Majura continue today and continue to
have an impact on the community and on
student engagement.
During her time at Majura the staff enjoyed
unique access to and a close working
relationship with leading educational
professionals such as Brian Cambourne, Jan
Turbill and Lorraine Wilson, to name a few.
Cambourne’s Conditions of Learning
underpinned the school’s philosophy, were
made explicit to students, helped teachers
craft their lesson delivery and were visually
displayed in every classroom. Many staff at
Majura were actively involved in professional
associations, such as the Australian Literacy
Educators’ Association, and students
accessed the very best educational practice
delivered by carefully recruited staff.
Kerry and her team established the Majura
Writers’ Festival, which continues today, as
well as Reading Groups, a unique Majura
literacy practice that takes place in all
classrooms K–3 from 9.00–9.20 am and
closely involves the parent community.
Kerry continues to enjoy a close relationship
with Majura and you will often find her
sitting with a small group of students,
practising, sharing and reflecting on their
reading. Kerry also continues to hold dear
the values that formed the foundation of
Majura, particularly social justice and the
equity and access to education that comes
with that strong belief.
We are extremely fortunate to be able to
acknowledge Kerry, her part in establishing
our unique school, and the impact that
she has had and continues to have on
public education.
73
“What I love about
education in the ACT
public education
system is that it’s for
everyone; education
is not biased, we are
all treated equally and
respectfully.
Between both of the
schools where my
children attend I’m
treated no differently,
the staff are courteous
and respectful, and I
see that there is a real
sense of community.”
Kellie Bower – page 100
A Modern-day
Mary Poppins
Karen Adams
Forrest Primary School
Like a modern-day Mary Poppins, neat
and trim, Karen Adams would arrive at
school each day full of enthusiasm and
with an energy that belied her years.
Chatting with colleagues and students,
Karen had a smile for everyone.
Karen began her journey as an educator
in 1981, in Sydney, before moving to
the ACT in 1987. She undertook many
roles across the Territory but her
passion eventually led her back to the
kindergarten classroom. It was here that
she spent 13 wonderful years, before
retiring at the close of 2013.
Karen epitomised the dedicated and
passionate teacher. Each child received
individual care and attention, and
parents were reassured about their
child’s development. Her patience and
approachable manner meant that all her
students trusted her and knew that she
was there for them right from the first
day, as their parents nervously ushered
them into her classroom.
Karen was a guide and mentor to other
teachers, ever mindful of how it felt as a
new teacher just starting out. She shared
her knowledge and expertise willingly
and was a highly sought after and
respected mentor for beginning and more
experienced teachers alike.
She always had time for professional or
social conversations, somehow managing
76
to find the balance between work and
home life. This balance included the
ability to genuinely inquire as to another’s
wellbeing without being intrusive.
Karen is knowledgeable, compassionate
and empathetic, incredibly focused and
aware of others. Naturally, this made her
very popular with everyone. She regularly
gave of her time to social clubs, providing
yet another avenue for her organisational
and relational skills.
Although no one had ever considered
that Karen would retire and that her
journey would take a different direction,
she is now happily losing herself on
the open road, taking each turn as the
whim dictates, throwing off some of
the discipline she showed throughout
her teaching career. She takes with
her the good wishes of her students,
their families, her colleagues and the
education community.
In addition to the foundations of literacy
and numeracy, Karen remained focused
on developing the whole child: a learner;
an inquirer; a thinker; a communicator;
a principled, open-minded carer; a risktaker, both balanced and reflective. Karen
lived the International Baccalaureate’s
Learner Profile long before it became
a part of our school’s culture. Her legacy
is a generation of children who will long
remember the skills and values she
taught them.
C o mmi t t e d
to the
students
Jenna Blake
The Woden School
Jenna Blake is a highly valued Learning
Support Assistant at the Woden School.
In this role she has made a significant
contribution to the school and to
students with disability. The fostering
and development of real vocational
opportunities for students is a priority and
Jenna’s contribution to this is outstanding.
flexibility and responsiveness to students
with special needs – her tireless attention
to the individual needs of the students
enrolled in the course is exemplary – and
engagement with industry employers to
establish meaningful and honest work
experience placements for participating
students.
The school’s hospitality program, in
partnership with Canberra Institute of
Technology, provides the opportunity for
students to gain a nationally recognised
qualification and to participate in the
community at a commercial level.
This program has been an ongoing and
successful vocational award program for
10–15 students every year at the Woden
School for more than 10 years.
Her engagement and relationships with
CIT staff is shown through the rapport and
warmth of her input; this, coupled with
her amazingly positive and professional
outlook, has enhanced this program over
the years. Her planning and negotiation of
independent transport training packages for
every student enrolled adds to the students’
participation, and authentic catering
learning opportunities are a regular feature
throughout the year. Jenna has tirelessly
supported these extra out-of-hours events.
Jenna understands and recognises the
enterprise capabilities of the students
and is dedicated to the maintenance and
expansion of the Certificate in Hospitality
program at the school. While it relies heavily
on the expert differentiation and teaching of
the competencies by the excellent teachers
in charge of the program, the absolute
professionalism of Jenna and the support
staff is equally critical.
Jenna leads this support team with her
wealth of skills and expertise. She provides
As well as all this, Jenna provides a
leadership role in the development
of an additional preparatory practical
school canteen component to prepare
students for the rigour of the CIT training
package. She also visits and supports
work experience and structured workplace
learning placements. Jenna’s dedication
and commitment is stunningly evident
for students with a disability enrolled at
the school.
Her proactive approach has ensured that
students with disabilities (and a range of
other challenges that significantly increases
their disadvantage) have real opportunities
to participate in the hospitality industry
when they complete their schooling.
77
The
Storytellers
Leonie Gracie
Lake Tuggeranong College
‘I’ve always had a passion for children’s
literature, and I realised very early in my
teaching career its value in developing
the foundation skills of educational and
social development in children.
‘I have developed an English unit which
provides the students with an opportunity
to put the theory of children’s literature
into real-life practice. One of the key
components of the course is storytelling,
and what better way to bring this to
life than to tell stories to young children.
For over 10 years my students have
been an integral part of a local childcare
centre’s storytelling program; the
children there call us “The Storytellers”.
The program requires Lake Tuggeranong
College students to select an appropriate
story, develop a lesson plan (which
includes an educational and craft activity
related to the story) and present the
story. The focus of the whole experience
is to make the story “come alive”.
‘It never ceases to amaze me how many
times capable and confident adolescents
enrolled in the course will admit to nerves
just before their presentation. Many times
I have heard the comment “I can’t believe
I’m nervous about telling a story to three,
four and five year olds!” Part of the
satisfaction I feel as a teacher comes from
witnessing the students overcome their
fears and present an engaging storytelling
experience that captivates each child.
‘Every student who has participated in
the program has had an impact on the
78
children involved and they leave with
a sense of satisfaction, knowing they
have made a difference. One memorable
presentation was when a visually impaired
student told his version of Hairy Maclary,
incorporating his guide dog into the story.
The children were enthralled and many
parents made contact with the college to
inform us of the positive impact that story
had on their child.
‘The range of presentations is as varied as
the students involved in the course. From
Pirate Pete (on Talk Like a Pirate Day),
who took the children on a treasure hunt
that included a journey across the sea in
his makeshift ship, to a shadow puppet
theatre re-enactment of the fable Three
Billy Goats Gruff.
‘Storytelling in our English curriculum
represents a unique way of fostering
inter-generational respect and, like all
the best things about education, it shows
that learning is something to treasure.
This is real, multi-sensory and, most of all,
it’s fun.’
Building
respect,
building
leadership
Chris Hamilton
Red Hill primary School
Chris has made a significant contribution
to ACT education during his 25 years in
the public education system, having led
schools at Jervis Bay, Calwell Primary
and Red Hill. Chris is now principal of
Clearwater Bay School in Hong Kong,
where he continues to follow his passion
for international education.
Chris began his educational career as
a classroom teacher in Canberra and in
Christmas Island, where he quickly showed
his enthusiasm for collaborating with all
members of the school community.
Through Chris’s leadership each of the
schools at which he has been a part have
built wonderful programs for all students.
This includes academic, sporting and
arts-based initiatives. All these school
communities have become richer and more
diverse learning environments because
of the passion Chris has to cater for the
development of the whole child.
Building the capacity of staff and supporting
teachers have been priorities for Chris.
He has developed leadership structures
within the schools that have encouraged
and supported emerging leaders. As a
result of his encouragement and support
there are now many deputy principals and
principals leading their own schools in the
ACT and beyond.
Chris’s greatest impact on schools and
their communities, and indeed his most
important legacy, is that he has created
a real sense of community at the schools
in which he has been principal. Chris has
always said, ‘Schools are not just about the
buildings but are about the people and the
relationships within them’. Chris has guided,
supported and at times pushed the people
he has worked with, along with members
of the school communities, to create
wonderfully principled, caring and respectful
communities. The feeling of community is
palpable at all sections of these schools.
ACT education is certainly a richer, more
diverse and respectful place as a result of
the years of service Chris has given.
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80
Outdoor
E d u cat i o n as
a mic r o c o s m
of life
Peter Blunt
UNIVERSITY OF CANBERRA SENIOR SECONDARY COLLEGE LAKE GINNINDERRA
Engaging students in rich learning
experiences within their natural environment
provides invaluable opportunities for
personal development.
‘Any experience in Outdoor Education –
such as navigating a difficult abseil – serves
as a microcosm of life in which students,
by working together as a team, learn to
overcome challenges and grow in their
leadership skills.’
Peter is an extraordinary leader in Outdoor
Education, having initiated and managed
the Outdoor Leadership Mentoring Program
since 2008. This program allows University
of Canberra students to develop their
outdoor leadership skills with students from
Lake Ginninderra College, along with the
opportunity to be mentored by experienced
staff from the college.
‘Our culture is unique in that we see the
process of one-on-one mentoring to be
our main and most powerful teaching
strategy. This facilitates a vibrant community
of students, volunteers and teachers
committed to learning from each other.’
Peter considers his time teaching in an
international school in Tanzania in the
1980s to be integral in the development
of his approach to teaching and learning.
He remembers a particular experience
where the local community excitedly
farewelled a group of students as they
departed for a four-day expedition to Mount
Kilimanjaro.
‘The whole community had come to see
our school excursion leave, simply because
nothing like that had ever happened before.
That whole experience set up my teaching
career. It helped me realise that when
you have great students and a supportive
community, working together can create
profoundly meaningful learning experiences
and the most extraordinary outcomes.’
Students and staff acknowledge the genuine
regard Peter holds for his students, and the
enjoyment he derives from seeing them
succeed in challenging situations.
He is committed to developing programs
that allow students to grow in independence
as they connect with the natural
environment.
‘Outdoor Education is strong in the ACT,
and I’d like to see that strength continue
by establishing sustainable partnerships
between a number of educational
institutions.’
Although there is little sign of Peter’s
teaching ending soon, his personal vision
for the future demonstrates his steadfast
commitment to the process of mentoring
in Outdoor Education.
‘I’ve enjoyed spending a large amount of
time supporting students in developing
their outdoor leadership skills. Perhaps, one
day, when they are teachers with students
of their own, I may be able to volunteer
on their excursions, and be a supportive
contributor for them in the way they have
been for me.’
81
Charles
Conder’s
‘Super Dad’!
Peter Henry
Charles Conder Primary School
Peter Henry, or ‘Super Dad’ as he known
to the teachers around this community,
has had an involvement with Charles
Conder Primary, in his role as an
educational leader in the Lanyon Cluster
of Schools, since the school opened
20 years ago. He is a proud community
member in the southern area of Conder
as he lives in ‘The Angle’, 15 kilometres
from Conder.
When Tharwa Primary School, the local
school, was closed his family chose to
enrol at Charles Conder Primary School.
This was because of the high quality of
teachers, the work the Lanyon Cluster
was doing on building better teachers,
and the seamless pathway between
primary school and Lanyon High School.
Peter often reminds us of how important
public schools are in building a sense
of community, and Tharwa is a classic
example of this in Canberra. There
have been times when Charles Conder
Primary suffered from an image problem
but his family and friends have always
been strong advocates of the school, its
students, teachers, practices and of public
education in general.
Peter has been highly involved in
numerous excursions, sports carnivals,
walkathons and a range of fundraising
initiatives during the last six years.
When his daughter Claire was in Grade
2 he started helping in the classroom on
a regular basis. When the teacher asked
him what he would like to be known as
(he was wearing a Superman hoody at
the time) he joked that he was known
as ‘Super Dad’ at home. Since then he
has been helping, whenever requested,
and has become known to many of the
children as Super Dad, at times being
very embarrassed, when walking through
the Lanyon Marketplace, to be hailed
loudly, ‘Hey, Super Dad!’ For the past four
years he has also been the chair of the
School Board.
His daughter has had seven wonderful,
engaging and rewarding years at Charles
Conder Primary, setting her on the
path to an active and happy life. Peter
has been a well-respected, energetic,
thoughtful parent, teacher, leader and
community member of Charles Conder
Primary for many years.
82
The heart
and soul
of student
w e l fa r e
Robyn Donohoe
Hawker College
Robyn has been a member of staff at
Hawker College since 2001. She is a font
of knowledge about our school’s culture,
people and processes and her position
as Administrative Officer in the school’s
Student Services hub is a critical one.
Robyn is passionate about the welfare of
the students at Hawker College. She has
a real vocation for her job and continually
demonstrates genuine concern and an
empathy with the students she deals with.
The students use Robyn as a safe port within
the college, someone they can go to for
assistance without being judged. This may
mean something to eat for a hungry boy,
a quiet cup of tea, or just a concerned adult
with whom they can share their burden.
Robyn treats each student as an individual
and responds according to that individual’s
needs. She has created an environment
within Student Services that both teachers
and students are drawn to for help
and support.
Nothing demonstrates Robyn’s special traits
more than the personal challenge she has
faced over the last nine years. After losing
her 9-year-old son suddenly to a brain
tumour, Robyn put aside her own crippling
grief to both create a legacy for Ben and
to help others who have suffered a similar
loss. With the support of her family and the
Sports Administration students of Hawker
College she has spearheaded an established
community charity event that every year
brings over 2,500 people together to raise
funds for the cancer support group MakeA-Wish Australia® and Ronald McDonald
House®, Canberra. This event has now raised
over $350,000.
As well as this Robyn provides additional
support to many families who have lost a
child to cancer. The support she is able to
provide brings comfort to those who are in
need and, even though this takes a personal
toll on Robyn, she continues to work to
assist others.
Robyn’s determination to make a difference
to others is an inspiration to those around
her: colleagues, friends, family and students.
While she continues to battle the pain
of her loss, her steely determination,
sense of humour and dedication to her
job ensures that she is recognised by the
wider community.
Robyn’s selflessness, dedication, intelligence
and passion are archetypal qualities daily
displayed by the people who dedicate
their lives to public education. Robyn’s
remarkable ongoing contribution to the
people, programs and culture of Hawker
College make her truly special to us all.
83
Striving for
excellence
Jill Buscombe
Farrer Primary School
Jill is an exceptional and inspirational
educational leader. She works to develop
and deliver leading practice pedagogy
in the Australian curriculum at a school,
network, system and national level. She
has been recognised for her excellence
in curriculum development, content and
purpose, and has represented the ACT in
Australian Curriculum, Assessment and
Reporting Authority (ACARA) forums and
development sessions.
Jill’s passion for teaching, learning
and meeting the needs of every child
blossomed when she began working
at Farrer Primary School as a Learning
Support Assistant 14 years ago. This
period in her professional journey was the
springboard for an exciting and fulfilling
career during which she has continued to
strive for excellence in student outcomes,
influencing all around her with her
excitement and drive for excellence.
Jill enrolled at University of Canberra in
2000 and commenced her Bachelor of
Education. Here, she excelled and was
recognised for her high achievements
and exceptional results; she was awarded
a Chancellor’s Commendation for
Academic Excellence and Innovative
Practice in 2004 and also received the
Australian College of Educators Award
for Outstanding Pre-Service Primary
Teaching when she graduated. Thus
began a career in which excellence,
achieving her best for herself and others,
84
and motivating and challenging students
to achieve their potential, was of the
utmost importance.
Jill began her teaching career in the
ACT public education system at Gilmore
Primary School in 2005. She returned
to Farrer Primary School as a classroom
teacher in 2010, a natural leader who
inspired and motivated others to put
children first and plan and program for
students to reach their potential. Jill
prioritises building effective, positive
relationships with all stakeholders and
highlights the need to develop strong
relationships with students to establish
a foundation for learning.
Jill operates in a School Leader capacity,
nurturing and mentoring teachers to
develop rich curriculum and experiences
for all students. She is recognised for
her dedication and commitment to the
teaching and learning of Aboriginal
and Torres Strait Islander culture, with
particular focus and links to our local
custodial owners, the Ngunnawal people.
She has developed and maintained
strong partnerships and always looks
for opportunities to engage the
whole community.
Jill also demonstrates a strong
commitment to environmental education
and sustainability. She challenges and
promotes leading sustainability practices
and consistently flies the flag for public
education.
Jill Buscombe is the shining face of our
public education system at its best.
Garran’s
‘ G a r r a l ici o u s ’
Canteen
Viva Price, Bev Crittall and Helen Martinez
Garran Primary School
Garran Primary School is a community
school, and at the centre of this community
is our school canteen, aptly named by
the students as ‘Garralicious’. The Garran
canteen is not your run-of-the-mill tuck
shop but has the feel of a country café with
tablecloths, cake stands and floral napkins.
Delicious aromas of homemade soups,
slices and pies waft from the canteen on
a daily basis.
The canteen has been completely
transformed in the past year through the
hard work, commitment and friendship of
three women and their small army of Year
6 student volunteers. Viva Price, the canteen
manager, has had an association with the
school since 2008 when she first enrolled
her eldest son in kindergarten. Bev Crittall
is a grandmother at the school and is Viva’s
right-hand woman, volunteering in the
canteen on a daily basis. The third of the trio
is a mother new to the school community,
Helen Martinez, who describes the canteen
as her ‘home away from home’ and Viva and
Bev as ‘more than friends, more like family.’
The canteen was recently awarded a
‘Healthyfood@school Canteen Menu Award’
from Nutrition Australia in recognition
of its successful implementation of the
national healthy school canteen guidelines.
This is an award that Viva, Bev and Helen
are particularly proud of as they have
endeavoured to inject new life into the
canteen. Students are offered a healthy,
colourful and diverse menu and encouraged
to sample a range of fruit and vegetables.
Parents feel comfortable with their children
ordering food several times a week as they
know it is homemade and healthy, and the
staffroom is filled with teachers tucking into
their lunch orders.
Importantly, the canteen plays a nurturing
role in the lives of the students. The canteen
ladies know all of the students’ names and
greet every child with a smile. Students love
the canteen, not just for the food but for
the attention, affection, banter and jokes.
Many of the children include drawings and
handwritten notes in their lunch orders
and each drawing is pinned on the ‘Wall
of Appreciation’.
In the recently published External
Validation report the canteen was
specifically commended for ‘providing
outstanding service to the school
community’. The Canteen Team describes
the canteen as a place that ‘pulls everyone
together and sets the tone for the school as
caring, inclusive and welcoming.’
Absent from photo: Helen Martinez
85
Ken:
Our hero!
Ken Warland
Maribyrnong Primary School
Ken’s hands can fix anything; a punctured
bike wheel, a netball ring,
A library shelf needs fixing?
He’s the man you need to see,
He’s the first to arrive, the last to leave.
No detail is too small.
The pride he takes in ‘big picture stuff’,
Is noticed by us all.
But more than just a fix-it man, he’s the
person we want to be.
Ken doesn’t need direction,
Ken’s eyes can see the one in need,
He’s there for kids without.
He’s a mentor and a role model,
He knows the school so well.
He’s the real boss of Maribyrnong,
As far as the kids can tell!
He’s the one who will help out.
Ken’s dedication to this place means
He’s a granddad and a father.
He’s a husband and a friend.
He’s a gentleman and carer.
He’s the one we can’t replace.
His love and calming influence,
Surrounds us like our new school fence.
At day’s beginning until end.
Ken came to the school in 2001 after
a very successful career with Telstra.
He applied for the Building Services
Officer position and was never allowed
to leave! Not that Ken ever wanted to go.
His commitment to being there for every
child and adult in our community is noted
by many people who see how he works
beyond his duty statement.
Ken is non-judgemental and positive
and, as a role model, we couldn’t ask for
a more caring gentleman. Our students
look up to him and for many of them he
is their anchor. He attends excursions
with our LSU and supports their targeted
program. The kids talk about being just
like Ken when they grow up ... and, to be
honest, the educators do too!
Thank you, Ken!
We like to thank him now and then
With a card, a snack or beer.
But once again, we’ll say it loud
‘Ken, our school is better because
you’re here!’
86
Our wonderful Ken Warland is an
inspiration to the learning community
at Maribyrnong Primary School.
87
A school
wi t h a b i g
heritage
Michael Vanzetti
Miles Franklin Primary School
88
‘I attended Miles Franklin Primary School
from Kindergarten through to Year 6. My
best mate, Dave, started preschool as the
school opened and together we’ve had a
lifetime of memories. My dad was a senior
education lecturer at Canberra College
of Advanced Education (now University
of Canberra) and so had an excellent
understanding of the different strengths
of Canberra’s schools.
‘Now my own children attend Miles.
My wife went to Hall Primary and we
wanted a small school with a big heritage
for our children, which is why we settled
on Miles. Much of the school is the same
as when I attended, apart from the library.
The library was where the French room is
now and it had an amphitheatre with the
only TV screen in the school – all the kids
loved going in there!
in the classroom. A motion came up
to have a school disco (we hadn’t had
one before); it went to a vote and was
passed. Teachers urged children to vote
responsibly and not waste their votes.
After a few months the prime minster
received a vote of no confidence and
I was put in the top job. Our parliament
was unique to Miles and stirred
political interest.
‘To be nearer to my dad’s work we moved
to Evatt and so Miles Franklin was the
local school; we could walk and bike here
easily. There was lots of physical activity,
the teachers were great, and principal
Narelle Hargreaves was amazing. Hans,
the janitor/BSO, took all the children for
sport and he only retired from the school
last year.
‘I remember that we had a Miles Parliament
and I was a candidate. There was a
campaign, and I became opposition
leader. Parliament was set up as a proper
parliament, with whips, frontbenchers
and backbenchers. We had ministers too
– Minister for the Whiteboard, Minister
for Sports Equipment, Minister for Lunch
Orders etc. – to show democracy at work
‘A TV show contacted the school and the
cameras filmed us and took us to (old)
Parliament House where we met the then
leader of the opposition, John Howard.
Later that year, the video of the show was
put in the school’s time capsule. Dave
and I actually helped open up the time
capsule last year.
‘I love the school. It’s a great community
with a number of former pupils who are,
like us, now bringing their children here.’
Parents as
supporters
Peter and Stephanie Alomes
Mawson Primary School
It was inevitable that Peter and Stephanie
Alomes would form a strong relationship
with Mawson Primary. As with most
volunteers within the P&C Association, their
involvement began by simply offering help
around the school.
‘As an Air Force family we moved around
the country before settling in Mawson so
that our two older girls could attend Melrose
High with some friends they had made a few
years earlier. Our third daughter attended
Mawson Preschool and went on to Mawson
Primary. This is when we really started to get
involved with the school.’
Peter was often away due to work but both
still found the time to support the school.
As Stephanie says, ‘I would help out in the
school canteen and at other events, such as
fetes. Peter would often be found assisting
at working bees throughout the years but
later became more involved on committees.’
Peter’s introduction as a committee
member was in response to a significant
event. ‘Mawson Primary was earmarked for
possible closure, so we formed a committee
to address this and to raise community
concerns.’ Obviously the closure did not
proceed and Stephanie took a more active
role as their fourth child started down the
path of school.
‘When our son started at preschool I
became treasurer of the P&C. As he
progressed into primary school I looked
after the book club and continued to do
so until he moved to high school this year.
I established our annual book fair, helped
at sausage sizzles, fundraisers, fetes and
even started up a craft group of like-minded
parents.’ Not to be left out, Peter held
several roles on the P&C, later becoming
president for many years.
Even though Peter and Stephanie are
no longer parents at the school they still
maintain their ‘citizen’ profile within the
school community, giving time and support
when needed.
‘It’s difficult to let go completely of a
school with which we have had such a long
and engaged history over two decades.
Canberra’s public schools are of a high
standard and are supported through the
dedication of many parents and carers.’
In recognition of their ongoing community
involvement and commitment to Mawson
Preschool and Primary School, in 2012
an Alomes Family Citizenship Award was
established with one student each year able
to be nominated to receive a prize and have
their name on a shield that hangs in the
school foyer.
89
‘Loaves and
h y a ci n t h s ’
Alwyne Leece
Hawker Primary School
Dr Alwyne Leece was the founding
principal of the Hawker School, which
opened in 1976. After a career working in
Sydney and regional NSW, Alwyne was
drawn to the ACT at the time when the
Commonwealth government introduced
its new public education system in
the ACT, a system based on the work
of another great educational leader,
Dr Hedley Beare. Once here, he was
appointed to lead the development of
a new school in the suburb of Hawker.
In the beginning there were no plans to
have a school in Hawker. It was only after
much agitation and negotiation by the
Hawker community that the idea of a
progressive school came to be realised.
Alwyne served as principal for 16 years
and is still an influential presence at the
school, where his grandchildren currently
attend as students.
came to be known as the ‘loaves and the
hyacinths’ approach, from the poem:
In partnership with the school community,
Alwyne placed a strong emphasis on
children’s participation and success in
a wide variety of curriculum activities.
Children were able to experience many
areas of knowledge and consequently
broaden their personal experiences and
their view of the world. A philosophy was
developed during the early years that
Buy hyacinths to feed the soul.
If thou of fortune be bereft,
And of thine earthly store hath left,
Two loaves, sell one and with the dole,
Hence, Alwyne’s vision emphasised a
school curriculum with essential factual
knowledge but also, and equally, opened
children’s minds to encourage creativity,
passion, confidence and compassion.
This philosophy still thrives today and
continues to be the foundation of all
that is done at the Hawker School.
Alwyne was a true visionary of his time
and an outstanding educational leader.
I feel proud and lucky to benefit from
his influence in my own principalship
and to continue the ideal that was first
developed in the late 1970s.
Hawker School is a special school
founded in strong community
partnerships. It is unique in architecture
and in philosophy. It fosters collaboration
and creativity, with a strong emphasis on
success in learning for all students.
As Alwyne continues to assert, based
on the words of a very famous bear: just
as Winnie the Pooh just is, so too the
Hawker School … just is.
90
The lifeblood
of the
c o mm u n i t y
Coralie McAlister
Majura Primary School
students, families and staff from a local area,
and school is a common meeting place for
all of them. As such, a strong bond is often
made through a whole community.’
Coralie will always remember her first days
of teaching after graduating from university.
‘A lot of my knowledge and experience in
quality teaching and learning came from my
early days of teaching. I’ve been fortunate
to have learnt from many great educators
in Canberra. Being a smaller jurisdiction,
teachers can learn and collaborate with
each other in a very communal way.’
Coralie McAlister has been, in her own
words, ‘happily going to school for over
40 years.’ From the first day of starting
school on the north side of Canberra, Coralie
has had a strong connection with schools.
She noticed from a young age that schools
are the lifeblood of a community.
‘You cannot underestimate the work
schools do in making a positive influence
on a community. Any school is made up of
Her childhood came back to the fold
when she became the principal of Majura
Primary School, the school she attended as
a student.
‘It was so ironic and it wasn’t planned in any
way but I think it is something that could
only have happened in a small community
like Canberra. We sometimes hear that
Canberra is a place where it is difficult to
make connections, yet my experience is that
we have a rich, strong social fabric.
‘My parents still live in the same area I grew
up in and they have always had a beautiful
garden. When I came back to Majura my
mother would come in with flowers from the
garden asking, “Where’s Coralie?” As a child
it is a little embarrassing with your parents
in the school but, decades later, it was
quite touching that my mother would leave
flowers for the principal.’
These little gestures made Coralie realise
the significance of living and working in
Canberra.
When she left the school environment
to take up the role of Director of Human
Resources in the Education and Training
Directorate, her students sang songs of
farewell for her.
’The students sung with such passion and
dignity. I was quite touched that I had made
an impact on their lives. People who work in
schools have every right to be really proud
of the work they do.’
91
Our
pas s i o nat e
book lover
Deb Bissell
Evatt Primary School
and maintaining their engagement with
our school and in the library.
Establishing effective relationships with
staff and students is really important to
Deb. She has developed warm and caring
relationships with all students, from
preschool to Year 6, and over the years
has seen many generations of students
move through the school. She has
provided a listening ear to many students
when needed. She is highly regarded
by all for her kindness and dedication
to our school.
Deb was employed by ACT Department
of Education and Training in 1994, and
has been a member of staff at Evatt
Primary School since 2003. During that
time she has supported mainstream
students and those with additional
needs. She has worked in classrooms, on
playgrounds and most recently as the
library technician. She does whatever it
takes to support students in developing
92
Building an extensive library of books
that meets the needs of the school has
become her passion and focus. Deb takes
note of children’s reading interests and
goes to great lengths to uncover and
source the texts that develop this interest.
Students and staff feel that they can
ask her to purchase books to increase
a collection or series by particular
authors. She will scour car boot sales,
garage sales and book club sales to add
to our collection.
As well as her passion for books, Deb
looks after the staff in a myriad of ways:
she has a stash of lollies for when sugar
levels are low, she buys fruit loaf on a
regular basis, and has been known to take
home leftovers from sausage sizzles and
bring back the next day a crock pot with
a curried sauce.
Deb embodies a selfless approach to
the workplace environment. One of her
responsibilities is to create duty rosters
for support staff. She always includes
herself and usually rosters herself more
duties than necessary so that she can
be available for all of our community
in the library. At corporate events,
such as family breakfasts, she arrives
before 7 a.m. to help in the setting
up. She gives of her time on working
bees and in school holidays to ensure
that the library is always neat, tidy and
functioning smoothly.
Evatt School is indeed fortunate to have
such a valued and supportive member of
staff. Her legacy will remain at the school
for a very long time.
Making one
b i g f a mi l y
from many
f a mi l i e s
Di and Murray Bruce
Gordon Primary School
The ACT has a proud history of excellence
in educational provision for recently arrived
migrants and refugees through our five
Introductory English Centres. Canberra
teaching couple Di and Murray Bruce
have been part of that history for the
past 27 years.
Di and Murray developed a strong interest
in teaching English as a second language
(TESL) during their secondment to the
Christmas Island Area School from 1982 to
1984. Following their return to Canberra,
Murray was appointed deputy principal at
Ainslie School, where he became closely
involved with the Primary Introductory
English Centre (PIEC) located on that site.
In 1992, Di was appointed as a teacher at
the Northside PIEC that had, by then, been
relocated to North Ainslie Primary School.
In September 1995, Di’s work with newly
arrived migrant and refugee students
was celebrated in a feature article in the
Canberra Times.
Di continued at the North Ainslie PIEC
until she transferred to Tuggeranong,
where she worked as teacher-in-charge
for five years, overseeing the transfer of
the centre to Urambi Primary School in
2008. With the Centre’s relocation to the
newly constructed Namadgi School, Di
continued as teacher in charge. Further
moves took place, however, and after
two years the Tuggeranong PIEC was
once again relocated to Wanniassa Hills
Primary School. Despite having moved
into semi-retirement, Di assisted with the
move and the Centre’s establishment at
Wanniassa Hills.
Murray was directly associated with the
PIECs at Ainslie and Village Creek primary
schools from 1986 to 1995, and for 20 years
worked at system level to support PIECs
and broader programs for ESL (now ‘EALD’,
or English as Another Language or Dialect)
students through his representation of
principals’ organisations on the then ACT
Education Department’s ESL Budget
Advisory Committee, the inter-agency ESL
Consultative Group and on two ESL Policy
Review Panels.
The welcoming and nurturing culture of
the ACT Introductory English Centres is
beautifully summed up by an Ethiopian
boy who wrote, ’Here we are like a big
family, although we are from many
different families.’
Di and Murray take great delight in meeting
many IEC graduates now living and
working as highly successful, contributing
adults in our community. Indeed, one of
these, a Secondary IEC graduate, is their
family doctor.
93
“I see the teacher’s
role as an
orchestrator,
building close
partnerships with
children, staff
and families.
Positive, trusting
relationships
are a foundation
of my learning
environment.”
Ja n Co r r i g a n - R e i d – p a g e 2 0
A high
school where
memories
are made
Dennis Flannery
Belconnen High School
‘Belconnen High School opened in 1971.
In 1998 I was appointed as its fourth
principal, having been preceded by
Lance Chapman, Alan Forster, and Frank
McKenzie.
offers some idea of the range of activities:
the Eureka Stockade Re-enactment;
the Thinkfests; our float in the Canberra
Festival Parade in Civic in 2000; the
annual bike ride and fundraising for
the National Brain Injury Foundation;
our ANZAC Day ceremonies involving
Duntroon cadets; our many local,
national and international excursions;
the Parkes High School visits; swimming
and athletics carnivals; fashion parades;
school band performances, and
much more.
‘Belco has always resonated with a strong
commitment to striving for excellence
and caring for all of its students through
its student welfare and pastoral care
program, the Hearing Impaired Unit,
and our learning support and extension
programs.
‘There is so much one can write about
“Belco”. The school was and continues
to be a community of learners and
supporters, a spirit built upon the work
of the preceding decades. A short list
of events and programs unique to Belco
96
‘An example which exemplifies a
school “striving for excellence” is the
introduction of the Year 9 Exhibitions
Program in 2002. Students present
their projects to panels made up of staff
and community members. We have
no problems in involving community
members and the students are chuffed to
present their learning.
‘Another example of our culture is the
end-of-year Year 10 concerts. Each year
we wait to see what our graduating
students will present to entertain and
farewell us as they move on to their
varying futures. Each year is as good as,
if not better than, the preceding year’s.
‘Our Special Needs program exemplifies
the heart of Belconnen High School. In
1999 a unit to support the integration of
students with Asperger’s syndrome into
mainstream high school was established.
Through the quality work of staff in the
unit the students are able to continue
their education in a supportive and caring
school environment. Its success is due
to all staff (teaching and non-teaching)
supporting the program and integrating
students into mainstream classes as well
as supporting them in non-class time.
‘As Canberra celebrates its hundredth
birthday Belconnen High School can look
back and proudly reflect on the positive
influence it has had and is having on
students’ lives, and look ahead to 2021
when the school will celebrate its own
fiftieth birthday.’
A strong
alliance
between
teachers and
t h e c o mm u n i t y
Clive Haggar
Australian Education Union
I was educated in a system still managed
by NSW. By 1973 the Whitlam government,
responding to parental and professional
demands, had established an independent
Interim Schools Authority for the ACT. The
new structure gave enormous opportunities
for involvement in system and school
governance, professional development,
school-based curriculum, and in developing
relationships with colleagues, students and
the community.
The 1970s to 2008 were a period of
extraordinary change and opportunity
for teachers in the ACT. As a sixth form
student at Deakin High School in 1970
I experienced the new system as a student
teacher at Deakin High in 1974 and, after
two years teaching in the Northern Territory,
I returned to teach at Phillip College, and
later at Hawker and Erindale colleges. The
then ACT Teachers Federation provided an
avenue for participation as a young teacher
in many initiatives for change at a school
and system level. It was this involvement
that led, in 1982, to my becoming a Liaison
Officer within the Federation, meeting and
working with members in every ACT school.
In 1988 I was fortunate to be elected as
the General Secretary of the Federation,
working with president Rosemary Richards,
and in 1996 I became the Chief Officer of
the ACT Branch of the Australian Education
Union, a position I held until retirement
in 2008.
The 25 years in which I worked for the
Federation was a period of turbulence,
bookended by two examples that
demonstrate the need for the teaching
profession to constantly campaign for the
interests of our public education system and
its teaching profession. The first, in 1982, was
the Fraser government’s suspension from
duty of over 2,000 ACT teachers, during a
wages dispute, in order to present an image
of political toughness on industrial relations.
With massive community support, and while
almost the entire system was shut down,
the union was able to win significant salary
increases through the Industrial Commission.
In 2006, arbitration under the Howard
government’s Work Choices legislation
brought to an end a long-running dispute
with the Stanhope government, which was
implementing a budget-driven agenda of
school closures, staff cuts and reduction
in conditions.
Strong alliances between teachers
and community in defence of public
education, a culture of communication and
collaboration between the education union
and the department, and a problem-solving
approach with government, have been
the key elements in building the quality
education system we have in the ACT today.
97
The poet
of Campbell
Hi g h
Beth Downing
Campbell High School
Beth Downing, of Campbell High School,
is a promising young writer. In 2010 and
2012 she won the national Dorothea
Mackellar Secondary Poetry Competition,
was highly commended in 2011 and 2013,
and in 2013 she was co-winner of the
inaugural ACT Chief Minister’s Anzac
Spirit Prize. As part of this award she
travelled to Gallipoli and attended the
ANZAC Day dawn service and laid a
wreath at the Lone Pine service.
Her winning entry, below, is a creative
response to the question ‘How has the
Spirit of ANZAC played a major role
in shaping our great Australian nation,
over the past 100 years, and how will it
continue to shape our nation over the
next 100 years?’
98
I.
II.
We began as a small, scattered bunch – a
handful, you might say, of people with
dreams but no arms with which to reach,
a nation without identity, a nation only
just beginning to understand who they
are and what they want, just beginning
to try on masks: Are we brave? Are we
bold? Are we cultured? Do we joke? Do
we love?
We were called, called by our parents,
I suppose you could call them, to try
something new. And with the naivety of
dreamers, we packed ourselves up onto
ships and boats and sent ourselves away,
jovial at the thought of this huge, grand
world opening up just ahead of us. Jovial,
we were, at the thought of nobleness,
victory, bravery.
We have all been this way, you and I have
been this way, we live in a world of people
who have been this way: young and
bright and confused. Young and bright
and confused with disorganised thoughts
and ideas, grabbing for objects just out
of sight.
Follies. Follies came, small smudges and
misgivings, wrong-way streets. They
were small with hindsight, but large to
those involved: the little brave men in
the foreign lands thought they were big,
large, important and grand. And they
were, they were because you must accept
the reality of others, but they left damage
as they travelled. It was okay, though.
It was okay, they thought. And so they
sauntered ahead, to their stage, their
battlefields, and ahead they leapt like
stars with waiting spotlights, not knowing
what would come.
IV.
We became an old nation. We developed
identities, real ones, solid masks. Not the
paper playthings we’d previously used,
before our brave boys left. We were
something, more than just little backyards
with Hills Hoist clotheslines. We’d always
been something, we realised. But now
we were a bundle, organised and tied up.
Wise, a little proud. Battered but able
to rebound, because who doesn’t know
just how large and long and looming the
future is? Upon their return home, the
ANZACs brought tales of the treachery
and pain, as well as their bravery, such a
small group up there with the allies. Young
nations, young men. And so, as people
began to look towards the future, they
held that image of the young men closely
to their chests, mournful yet hopeful.
III.
V.
And when they found out what would come, nobody at home could imagine what
had happened. Because there is little majesty when all around you is mud, when
there’s gas in the air and shells and shrapnel. When there’s disease flooding through
your body, you do not feel bold. When your mate is dead at your feet, you are not
large. You are small. You are next to nothing, all you have is the cold working its way
through all twenty-eight tiny bones in your feet. And you’ll go home to a wife and
a new son, bringing screaming nightmares and shaking limbs and memories with
knives that stab into the back of your eyelids, you’ll hope beyond hopes that your
son needs never do as you have done.
And thus, it went on: and wars passed
and that little boy grew up to fight as
well. Time and years went by, and the
little boy’s family did not forget him, his
children and grandchildren, generations
did not forget, could not forget, so many
families stretching down lines across the
nation will live forever, forever fighting in
those trenches in some way, shape
or form.
99
A n a dvo cat e
for her
children and
her schools
Kellie Bower
Franklin Early Childhood School and Cranleigh School
Kellie Bower is a mother of four, and
the parent of children who attend
both Cranleigh and Franklin early
childhood schools.
‘What I love about education in the ACT
public education system is that it’s for
everyone; education is not biased, we
are all treated equally and respectfully.
Between both of the schools where my
children attend I’m treated no differently,
the staff are courteous and respectful,
and I see that there is a real sense of
community. Cranleigh and Franklin
value each and every child.’
Of Kellie’s children, Dion attends
Cranleigh, Selena Rose is in preschool
at Franklin, and the twins Savannah
and Damian participate in programs
at Cranleigh. As if Kellie is not busy
enough, she is also the vice-president
of the Cranleigh P&C and president of
the Franklin P&C, and she shares her
enthusiasm, passion and encouragement
across both of those settings.
100
Kellie’s mantra is this:
‘I’m always thinking about what I can do
to make my kids feel important, to feel
special. Selena Rose attends a program
at Mary Mead that is about supporting
children who have a sibling with a
disability, and for my two boys I am their
advocate, their voice. They rely on me to
be there for them, and I am. For my girls,
I want them to grow up to feel special, to
be assertive, to be proud. I am a member
of both P&Cs because I believe that what
you do for one child you do for all. You
know sometimes there are things that I
go without but I am proud of myself and
my family and the sense of community of
both Cranleigh and Franklin. When I am at
either school I know that this is my place,
my children are important.’
Kellie is an advocate for public education
and has strong beliefs in the power of
education and the impact that it has on
the lives of her children. She also likes to,
in her words, ‘Call a spade a spade. I like
to know where I stand and I like people
to know what I stand for. My children
can rely on me to be there for them.
And I am.’
Kellie Bower is the story of both Franklin
Early Childhood School and Cranleigh
School. Kellie epitomises a strong,
healthy and connected education system
and values all that the ACT has to offer
her children.
P u b l ic
e d u cat i o n, as
both a teacher
and a parent
Anne Ellis
ACT Teacher Quality Institute
‘My connection with public education
as a teacher began in country schools
in New South Wales, where I quickly
learnt the pivotal role schools play in any
community and the importance of good
relations between schools, parents and
the community.
‘Both of my parents worked in public
education, but I attended both public and
private schools. I grew up immersed in
debates about quality teaching and learning
and, through assisting my father in his
academic research, gained an early interest
in the topic of teacher quality.
‘I began my involvement with public
education in the ACT when my family
moved to Canberra and we enrolled our two
older sons in Weetangera Primary School.
We continued to be public school parents
without break for the next 23 years and, at
one stage, had a child in each of the four
levels of schooling.
‘As a parent I gained a different type of
experience in public education through
voluntary roles, including several years
as chair of the School Board. During this
period I had the opportunity to present the
voice of parents in principal selection and
in the department’s reviews of strategic
planning and school-based management
frameworks. I also had the excitement of
conducting the white-gloved “Signing
Choir” at the department’s official twentyfirst birthday celebration in 1995, where
the hearing and hearing-impaired students
presented a slightly cheeky version of the
“21 Today” ditty!
‘During my professional career in ACT
public schools I developed great respect for
the commitment and skill of the teachers,
school leaders, administrative and support
staff across the system. This period saw
some significant changes and I was able to
work in a partnership approach with many
dedicated people through some good times
and some challenging times. A personal
priority was working with colleagues to
initiate and deliver innovative professional
learning; highlights were “Thinking Literacy”
(North Ainslie Primary) and, more recently,
the establishment of the “Respectful
Workplaces” program.
‘Since leaving the Directorate in 2011 to
take up the position of inaugural CEO of
the Teacher Quality Institute I have had the
privilege of leading a new cross-sectoral
partnership. I now work with teachers
and school leaders from Catholic, public
and independent schools and staff and
students from ACT universities. It is great
to be able to continue to celebrate the
achievements of public education through
this broader focus on the importance of the
teaching profession and the work of every
ACT teacher.’
101
‘Peter’:
a s p e ci a l
person
Peter D’Arcy
Waniassa Hills Primary School
In 1979, John Anderson (inaugural
principal of Waniassa Hills Primary
School) and his pioneer community
created a school which by design and
philosophy was open to excitement and
the rewards of life-long learning. Many
names are mentioned as prominent
characters of the past, but at the 2013
Twilight Fair, John Barret (Board chair,
2010–11) spoke of one teacher who
genuinely epitomised the school’s
endeavour of ‘nurturing creative,
confident and independent children.’
Peter is in retirement on the outskirts of
Canberra. He’s one guy, amongst other
regulars, that we call upon to calibrate
our memories.
Talk to Peter about this year’s Tournament
of Minds and he’ll recall its parent
pedigree: the devoted hours of afterschool training and weekend tribulation.
Mention science, and Peter tells a tale
of hot-air balloons launched before
school to the sizzle of a BBQ breakfast.
My dad, an entomologist, was Peter’s
insect specialist at school camps by the
Cotter River. John Barret remembers the
family bushwalks that Peter organised.
In November, there were camps to Mount
Gingera, where students interested in
102
science could walk to the aestivation sites
of the bogong moth and observe this
unique Australian insect, and learn of its
importance to Aboriginal people.
During the 1990s, Peter’s decade, the
school adapted to new technologies.
Like so many of Peter’s memories he
acknowledges the tireless work of
others. The leading-edge ICT reputation
of Wanniassa Hills was gained courtesy
of a parent who generously shared
her enthusiasm with students and
teachers alike.
Talk about fashion and Peter
remembers when expensive footwear
was in, but not always on. The latest
Nike or Adidas running shoes were
worn to the carnival but taken-off to
run the race.
In Peter’s past the school had a
marvellous French program and
teacher. One of the highlights of the
annual school fete was, and still is,
the French Restaurant.
During the nineties students were
encouraged to enter their writing in
many competitions and to forward
stories and poems for publication to
such books as those produced by the
Murray Darling Basin. One student won
the National Dorothea McKellar award
in 1995 – a fantastic effort and a welldeserved reward. And recently a student
from Wanniassa Hills won first place in the
2013 ACT French Poetry Competition.
Every school needs a Peter, someone who
can connect people and events to time
and place.
A thousand
and one roles
s u mm e d u p
in the word
‘teacher’
Karen Halverson
Lyneham Primary school
‘In 1972, with the offer of a Commonwealth
Teaching Service scholarship to Armidale
Teachers’ College, I left home and set out
on a path that led to an immensely fulfilling,
and at times challenging and frustrating,
31‑year career as a primary teacher.
‘Teacher is such a limiting career description.
Flexibility and adaptability are the keys to
longevity in a profession which requires
one to be an actor, behaviour diagnostician,
collector, dancer, event manager, fundraiser,
inventor, linguist, mentor, numeral
manipulator, orator, peace-keeper, scientist,
walking encyclopaedia! I’ve been there,
done it and I have the T-­shirts!
‘What’s in a name? Miss, Mrs, Ms, Karen:
these names mark stages and changes
in my teaching career. I’m amazed that
there are a few students and adults from
my first year of teaching who still call me
Miss Shepherd when we meet. Canberra
is a small but dynamic city! While some
students’ names take time for me to retrieve
from the jumble of the years, I still recognise
many of the faces and names of students,
parents and colleagues. Friends joke of the
benefit of the collective memory when it
comes to remembering names, incidents
and locations. The treasures of cards, gifts
and photos prompt memories of individuals
and groups in my wonderful career.
‘ELIC, CLIP, FAMPA, MINC, SINC, TRAD,
SPRAD, PART, CMIT, IB and PYP: the
acronyms are well known. We did share
them all, as much for the networking as
the knowledge we acquired and shared.
The wheels of progress are forever turning
on schemes, focuses, values and programs.
A session with Mem Fox on a Saturday
morning is always the most positive and
stimulating PD session!
‘Changes of staff and executive in a school
drive the evolution of dynamic workplaces.
Friendships developed through my career
have strengthened life’s phases. Mentoring
beginner teachers is a way I can share
experiences and resources, encourage,
and promote a career in which networking,
support and sharing are critical.
‘Being one of the first teachers in the
ACT to integrate a student with a disability
into a mainstream classroom was a
challenge and a privilege. It taught me
the importance of inclusion, understanding,
patience, expectation, risk taking and
opportunity for all students. It taught
me the value of learning experiences
and opportunities beyond the confines
of the regular curriculum. The symbol
of what public education stands for.’
103
Teaching,
and learning
from, his 5th
graders
Bill Atkinson
Campbell Primary School
‘In 1957, I began my teacher training and,
in 1962, I received a transfer to Campbell
Primary School. The suburb of Campbell
had replaced the bush and the school
had been built in the general area of our
billycart track. The school had moved
into the newly completed building the
previous year after spending some time
sharing the Ainslie School buildings.
Harold Butler, the founding principal, and
the staff were excited about the buildings
and the outside facilities.
Bill Atkinson grew up in Dirrawan
Gardens, Reid, in the 1940s and 50s.
The area from Anzac Park West to
Duntroon was ‘the bush’, and an
exciting area to explore.
‘My friends and I took our homeconstructed billycarts up into the bush,
where we’d developed a winding downhill
track through the scotch thistles. Many
happy, secretive hours were spent there
with no serious injury.
104
‘My class was 5A and consisted of 44
extremely bright and capable children.
I can remember one day, while writing a
mathematical problem on the blackboard,
feeling a tug on my sleeve. A 10-year- old
girl was standing there and whispered,
“Mr A. If you start a sentence with if you
must use were, not was. It should be, ‘If a
farmer were . . .‘Of course, I replied, “Well
done. I was wondering if anybody would
notice that!” I learnt a great deal from my
5As. I worked hard to become at least as
smart as a 5th grader.
‘My colleague Jan Kilby and I were part
of a departmental trial to introduce
open-plan learning. The plan was to
restructure the sewing and craft rooms
to form a large carpeted classroom with
a built-in wet area and small quiet room.
Jan and I were sent to Adelaide to study
their rooms and to get some ideas for the
Campbell version.
‘The educational opportunities in the new
style of classroom were exciting for the
teachers and pupils and drew a great deal
of interest. The children found themselves
on display as observers regularly arrived
from such places as Darwin, Tokyo,
Mexico, and the USA.
‘I have very fond memories of my 13
years at Campbell Primary. I found the
community supportive and the children
keen to participate in all school activities.
There were many outstanding academic,
sporting, social and entertainment
achievements on display. I believe I
enjoyed teaching much more, even, than
broadsiding down the billycart track.’
Going
f u l l ci r c l e
Patricia Cooper
North Ainslie Primary school
On the wall of the library at North Ainslie
Primary hangs the portrait of a gracious,
intelligent and unique woman: Patricia Mary
Cooper. Pat’s beautiful face watches us from
on high, her wisdom and love for children
captured so well in Peter Engel’s painting
that we believe she is with us, even on the
days she is not at work.
It is often said that life goes full circle. This
is certainly true for Pat and her relationship
with North Ainslie Primary. The circle began
in 1958 when Pat enrolled her children
here. This was the school’s inaugural year
of operation under the leadership of Terry
O’Connell. In 2008 the circle was completed
when Pat returned to North Ainslie Primary,
this time as a teacher librarian and key figure
in organising the school’s fiftieth birthday
celebrations. In 2011 the school recognised
Pat’s significant contributions to education
by naming its new resource centre the
Patricia Cooper Library. Patricia Cooper,
aged 85, retired from teaching at North
Ainslie Primary in 2013.
At the age of 41, as a mother of five
children, Patricia decided to enter the field
of education, completing a Bachelor of
Education followed by a Master’s degree.
Since then she has contributed to the
academic and personal growth of many
young people, teaching in our ACT public
education system, sitting on the University
of Canberra Board and working as an ACT
Schools Volunteer Program committee
member. Patricia is a passionate educator,
fearless in voicing her views about equity,
academic expectations and the power of
community. She has voiced and enabled
her vision of public education at North
Ainslie Primary, leading a reconciliation
process to recognise the school’s Aboriginal
and Torres Strait Islander community
and firmly embedding the ACT School
Volunteer Program to support children
from disadvantaged backgrounds.
As two young children once informed
a crowded library, ‘Mrs Cooper is special
because she loves teaching and she looks
after our library’ and ‘Mrs Cooper is special
because she is always there to help us. She
wears high heels and she is in very good
condition!’
Both these comments reflect the love and
admiration of the children feel for Patricia
Cooper. She is the face of public education
at North Ainslie Primary and within ACT
Education. She has shown us that age is no
barrier, that no challenge is ever too big, and
that passion makes a difference.
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106
‘Teachers are
the bedrock
of a quality
e d u c at i o n
system’
Diane Joseph
ACT Education and Training Directorate
Diane Joseph came to Canberra in 2010 to take up the role of
Deputy Director-General of the ACT Education and Training
Directorate, following senior executive positions in Victorian
education; in 2012, she was appointed Director-General.
Diane is committed to maintaining the ACT’s position as
the nation’s leading education and training jurisdiction.
She believes teachers and educational leaders are the
bedrock of a high quality education system.
Diane describes her roles in the Directorate as a ‘privilege
to hold’ and acknowledges the legacy of those in whose
footsteps she follows.
‘I acknowledge the work of my predecessors in ensuring that
ACT public schools play a pivotal role in our community and
that the outstanding results that we achieve are by design and
not by chance.’
‘I particularly recognise the extraordinary contribution of the
first Chief Executive, Hedley Beare. His work as an innovative,
future-thinking academic set the course for public education
in the ACT, and his achievements are renowned internationally.
Hedley Beare’s concepts of where schools fit into the hub of
the community, and the complementary, innovative design of
our school buildings and classrooms, remains a legacy for us
all to uphold.’
Diane thrives on the variety, scope and challenges of her role
as Director-General. ‘Every day I come to work and enjoy the
opportunities that are presented in working on behalf of the
Minister and the ACT Government. Progress for every child,
everyday, in every one of our classrooms or education settings
is an imperative.’
Diane is passionate about the opportunities a quality
education affords. Her vision for education is that ‘every child
deserves the opportunities provided through an excellent
education irrespective of where they live, their circumstances,
or the school they attend. Students must believe that “I can
achieve. I am confident. My future is exciting”.
As one ACT principal said, ‘In a career spanning school leader
to system leader, Diane’s vision has brought a culture of
collaboration and challenge to Canberra where every member
of the school community matters to her. You know this from
the joy and pride she shares when she has the opportunity to
visit your school.’
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Going the
e x t r a mi l e
Cindie Deeker
Kingsford Smith School
Cindie attended school in country NSW
and the ACT. She has very early memories
of wanting to be a teacher and credits
her fabulous kindergarten teacher with
starting her journey along this pathway.
During her high school years Cindie
participated in a variety of educationbased work experiences and, after
completing her training at Signadou,
commenced teaching at Evatt Primary
School. She quickly developed a strong
interest and expertise in early-years
literacy, and notes as a highlight the
excitement of hearing her students
read for the first time. After teaching
in a number of ACT schools she moved
to Higgins Primary School in West
Belconnen in 1997.
The mid 2000 years were a time of
change in our system and in West
Belconnen. The decision was made to
close Ginninderra High School and, later,
Higgins and Holt primary schools and to
restructure Southern Cross as an Early
Childhood School. A new P–10 school
was to be built on the Ginninderra site.
Cindie’s strong links to the community
and the respect in which she was held
108
enabled her to play a pivotal role in
supporting families through the anxiety
and excitement of the transition to
Kingsford Smith School.
Cindie’s commitment to the area
continued when she became a member
of the founding executive, and later won
the primary school’s deputy principal
position. Her knowledge of the area,
her strong leadership and outstanding
skills in team building, curriculum, and
coaching and mentoring supported the
successful establishment of an innovative
new setting. The cutting-edge ICT at the
school is an outcome of her vision.
Parents, students and staff all speak
highly of Cindie. They mention her
outstanding skills as a teacher and the
deep caring she has for her students.
Many recount stories of her ‘going that
extra mile’ and of the difference she has
made. She often shares a chat with her
many ex-students, some of whom now
have children at the school.
The contribution Cindie has made to
school sport is recognised within and
beyond the ACT system. In addition
to coaching many school and district
teams, she has coached and managed
at international and national level and
convened Australian school sporting
events. She continues to coach local
basketball teams and is an enthusiastic
player.
Cindie Deeker is an inspirational teacher
and leader who continues to make a
valuable contribution to her school
and system.
Fa d d e n ’s
quiet
achiever
Sue Boughton
Fadden Primary School
What makes a great school? It’s fair to say
that a truly great school comes from the
sum of its parts and the culture that binds
it all together. Fadden Primary School is
privileged to have a stalwart who not only
holds us together but, by her very nature,
provides the calm professionalism to which
we all aspire.
With strong personal qualities of dedication,
commitment and caring, and a strong sense
of personal accountability, Sue Boughton is
our ‘face’ of education.
Sue has worked at Fadden as office
manager for the past 20 years, influencing,
impacting and shaping our school into what
it is today. Sue is responsible for the day-today business operations of the school, but
she contributes so much more to the school
community. When asked what her job is Sue
replies, ‘It’s a support role to the principal,
executive and to all staff to allow the focus
to be on education.’
putting on a sticking plaster to managing
the business operations.
‘Sue is always available for both children
and staff.’
Sue is proud of her contribution and there
have been so many highlights she struggles
with nominating one. She is very proud of
the front office she has shaped; her team is
cohesive and gets things done. Sue prides
herself on the variety and scope of the
front-office operations. When asked, ‘What
keeps you here?”, Sue replies, ‘It’s not the
money, it’s the variety the job offers, never
only doing one thing. I really like primary
education, something I missed when I left it.’
‘Sue is the face of Fadden.’
We asked families and staff to sum up
what Sue is to Fadden Primary School, and
there responses sum up her contribution
beautifully:
‘In her quiet way you just know she is there
to help.’
‘Sue gets things done.’
‘What would we do without her?’
Sue is the ultimate quiet achiever who
enables others to go about their work
in a safe and welcoming environment.
She embodies the Fadden values of ‘respect,
confidence and responsibility’ with her warm
and efficient manner. We are privileged to
have her.
She influences our school through her
planning and foresight. Using her experience
and understanding of our community she is
uniquely positioned to support the executive
in providing strategic direction.
In many ways Sue is the public persona of
Fadden, interacting daily with staff, parents
and students in ways large and small, from
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Identity and
belonging in
‘The Valley’
Anne Dunn and Rachael Radvanyi
Lanyon High School
Anne Dunn and Rachael Radvanyi have
worked at Lanyon High School since
its opening in 1996. Throughout this
time they have seen the school evolve
in response to educational trends and
policies and the changing demographic
of the Lanyon Valley.
Both teachers have long careers in
public education. Rachael commenced
teaching at Copland College in 1993
and Anne began in New South Wales in
1977, working at Kambah High School
prior to her appointment to Lanyon.
Both began their work at Lanyon as
classroom teachers and have taken on
formal school leadership roles, leading
the English, SOSE and LOTE faculty for
many years together.
Both say that one of the most rewarding
aspects of their time at Lanyon has
110
been working with families from the
Lanyon community over a prolonged
period of time. The geography of the
Lanyon Valley creates a real sense of
identity and belonging with the school
community. Former students maintain
strong connections with one another and
with the school for many years after they
have left Lanyon High. This was evident
at the tenth anniversary celebrations in
2006 when a large number of ex-students
joined to reminisce and celebrate
the achievements of the school as
a community.
Anne and Rachael have chosen to remain
at Lanyon High School because of the
strong connections that the school
has established with local, national
and international professional learning
organisations. These have created a
vibrant learning community in which
teacher practice is constantly evaluated
and developed. One of the highlights for
Rachael and Anne was participating in
a two-year Australian Research Council
project and presenting their findings at
international conferences in Melbourne
in 2006 and 2007. The school also
supported Rachael to complete her
Masters degree with the University
of Illinois in 2010. As members of
professional English associations they
have presented at local and national
conferences, sharing their classroom
practice and experiences with English
teachers across the country.
They will always have strong emotional
ties to Lanyon high School, as Anne’s two
sons and Rachael’s daughter are proud
graduates of Lanyon High School.
A number
of years on:
a reflection
on my teaching
in the ACT
Trish Cregan
ACT Education
‘I come from a long line of teachers. My
great-grandfather taught in New South
Wales, my grandfather was principal at
Abbotsford in Sydney and my mother was
a teacher-librarian here in the ACT.
‘I never really considered any job but
teaching. I trained as a primary school
teacher at Wagga and was posted to
the ACT in 1977. Years later I retrained as
a high school teacher in mathematics.
Currently I am a literacy and numeracy
coordinator working with teachers in
the classroom.
‘I have many treasured memories of
my teaching: taking my class walking
around the suburb on a lovely spring
or autumn day before talking, drawing
and writing; walking to a local dam to
collect tadpoles, returning well after
3.00 pm; having parents in every week
to cook with the students and preparing
a multi-cultural feast for the community;
introducing students to the game of
Minkey, and starting a school club to play
in the ACT competition; coaching district
hockey teams; visiting Government House
with the school captains for morning
tea with the Governor-General. All of
these memories and so many more give
me a real sense of how teaching is a
career which challenges, stretches and
rewards you.
‘There were times I wanted to leave
teaching, but I never found anything else
that I wanted to go to. In retrospect I am
glad of this because it’s getting through
the tough times and not giving up which
builds your resilience and which gave me
a real understanding, one that I use in the
coaching aspect of my job. Teaching is a
wonderful career. Working with students
and being there for the “Ah, I get it!” and
the “Thank you!” moments is the best
feeling in the world.
‘The hundreds of children and their
parents I came to know regularly
reappear in my life, often fleetingly. It
is heart-warming to see the wonderful
young men and women they have
become or to catch up on their doings
through the tales from their parents. Two
of my current colleagues are ex-students
and hearing them say, “I had so much fun
in my primary school years and that that
is why I am now a primary teacher” is
icing on the cake.’
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“These students trust
you with their dreams,
hopes and aspirations.
The fact that you can
somehow play a role
in broadening their
mind to the bigger
picture is priceless
indeed!”
Ta n i a Ca r n e g i e – p a g e 2 6
The power
to change
the future
Rosslyn Phillips
Dickson College
Ros Phillips is the executive teacher
who established and now coordinates
the Dickson College Refugee Bridging
Program. Her incredible and unwavering
commitment to valuing every young
person who enters Dickson for their
individuality, their personal experience
and their potential has led to incredible
outcomes for some of the most
vulnerable students in our system.
Ros has always had a passionate belief
that education can transform lives and,
although the Refugee Bridging Program
was conceived in 2008, Ros’s past
experiences – including teaching English
to a group of ‘amazing women’ in an ESL
program in South Australia – have fuelled
the development of the program. This
program has now seen hundreds of young
refugees engage successfully in education
and in our community.
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Ros believes that the Refugee Bridging
Program has the power to change
the future for young refugee men and
women, and she lives this belief each day.
She leads a team which provides a safe,
supportive space, a rich and engaging
curriculum, and enables each young
person to believe in themselves and know
that they have a future. Ros knows each
student well, understands the diverse and
often traumatic situations they have left,
and celebrates their achievements, large
and small.
She inspires her staff and colleagues to
see that finding the potential in every
individual is core to education and brings
rich reward to the entire community.
She seeks out opportunities to engage
with the community for the benefit of
her students, whose rich stories in turn
benefit the community. Ros’s work in,
for example, connecting one of Dickson
College’s students who has a physical
disability (following an exploding mine
accident in his original country) has led
to a number of community fundraising
events which have allowed the student to
purchase prosthetic legs and be given a
modified car for personal transportation!
His story has been shared with many
community groups and has had a real
impact on their understanding about
refugees in Australia. The student walked
across the stage at his graduation due
to the leadership of Ros Phillips and
her team.
Ros is an incredible asset to Dickson
College, to public education and to the
ACT community. She is all about the best
outcomes for every student. As one of
her students so aptly puts it, ‘Ros gets to
know every student and helps us to know
each other and our new community. She
is EXCELLENT!’
Raiders of
the lost
archive
Sydney Farey
Telopea Park School
Telopea Park School is the oldest school
in Canberra still in operation and has a
strong, proud history. Since 1983 it has
been a bi-national French–Australian
school, with all primary students, and
about one-third of secondary students,
learning in French and English. The
secondary sector of the school is an
International Baccalaureate Middle Years
Programme School and as such has a
focus on international mindedness, in
which students are supported in their
learning to become global citizens. All
600 students study a foreign language,
either French, German, Indonesian, Italian,
Japanese or Spanish.
In Canberra’s centenary year, Telopea
Park School celebrated its ninetieth
anniversary as a school and its thirtieth
as a French–Australian bi-national school.
Our students are very aware and proud
of their place in Canberra’s history, and
one student, Sydney Farey, had the
opportunity to spend a week at the
National Library of Australia as part
of our work experience program.
Sydney was fortunate enough to be
placed in the Australian Newspaper
Digitisation Project team of the Library’s
Digitisation and Photography section.
During the week she was tasked with
creating a bilingual blog, and this blog
combines her student experience, the
story of the foundation of Telopea Park
School and a sense of the history of
Canberra. It is the first bilingual blog
produced by the National Library
of Australia and enables a greater
number of people to learn more
about the Library and its archive.
Sydney had great fun researching
the picture archives:
‘After running some advanced
searches, I found two significant
photographs associated with the
school: “First scholars at Telopea Park
School, Canberra” and “Opening of
Telopea Park School by Sir Austin
Chapman”. I was amazed by the
age of the photographs, and how
they captured the very beginning
of Telopea Park. However, I noticed
the dates of the photographs were
inaccurate. With some research, I was
able to find the correct dates. With
this new information, I helped update
the two photo records in the Library’s
catalogue, which was a proud personal
achievement.
‘I really enjoyed my placement at the
Library. Four days was barely enough
time as there is so much more to learn.
I met some great people, gained a lot of
new knowledge, and if I had the chance
I would definitely do it again!’
Sydney’s blog can be found at the
following web address: http://blogs.nla.
gov.au/behind-the-scenes/2013/11/03/
work-experience/.
115
C r eat i n g
career
pat h ways
i n s ci e n c e
Geoff McNamara
Melrose High School
backgrounds. He emphasises scientific
literacy, curiosity, hard work and sceptical
thinking. He engages individual students
in discussions of ancient and modern
scientific developments, and illustrates
and helps students identify with the
shared cultural background of science.
Geoff is an outstanding and committed
science teacher in our public education
system. He has been teaching science
at Melrose High School since 2006 and
made a significant difference in engaging
and enthusing students to pursue longterm careers in science.
Geoff works hard to identify the specific
needs of individual students across
a wide range of academic abilities
and socio-educational and cultural
116
In 2007, Geoff initiated the new
Academic Curriculum Extension (ACE)
Science course for higher achieving
science students. This has grown to
include Science Seminars presented by
renowned local, national and international
scientists, Science Tours to research
centres throughout the local region, and
coordination of Science Work Experience
placements. The highly respected ACE
Science Mentors program partners
individual students with practising
scientists and engineers on investigations
into a topic of the student’s interest.
The mentors have been in awe of the
quality of research and reports
generated by our students.
Through Geoff’s high-profile activities
he has managed to successfully build
partnerships between Melrose and
local and national scientific institutions.
Specialised resources have been
sourced into the school through those
partnerships, including the installation of
the first seismometer of the Australian
Seismometers in Schools network and a
weather station installed 8 metres above
the ground on a lamppost outside the
Science Block, with the help of local
water company ACTEW Water. Other
resources include the installation of
a Global Navigation Satellite System
Receiver (in partnership with the Office
of the Surveyor-General) and the ACE
Science Education Centre, currently under
construction, with design and funding
support from ANU, University of Canberra
and CSIRO.
In eight years Geoff has elevated the
profile and quality output of the school’s
science program to the point where its
achievements have featured in print,
radio and TV media. His leadership has
been acknowledged with an Australian
Academy of Science Teacher Award, ANU
Prize for Excellence in Teaching Award,
Australian Museum Eureka Prize, National
Excellence in Teaching Award for the ACT
and Highly Commended awards in the
PM’s Prize for Teaching Science.
The Melrose High School community
is proud of Geoff’s achievements
and acknowledges the outstanding
contribution he has made to further
science as a career pathway from our
school.
A zest for life
and a passion
for teaching
Anne Simpson
Chapman Primary school
Anne is a principal who leads by example,
shares her expertise, and enables her
team to use their strengths to implement
their ideas. She encourages strong
parent involvement in our school and her
attendance at numerous school events is
greatly appreciated by the community.
Anne’s story begins in Canberra, where
she was born and raised. Anne has
developed her strong commitment
to the Canberra community and
greatly attributes this to the role her
mother played in various community
organisations.
‘My mother was a truly communityspirited person and gave many years
as a voluntary worker for the Australian
Red Cross Society, the Girl Guide
movement, and to the education of her
children. Among my earliest memories
are of mother collecting pledges of a
sixpence to facilitate the building of a
new preschool in Dickson. Her interest
in people and their communities laid
the foundations of my involvement
in education.’
Anne has fond memories of her own
school days at North Ainslie Primary
and Campbell High School.
‘My first day at North Ainslie was the
opening day of the school. Unlike today’s
new schools we had no school uniform,
school motto or vision statement. These
developed as the school established itself
under the guidance of Terry O’Connell,
a prominent figure in ACT education.’
Her attendance at Campbell High was
a significant marker in her life.
‘It was during these years that my interest
in early childhood education was fuelled.
An opportunity to do work experience at
the local preschool was the beginning of
my lifelong love for public education.’
Anne’s passion and knowledge of early
childhood education teaching was shared
within the preschool fraternity and several
ACT preschools.
‘In 2003 I was appointed to the O’Connor
Cooperative School as its principal. One
of my proud achievements was to be
nominated by the school community,
recognising my contribution to
rejuvenating and renewing the vision for
the school. I won a National Excellence in
Teaching Award.’
As Principal of Chapman Primary School,
Anne ‘has a vested interest in ensuring
that the future generations of Canberra
thrive and prosper, to be the best they
can be.’
Anne has a zest for life that is evident
in her relationships with her colleagues,
both past and present, the wider
educational networks and community
organisations. Her priorities are her desire
to celebrate and promote key educational
events, including Canberra Centenary
celebrations, and to provide opportunities
for children to have fun.
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Back
to her
roots
Rose Patrick
O’Connor Cooperative School
Rose Patrick is a new educator in her first
year of teaching at O’Connor Cooperative
School. Rose is an exemplary new
educator who works hard every day to
be the best teacher she can be for the
children in her class and for the school in
general. She is organised and calm when
dealing with all situations and she has
a wonderful sense of humour.
The interesting thing about Rose is that
she was student at O’Connor Cooperative
School from 1992 to 1995. Rose lived next
door to the school (her mum and dad still
live next door) so she did not have too
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far to walk to school! Living next door to
the school was not always a good thing;
there was the odd time when Rose took
herself home early if the day did not go
to her plan.
Rose completed her early childhood
teaching degree at the University of
Canberra and in 2012 came to O’Connor
as in intern for her last teaching
placement. Having been here as a child,
as a practicum teacher and now as our
Year 1 teacher, Rose has experienced all
aspects of O’Connor Cooperative School.
When the Year 1 children were completing
their history unit this year Rose was
able to share photos from her time as
a student at the school and tell lots of
stories about how things had changed.
Since Rose was at school a new building
has been built and the playground is
very different, with new playground
equipment, sandpit, digging patch,
vegetable gardens and grassed area.
Rose and her family have a very strong
history with O’Connor Cooperative School
and the local community in general.
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T h at l i g h tbulb moment…
Sarah Desmond
Black Mountain School
Following Year 12, Sarah embarked on
a gap year that turned into a gap five
years. During this time Sarah worked in
England, travelling throughout Europe
at every non-working opportunity. Her
role was in supported accommodation,
which was her first introduction to people
with disabilities.
A baptism of fire took place on her first
shift when she was asked to shower a
man in his sixties. A colleague and mentor
explained to the apprehensive Sarah
that she would be helping the man to do
something that he was unable to do for
himself. The learning continued and her
passion for the field grew.
When Sarah arrived home she followed
her mother’s advice and became a
Learning Support Assistant in order to
combine her two passions: education
and working with people with disabilities.
In this role she found her home for four
years, punctuating each school year with
a working trip back to England, providing
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community participation to people living
with a disability.
It was being exposed to the-not-sogood practice that made Sarah attach
her permanent career goals to the
disability sector.
‘I didn’t want to leave room for someone
who wasn’t going to do the job well,’ she
says. ‘I saw that people were willing to
help, but not in the way that I would want
to be helped.’
After working in ACT special education
primary schools Sarah decided to trial
working in a high school to test her
theory that she wanted to be a teacher.
Black Mountain was her choice.
The drive to create meaningful learning
experiences to better the lives of
future students drove Sarah to enrol
at university. ‘I saw all these amazing
teachers in practice. I wanted to put the
theory with what I was learning.’
Despite encouragement to go straight
into mainstream teaching Sarah stuck to
her guns. The deciding factor, she says,
was a single day during her internship.
‘We had a sports day and there was a
special class in the school. The class’s
teacher came to a group of other
teachers standing nearby and asked
them to watch her students for a minute.
I watched the teachers uncomfortably
move away, unsure of what to do.’ Sarah
paused, reflecting on her light-bulb
moment. A smile creeps across her face
... ‘I have seen so many amazing examples
of how to teach in our environment.
I didn’t want to waste that. Special Ed
is my thing. I love it.’
Exceeding
people’s
ex p ectat i o ns
Karen Jermyn
Neville Bonner Primary school
Karen is an inspirational leader whose
commitment to public education has
empowered many, through both her
professional and her personal work.
Karen has lived in Canberra for 40
years and has raised her family here.
All four of her now grown-up children
are outstanding successes of the ACT
public education system.
Karen’s work in ACT schools began
23 years ago as a parent advocate who
gave tirelessly of her time and energies
to fundraising, support to teachers, and
as a member of the school board at
Majura, her children’s primary school.
Her talents were recognised and she was
encouraged to seek paid employment
in our schools. Over a 15-year period
Karen has risen from assistant positions
in mainstream, hospitality and library
programs to a business manager who
is sought by colleagues as an adviser
and mentor. Karen has worked across
many schools over her 15-year career,
including Canberra High, Dickson College,
Miles Franklin and Lyneham Primary.
She was the ‘establishment’ business
manager for Gungahlin College, and
most recently the first business manager
of the new Neville Bonner Primary School.
Taking on challenging roles and tasks
is characteristic of Karen’s approach to
her work!
Karen exceeds the expectations of her
role in all that she does. She is always
looking for ways to promote public
schools and goes ‘above and beyond’
in the service of the community in
which she works. She is committed to
creating and sharing a strong sense of
excellence and pride for students, staff
and community members. Karen coaches
and mentors staff, and has a particular
knack of uncovering the talents and
skills of those around her. She is the
consummate professional.
Karen’s love for her family and interest
in all her children’s activities is inspiring.
She also manages to traverse the waters
of the Pacific Ocean, fitting in the
occasional cruise with her parents. Her
love of gardening and reading takes up
the few spare minutes in the life of this
outstanding worker and advocate for
public education in the ACT.
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Unity in
diversity: an
E n g l i s h – I ta l i a n
bilingual school
Sarah Veitch, Lisa Ramshaw, Phill Hall and Sharon Brissoni
Yarralumla Primary School
Four people – three staff members
and one community member – are
outstanding examples of commitment
to ACT education and to Yarralumla
Primary’s ‘3i’ values: integrity, inclusion
and innovation. Their talents and
experience reflect the school’s unified
approach, since its opening in 1957, to all
its learners in an environment of diverse
programs and changes.
Sarah Veitch exudes the ‘X’ factor and
always strives to enhance her practice.
One example is the school’s noticeable
growth in NAPLAN language conventions
due to her whole-school implementation
of the ‘kung fu’ punctuation practice that
she brought back from her two years of
teaching in London. She fully embraces
the school’s many cultural and community
opportunities, tripling participation in
Limelight. Her dedication and enthusiasm
for Yarralumla is summed up by the
question she regularly receives from
fellow 2007 graduates: ‘Why don’t you
leave YPS to go to a school where you
only have to teach one kindergarten class
(instead of two) per week?’
Lisa Ramshaw is the ‘community driver’
of Yarralumla’s vision to become a beacon
school for bilingual education. She has
worked tirelessly in numerous roles over
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eight years to highlight its benefits for
ACT public education. She was a key
organiser of the program’s transition from
Lyons to Yarralumla; organises Italian Fun
Runs and open days; and promotes the
school with the Italian Embassy, through
media outlets and the program’s stall
at the multicultural festival, and more
recently as Yarralumla’s P&C President
and Board Chair. Lisa is testament to what
collaboration between a school and its
community can achieve.
Phill Hall is a highly respected and
experienced teacher of children with
autism and is recipient of the Minister
for Education’s Award and two National
Excellence in Education Awards. He
is the longest serving staff member
at Yarralumla and is renowned across
the ACT for his experience in a range
of disability education settings,
and particularly for his innovative
approaches to teaching students with
communication disorders.
Signora Sharon Brissoni is one of the
school’s talented Italian-born teachers
of the bilingual program to Year 5 and 6
students. She brings a wealth of overseas
language experience to her executive
role of Bilingual Program Coordinator,
including her knowledge of how to
integrate Australian curriculum content
into the Italian language program.
Her role in a global group of bilingual
educators is pivotal in promoting
Yarralumla as an innovator in Australian
bilingual education.
Yarralumla Primary salutes these worthy
individuals and their contributions to
ACT education.
Promoting
confidence,
awakening
dreams
Geanette Herlt
Curtin Primary School
Geanette has been a teacher at Curtin
Primary School for over a decade and
constantly amazes us with her ability
to inspire, engage and motivate her
students and colleagues. Her boundless
energy and innovation make her a
sought after educator, mentor and
community member.
Geanette’s greatest talents lie in her
ability to connect with children on a
holistic level as she truly develops their
minds, hearts and souls. For over 40
years she has provided inspirational
opportunities for children in her class
to engage in current topical events by
drawing meaningful links to the world
around them. Notable moments include
creating a beach on the oval, sleepovers
at the school to star gaze, and teaching
acrobatics to the class mealworms. She
has a unique ability to make the most of
the teachable moments, and students and
colleagues alike know that whenever they
walk into the class something rich, unique
and engaging will occur. In the words of
her colleagues, ‘We can always expect
the unexpected.’
Geanette has the capacity to instil in
a child a love for learning, an open
mind, and to keep questioning. She has
the ability to promote confidence, stir
thinking and awaken dreams. Her ability
to build and nurture their inquiring
minds allows children to investigate and
participate in the world around them
as citizens in their increasingly global
community.
Geanette rises to the challenges that
twenty-first century learning provides
educators and is constantly engaging
with current research and trends to
ensure that her pedagogies are shaped
by best practice. She willingly and
enthusiastically shares this with her
colleagues and beginning educators; her
ability to build and form professional and
mentoring relationships is another of her
finest qualities.
Geanette’s colleagues describe her
as ‘inspiring, inclusive, connected and
passionate. We appreciate the way she
shares her knowledge, sees the whole
picture and can see the world through
children’s eyes.’
The children in Geanette’s class describe
her as a teacher who expands their minds,
appreciates people, has a mind full of
colour, has laughter like magic and is a
friend to everyone. They appreciate the
way she ‘inspires us to do our best, to
never give up. She’s a deep thinker and
draws us in.’
As the Greek author Nikos Kazantzakis
says, ‘True teachers are those who use
themselves as bridges over which they
invite their students to cross; then, having
facilitated their crossing, joyfully collapse,
encouraging them to create their own.’
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a l i f e t im e i n
e d u cat i o n
Susan Barr
ACT Education
Susan’s experience with public education
is one of relationships, connections and
cycles. Her mother’s belief in the power
and importance of education was an early
influence, and her positive experiences
as a student in public schools in Lismore
and the northern coast of New South
Wales further strengthened her own
commitment.
Susan’s work as a teacher and school
leader in ACT public schools was
underpinned by the principle that
every child, regardless of where they
live or where they go to school, should
experience quality teaching and learning.
She is ever conscious of education as the
means to a better life and better people.
As a proponent of teacher quality, Susan’s
legacy lives on through the many school
and system leaders she has guided and
mentored along their own journeys.
The relationships she forged at Telopea
Park, Lyneham and Charnwood high
schools and Lake Ginninderra College
have been enduring, and her capacity to
link and empower educational thinkers
was a feature of her work as president of
the ACT branch of the Australian Teachers
of English Association. She found great
inspiration from the committed and
enthusiastic teachers with whom she
came into contact.
Susan stepped away from the classroom
to support teachers at the system level as
a member of the Staff Development team.
Working alongside Rosemary Richards,
she continued to model and design
opportunities for teachers to continue
to grow their practice and educational
philosophies. She modelled at every
opportunity the importance of creating
a quality environment – physically,
emotionally and intellectually – to
enable excellence.
Susan’s skills were recognised when
she gained a position in the emerging
Policy Group within the Chief Minister’s
Department working for former colleague
Sandra Lambert. Susan’s capacity as a
relationship builder came into play in
forging cross-agency connections.
While Susan’s direct contribution to ACT
public schools ended at this time, the
family dinner table continues to provide
a forum for robust conversation and
exchanging of perspectives with her
two sons. She continues to reflect that
complacency is the enemy of innovation,
and stressing the importance of review,
revision and being prepared to look
at new ideas to keep people and our
organisation fresh and inspired.
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Ac k n o w l e d g e m e n t s
The ACT Education and Training
Directorate wishes to acknowledge
the valuable contributions of the many
people who made this publication
possible. Thank you to all those who
participated, and thanks also to those
who recorded or wrote the 100 stories.
The coordination required to compile
the stories and photographs presented
an exciting challenge for the 100 Stories
Project Team. Wendy Cave, Liz Bobos,
Julie Cooper, Charles Morrice and Emily
Springett provided important guidance
during the planning of the publication,
gathering stories and supporting the
student photographers who participated
in the project.
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We particularly acknowledge those
student photographers who volunteered
their skills, time and efforts. Thank you
Camille Struzina, Dion Georgopoulos,
Koh Bouckaert, Lamis Kazak, Rachel
Lariosa, Robbie Lawrence and Tori
Heron. The students were supported
by Rohan Thomson, who provided
valuable assistance, support and
advice. A number of staff members also
contributed photographs for inclusion in
this publication; their assistance ensured
that we have a wide representation
of our people’s stories. Thank you to
Daniel McInnes who also took a few
photographs.
Finally, Joanne Garrisson, Leeanne
Honeyball, Stephen Gilfedder,
Shaun Bennett, and Ian Hunter are
acknowledged for their assistance
towards the completion of this
publication.
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