Elaine Hazim, Victoria University Secondary College
As principal of Victoria University Secondary College, Elaine Hazim leads the multi-campus setting of the College as a trusted member of a community of students, parents, and teachers.
For Elaine, her position as principal is undertaken as a service role to her community.
Elaine’s philosophy of working with families and the community for connection and support extends to her leadership of the college. Deriving great pride in the growth of student data, and new and successful learning pathways, her principled commitment to improving educational opportunity and access is outstanding.
Dedicated to building the strength of the Victorian education system, Elaine opens the college to regional schools and staff to share learning and to create professional community across network, region, and state.
Understanding that her role as principal is critical to creating successful pathways for all students, she cultivates leaders to build their own capacity, and in doing so, is extending educational growth and opportunity for all.
Sheereen Kindler, Glen Eira College
When Sheereen Kindler was appointed principal of Glen Eira College she responded to the unique needs of her school community, including a large multi-lingual Jewish community, to improve her students’ outcomes.
Two of Glen Eira College’s key feeder schools are bilingual primary schools, delivering both Japanese and French immersion programs. Initiating the development of relevant immersion programs at the secondary college through its Languages Other Than English (LOTE) program, Sheereen has created continuity for new students’ learning and language acquisition; also, by introducing the teaching of Hebrew — the only mainstream government secondary college to deliver Hebrew LOTE.
On beginning her role as principal, Sheereen focussed on improving the college’s performance in the Victorian Certificate of Education (VCE). Leading the development of a comprehensive plan to improve VCE results, the school’s median VCE score is now greatly improved and has been sustained at the same high level for the past two years.
Leading the college on an improvement journey has brought her multi-lingual community together and created a common purpose, resulting in improved student outcomes.
Keith Perry, Kambrya College
Described by colleagues as one of the most influential principals Kambrya College has ever had, Keith Perry’s leadership of staff and students has built a highly cohesive college community.
In promoting a positive learning environment, Keith has fostered a culture of collaboration and support among staff members. Encouraging collaborative data analysis where teachers can share best practice, discuss student progress, and collectively develop ways to improve student outcomes, Keith is empowering teachers to utilise data to inform their teaching and implement targeted interventions.
Keith’s experience and skills in leadership, relationship-building, planning and organisation, have instilled a sense of collective responsibility at the college that is encouraging greater community participation in school activities and actively supporting staff to excel.
With his unwavering commitment to student success, strong leadership, and ability to encourage and empower others, Keith has created a school environment that is positively impacting student outcomes and the community as a whole.
Kimberley Tempest, Cobram Secondary College
Since Kimberley Tempest took on the role of principal at Cobram Secondary College, students are finding new pathways to improved learning outcomes.
Kimberley’s initiatives are re-engaging staff and students with the college and education. Introducing individual learning plans and a blended curriculum with an applied learning approach, Kimberley has also initiated a working college farm run by staff and students, and a successful reengagement program for students who find it hard to connect with a standardised schooling structure.
Cobram Secondary College’s location in rural Victoria has, until recently, meant limited opportunity and access to Vocational Education and Training (VET) for interested students. Creating links and active partnerships within the local community, Kimberley has now established several VET subjects at the college.
Transforming the community of Cobram Secondary College to a learning environment responsive to student need, Kimberley has built trust and a common sense of purpose between college and the community.
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