Elizabeth Ferguson, Pascoe Vale Girls College
Elizabeth Ferguson’s deep knowledge about the interrelatedness of wellbeing and learning has guided her outstanding contribution to the improvement journey of Pascoe Vale Girls College.
In her 3 years at the college, Elizabeth’s educational leadership as the Positive Climate for Learning teacher has united staff through evidence-based practice and programs that are amplifying girls’ voice, agency, and leadership in their learning.
Leading the school’s implementation of many department initiatives including school-wide positive behaviour support, Amplify and a sequenced Social and Emotional Learning program, Elizabeth’s commitment to fostering equity, excellence and learner agency has resulted in strong improvements in students’ wellbeing and learning outcomes.
Introducing Sociology as a Victorian Certificate of Education (VCE) subject, Elizabeth’s class achieved a VCE median study score of 30.78 and several 37+ study scores. Elizabeth is now developing the VCE subject for delivery to 3 other schools in the Merribek North Education Plan.
Ben Russell, Richmond High School
Widely respected by his students and peers, Ben Russell is a classroom teacher and educational leader at Richmond High School.
Dedicated to learning how to work with all young people and their teachers in his role as Year 12 Coordinator, Ben’s high expectations and commitment to improving his own teaching and leadership has built positive relationships with staff and students.
As an educational leader, Ben enables his professional community to make the very best choices for their students through evidence-focused inquiry and learning.
Fostering the voice, agency and leadership of his students, Ben’s impressive impact on his students’ wellbeing and learning outcomes reflects his ability to engage students in their learning in ways that empower their choices and responsibility. In Ben’s classes, his students develop a deep understanding of what is expected of them.
Through his multiple leadership and teaching roles, Ben’s dedication to improving students’ engagement with education has inspired learning and teaching excellence at Richmond High School.
Andrew Vella, Sunbury and Macedon Ranges Specialist School
Andrew Vella is an outstanding teacher and the Wellbeing Learning Specialist at Sunbury and Macedon Ranges Specialist School.
Leading the whole school in creating a positive and respectful learning environment for students with disability, Andrew’s exceptional contribution to shaping specialist education provision is improving the future of students and their families in the region.
A measured and compassionate teacher, Andrew meets his student’s needs by lifting their individual education outcomes and enabling each young person to develop their inner confidence, independence, and bodily autonomy. In leading the development of a relevant curriculum for the school’s cohort of students with intellectual disability, Andrew has embedded the department’s Resilience, Rights and Respectful Relationships learning materials into the content and experience of students’ learning.
Ensuring educational provision for students is accessible, and meaningful, Andrew is extending his expertise to colleagues within and beyond the school’s networks.
Tijtje Keatley, Mount Waverley Secondary College
Director of Music at Mount Waverley Secondary College, Tijtje Keatley has delivered innovative music education at the college since 2014. Since that time, the number of students in her music programs has doubled and the college has one of the largest music departments in Victoria’s north-east region.
Tijtje’s inclusive approach to building a contemporary music curriculum and learning culture is shaped by high expectations of her students, the desire to support their differentiated learning needs, and to nurture their shared love of music.
Encouraging the live performance of music at school productions, public events, and music festivals, Tijtje has mentored and supported students to participate in a range of local and national programs and competitions that have built her students’ confidence, skill, and experience.
Increasing ensemble sizes and the outstanding achievements of her Year 12 Music Performance students provide testament to her dedication to nurturing student’s agency and wellbeing through music education.
Updated