Auburn North Public School, NSW
During his career Mark Harris has taught in public and catholic high schools and primary schools in five countries. Over the past 23 years he has been the principal of three primary schools and is presently the principal of Auburn North Public School, a multi-award-winning school that is one of Australia’s most multicultural schools.
Mark has presented papers at the 2018 International Metropolis Conference in the Netherlands and its 2019 Sydney Conference. He’s visiting schools and interviewing principals and teachers in Canada and Finland this year as part of a research project he’s conducting in the area of Refugee Education.
Brisbane Grammar School, QLD
Jacqui Zervos is the Executive Director: Educational Innovation at Brisbane Grammar School. She has been a member of the Senior Leadership Team for the past twelve years serving much of that time, prior to her current role, as Head of Middle School with responsibility for all the academic, pastoral and extracurricular programs. In her current role she works collaboratively with senior and middle leaders across the academic, pastoral and cocurricular domains on whole-school strategic imperatives, particularly in relation to building teachers’ curriculum and pedagogical expertise. She leads a whole school research-informed, evidence-based project which aims to develop classroom cultures in which students’ capacities for meta-cognition and self-regulation are developed.
St Peter's College, SA
With a background in pastoral care leadership and curriculum leadership, both in South Australia and an international independent school, Sam arrived at St Peter’s College seven years ago to join the Learning and Teaching team there. Inspired by training in Visible Learning and then a meeting with John Hattie, Sam has taken the opportunity presented by new leadership at St Peter’s College to invest significantly in developing data analytics and learning science at his school. This has included creating a team of like-minded and similarly motivated staff to facilitate the sharing of innovations and to help drive the culture change needed to improve the integration of data use in teachers’ daily practice. This is a work in progress, and one Sam is keen to share with others for mutual benefit for all of our students, staff and schools.
Ballarat High School, VIC
Jessica Sargeant is Associate Principal at Ballarat High School. Her role has a clear focus on developing teaching and learning and educational leadership across the school. Jessica has developed a school wide learning framework, core learning dispositions and has developed a growth mindset community. As a result Ballarat High School has seen significant improvement in student learning and now track individual learning growth. Jessica has completed a Master in School Leadership, was and innovation and excellence educator and most recently has been selected to lead a growth potential pilot around teaching reading. Jessica is a sessional lecturer for Federation University in teacher education.
Sydney Catholic Schools Office, NSW
Jennie Quinn is an Education Officer: Diverse Learning Initiatives working in the Central Diverse Learning team of Sydney Catholic Schools. She has nearly 30 years of experience as a classroom teacher and in various school leadership roles. She has a passion for Gifted Education and has worked as a Gifted Education Coordinator and more recently a Newman Facilitator for the Newman Selective Gifted Education Program. In her role as Newman facilitator, she was responsible for coordinating Parent Mentoring programs for gifted students. Jennie’s contribution was formally recognised with an award from Gifted Families Support Group Inc. Her current responsibilities include facilitating high calibre professional learning in Gifted Education for Principals and Newman Facilitators. Jennie has completed the Certificate of Gifted Education (COGE) and is currently completing her Masters of Gifted Education at the University of NSW. She recently co-presented a keynote at The World Giftedness Conference in Dubai on Worldwide Best Practices in Gifted Education.
Rooty Hill High School, NSW
Girton Grammar School, VIC
Les has taught Mathematics, Psychology and Science in schools from Darwin to Melbourne. While in these schools, he has held many leadership positions and is currently the Senior Master responsible for Strategy, Data Management and Curriculum at Girton Grammar School.
He has presented at several conferences on the application of Emotional Intelligence to improve student well-being and academic performance. This most recent event was the International Congress of Emotional Intelligence held in Perth in 2019. He has also written several papers and books on Mathematics Education.
Les believes that data should be used to improve student performance, but it must be collected and analysed with a clear purpose. Any analysis must create opportunities for the students to explore and grow their abilities.
Knox Grammar, NSW
Tracey Clarke is the Director of Professional Learning (STEM) at Knox Grammar school. She is a teacher of Mathematics and Technology and has teaching experience in all three educational sectors. Tracey’s work includes syllabus development, the publication of teaching materials and academic papers. She has a passion for professional learning, in particular the inclusion of effective technology rich teaching into all STEM subjects.
Sydney Catholic Schools Office, NSW
Nicole Shepherd has worked in the Archdiocese of Sydney Catholic Schools for 30 years as a Primary teacher and a Literacy specialist teacher and has held various roles as a member of school leadership teams. Nicole is currently working in the role of Education Officer for Diverse Learning Initiatives in the Sydney Catholic Schools Central Diverse Learning Team. She has been a teacher of gifted students for over 10 years and a facilitator for the Newman Selective Gifted Education Program for 5 years. Nicole has completed a Certificate of Gifted Education and a Masters of Education (Gifted) at the University of NSW and her areas of passion are Literacy, Gifted Education and Diverse Learners. She has organised and presented workshops to teachers, principals and System Leaders within Sydney, NSW and Interstate.
Aitken College, VIC
Ben Lawless is a multi-award winning teacher, author and researcher at Aitken College. He worked under Patrick Griffin at Melbourne University’s Assessment Research Centre, specialisng in developmental learning theory and assessment. He has produced learning game products, written textbooks, VCAA rubrics, learning adventures for the National Museum and numerous articles for teacher professional journals. He is passionate about simulations, game-based learning and assessment. He shares his ideas and concrete, practical materials widely.
Aitken College, VIC
Adele Hudson is Head of Science at Aitken College and currently teaches middle school science, and senior chemistry and physics. Prior to becoming a teacher, she completed a Bachelor of Science at the University of Adelaide before completing a PhD at RMIT.
As part of the Assessment and Reporting team at Aitken College, Adele designed spreadsheets to help streamline the process of collecting data on student learning. The integration of these tools in the assessment process has enabled staff to use data in their everyday teaching to improve their practise. As Head of Science she has also helped to implement developmental rubrics into all parts of the curriculum which has revolutionised the way that Science is experienced by students. Adele was recognised for her work in 2018 when she was selected as national winner of the BHP Billiton Foundation Science Teacher award.
Queenwood School for Girls, NSW
Jo came to teaching later in life, having first gained valuable experiences as a Constable of the Australian Federal Police, a practice manager for a large law firm, and as a small business owner. Since finding her calling as a teacher, she has enjoyed teaching in international settings, including secondments to Cambodia to support student teachers in Kandal Province. Her interest in cognition spurred an action research project where she identified the learning juncture – the sweet spot where cognition and instruction meet. Her passion for digital technologies evolved from a curiosity of how we might use technology to accelerate learning as well as provide valuable time saving strategies for teachers. Currently inspired by John Hattie’s well-worn phrase, ‘Know thy impact’, Jo is enjoying being in the trenches, empowering colleagues to focus on their impact via formative assessment tools and approaches.
Ballarat High School, VIC
Steve White commenced his career as a mechanic and worked in a range of workshops including Honda and Madza. It was as a mechanic he was given responsibility for training apprentices and developed an interest in teaching and learning. He then undertook a Bachelor of Education, Bachelor of Technology and transitioned to teaching. He currently teaches VET Automotive and VCAL. He is a leading teacher in charge of the Learning Mentor program. He has a growth mindset and is passionate about students setting challenging learning goals which they do with the support of their mentor. Steve has been instrumental in the development of personalised reports that focus on effort and achievement.
Research Australia Development & Innovation Institute
Dr Cuttance has 45 years of experience as an educator, researcher and educational administrator. He taught mathematics and science in secondary schools and mathematics and economics in vocational education in New Zealand prior to taking up a career in educational research. He holds degrees in mathematics, science, economics, and education. Peter has substantial experience in working closely with schools throughout Australia in a number of roles. He has led programs that have been responsible for reviewing the performance of over 5000 schools (Victoria, NSW, South Australia, Queensland). Peter’s current work is focussed on providing schools with a fully automated system for analysing data on student performance and providing reports for schools that are written in the language of educators. His perspectives are not based on business analytics, which are very much in vogue, but aim to provide a reliable interpretation of data on student achievement and the factors that influence student performance.
Queensland Curriculum & Assessment Authority
Karen Wilson has worked in education for 30 years and is currently Manager of the Performance Information and Monitoring Unit at QCAA. She holds a Masters in Education and has extensive background in secondary teaching in small rural and large metropolitan schools. Since joining QCAA she has worked in various roles including senior syllabus development, tertiary entrance processes, VET auditing and implementing QCE processes. In her current role she works with schools, assisting them to interpret senior school data. She is passionate about helping schools understand what data REALLY shows and how to use it to investigate issues with pedagogy and assessment to improve student outcomes.
Northern Beaches Secondary College, NSW
Bianca Hewes is the Head Teacher, Teaching and Learning at the Manly Selective Campus of the Northern Beaches Secondary College; she has been a high school English teacher since 2005. Bianca started to experiment with PBL in 2010 and is regarded as a leading practitioner in the field.
Immanuel College, SA
Martyn has worked as teacher for 15 years. He joined Immanuel in 2006 and has held a variety of leadership positions including being the Head of Humanities and the Senior Years Learning Leader. At present he is the Director of Teaching and Learning. His current role sees him overseeing the IB MYP and SACE programs at the College as well as exploring the integration of technology and learning. He has a particular interest in developing cultures for both staff and students where thinking and innovation are valued and actively promoted.
Luther College, VIC
Anthony in currently the Head of Year 9 at Luther College in Melbourne, Victoria. It is a 7-12 Lutheran school that has approximately 1200 students. He is also responsible for the strategic alignment of the College’s various data collection initiatives – particularly in terms of delivering them in a usable form to classroom teachers. Luther College has traditionally had a significant care focus that, thanks in part to Anthony, is moving to integrate academic growth as both a measure and an outcome of this care. Anthony’s view is that unless data is time sensitive, makes immediate sense and improves teacher efficacy, it will be consigned to the scrap heap by individuals and departments. Anthony has previously worked at Brighton Grammar School and Wesley College (both in Melbourne) and also had a hiatus where he worked at Telstra in their Careers Centre, eventually reaching the level of Senior Recruitment Manager before seeing the light and returning to education.
St Joseph’s Catholic High School, NSW
Amanda Nascimento is the Leading Learning Coordinator and Literacy Instructional Coach at St Joseph’s Catholic High School, Albion Park. She has taught secondary Science since 2005, and has managed whole-school literacy initiatives since 2016. Amanda’s current role involves collecting and analysing data to identify areas of need in student learning outcomes, with a focus on literacy instruction and high-impact teaching strategies. She also leads the design and delivery of in-house professional development and works with individual teachers to improve literacy instruction using both growth coaching and instructional coaching.
St Joseph's Catholic High School
Michael Shanahan is the Leading Learning Coordinator and Instructional Coach at St Joseph’s Catholic High School, Albion Park. Since starting as a PDHPE teacher in 1983, Michael has held multiple leadership roles, in both Pastoral and Curriculum areas. In his role as Leading Learning Coordinator Michael, who holds both Phase 4 Growth Coach and Instructional Coach qualifications through Growth Coaching International, has implemented a coaching cycle structure to work closely with KLA coordinators, assisting them to articulate goals, identify and implement strategies, monitor achievement and evaluate growth. He also leads the design and delivery of in-house professional development at St Joseph’s.
Margaret Jordan is currently Head of Data Analysis, Assessment and Reporting at Abbotsleigh, an independent school for girls in Wahroonga, Sydney. She has taught Mathematics for many years in Sydney and Canberra and was a Year Coordinator at Abbotsleigh before being asked to take on Data Analysis. In her current position her goal is to improve student learning and welfare outcomes through judicious use of data. She is most interested in the possibilities that continuous reporting offers for feedback to students and for reporting progress to parents in a timely, relevant way. She started an independent schools’ Data Network in 2017 which continues to thrive, with much sharing between schools. Margaret is excited by the possibilities well-considered data use offers, and wants to help ensure educators are the planners, drivers and thinkers behind this movement in schools.
Anna Bennett is an education consultant with extensive experience both in the primary and secondary classroom as well as holding a variety of curriculum and professional learning leadership positions in a number of schools. Prior to becoming a consultant, Anna was Director of Professional Learning at a large three campus school. Anna’s key areas of expertise and passion include Teacher development and growth, Differentiation, Early Career Teachers, Gifted education, Professional Learning Communities, Formative Assessment and Feedback, Curriculum Development, Middle Leadership Development and Effective unit planning.
Anna has worked for several years in schools helping them develop effective curriculum units of work. She is a qualified Australian trainer for Understanding by Design (UBD) and for Carol Ann Tomlinson’s work on Differentiation.
Girton Grammar School
David Martin began his professional career as a musician with the RAAF Central Band. After graduating from the Victorian College of the Arts, he pursued freelance work that included performances with the Melbourne Symphony, Australian Opera and Ballet Orchestra, and Melbourne Chamber Brass. David served as Principal Tuba with Orchestra Victoria from 2001 – 2008 while tutoring at The University of Melbourne, Monash University and Scotch College.
After post-graduate education studies at Monash University, David moved to Bendigo to pursue a teaching career and to raise a family. In 2010 he joined Girton Grammar School in a classroom and instrumental teaching capacity. He soon entrenched himself in the Student Wellbeing team as a Head of House, and in 2019 he accepted the leadership position of Head of Student Wellbeing and Pastoral Care.
Mike Hennessy, PeopleBench’s Chief Research and Insights Officer, is a Behavioural Scientist and registered Psychologist with both commercial and academic research experience. Mike has worked alongside schools and school systems for the past 10 years, providing strategic and operational HR, change management and behaviour change advice to leaders and managers.
Paul is a passionate Educator and executive leader, committed to the use of high quality evidence base to inform decision making and practice. Paul’s experience on school leadership teams, in systems leading Business Intelligence programs, and School Performance, is invaluable in the development and application of PeopleBench research and benchmarking tools in schools.
Dr. Michael Cejnar is a renowned cardiologist and software entrepreneur. He founded a successful international medical software engineering company ‘Micropace Pty’ in 1995.
In 2011, he established ‘FIC Technology Pty Ltd’ – an AI-based education software company dedicated to evidence-based use of computers by young people in practical projects using the edQuire Learning Analytics platform.