The Branch Fellowship aims to recognise Western Australian educational leaders who have made an outstanding contribution to the improvement of student and organisational outcomes.

This year the award went to David Lin B.Sc. (Syd) Dip.Ed (UWA) M.Sc. Prelim.(UWA) B.Ed. (UWA) M.Ed. (Murdoch) for his dedication to state schooling which spans over thirty nine years. From his beginnings as a science teacher and later Head of Department David lead change during the early years of the Achievement Certificate and senior school courses through to an experienced and high achieving principal; a member of teams within the Western Australian Public Service Commission and Public Sector Management Office; a consultant with the Educational Change, Policy and Planning Branch and as Principal Consultant and Relieving Manager in District Offices.  Through the diversity of his roles he has maintained a focus on students. By ensuring the capabilities of those around him are developed and focussed on improving student learning, providing excellent pastoral care, ensuring healthy student self-esteem, offering authentic opportunities to develop student leadership capabilities and establishing participative and consultative, student-centred practices, success comes naturally. Because of his passion for the sciences and his persistent, consistent focus on engaging and extending student learning through well prepared and innovative teaching practices he can take credit for supporting the initiation of one of the earliest State Emergency Services Cadet Units. For his leadership of other teachers, parents and the wider community and his achievement of a Masters in Education where his own learning has evolved to include an outstanding understanding of school accountability measures and departmental policy directions including areas of financial and strategic management, educational leadership and public administration. For his ability to drive each program he leads and clearly communicate his objectives for a high standard of teaching and learning he has been able to provide support and advice to principals and schools around the areas of planning, accountability, management and quality assurance measures via district conferences and district program initiatives. For his commitment to achieving excellent student outcomes in a diversity of contexts, his devotion to his own lifelong learning, his ability to provide an ethical and dedicated framework for colleagues, and his capacity to influence whole communities, districts and policy directions. His knowledge of strategic management and leadership is deserving of recognition.

An ACEL WA Fellowship (Honorary) is conferred on persons who are not ACEL members, but who are  acknowledged as outstanding leaders in the practice and/or theory of educational leadership. 

This year the award went to Heather Yeates, BA, GAICD, for her commitment to the Parents and Friends Association, her service on the Board and her role as Chair of the Council at Guildford Grammar School, her role as Chair of the Association of Independent Schools of Western Australia and her position of Board Member of the Independent Schools Council for Australia where her particular interest in the welfare of boarding students has meant she has been an active role model engaging in community education research projects in the Middle East and in Muslim communities in Australia and in attending Damascus University to undertake Arabic language courses. Heather is only the second person in 100 years to Chair the Council of Guildford Grammar School who is not an “old boy”. She is the first woman to occupy the position. And she is only the second non-head to hold the position as Chair of the Association of Independent Schools of Western Australia. For her role on the Board of the Independent Schools Council for Australia, the premier independent schools association in Australia concerning itself mainly with Federal Government issues as they affect independent schools. For her support of school board members engaged in programs developed by the Association of Independent Schools of Western Australia and her commitment to continuing and enlarging the Association’s work to ensure the vital professional development opportunities remain a significant part of up skilling the governing boards of all independent schools. She has placed more emphasis on the governance aspects of all school boards since becoming Chair and this is no doubt influenced by her business background in mining and agriculture.

Awards are presented each year to an educator or group of educators who have demonstrated excellent leadership in implementing an educational initiative, conducting research and/or influencing educational policy leading to improved educational outcomes for students in any educational setting. This year the awards went to Peter J Hayes, Brian Plowman and Sue Swan.

Peter J Hayes

For his leadership role in developing the Raising Achievement In Schools (RAISe) initiative, a research-based teacher professional development initiative for the Catholic Education Office of Western Australia (CEOWA). The RAISe initiative supports the improvement of student outcomes and enhances teacher effectiveness by providing opportunities for schools to work in partnership with CEOWA as they explore a whole-school approach to school improvement. For his unwavering dedication to improving student literacy and numeracy levels by focusing on the students’ strengths and needs, ensuring the students are engaged with the content, and by advocating that the learning of specific skills needs to happen in developmental order so that students can operate more effectively across all learning areas. For his understanding of the central importance of the teacher and their role in ensuring and embedding pedagogical change by becoming informed by data, more self-directed in responding to student needs and better involved with the wider community. For providing direction, training and support to a range of schools in his area by building a thriving professional learning community that is reflective of the same supportive structures he instils in his own context. With this professional community he also promotes current and emerging research and encourages all participants to be sympathetic to the requirements, informed by the desires and shaped by the individual learning levels of all their students.  For his ongoing sharing of knowledge and skills and his contribution to local and national conferences and professional journals including the Australian Educational Leader.

Brian Plowman

For his commitment to the welfare of students, the development of colleagues and his staunch commitment over the past 20 years to cultivating a culture of excellence at the Carramar Campus of St Stephen’s School, Western Australia. With a particular passion for the care of students Brian’s remarkably strong relationships are forged through an ability to communicate with each individual on a personal level. Well after leaving the school, many students continue to touch base with him and many remember fondly his influence on them. For his ability to extend his passion and sensitivity to families and the wider community and the way in which he continually offers support to those through the good times and the bad. By organising community seminars with a focus on student learning and emotional and social wellbeing he has brought to the fore issues such as mental wellness, cyber-bullying and peer relations between students. For his role as a model leader cognisant of the influence he bears and the way in which his practice and his informed approach guides young teachers through their education journey.

For his consistent, passionate and longstanding dedication to the care, welfare and overall improved learning opportunities for all students at St Stephen’s School and his understanding of the foundation principles of providing sensitive, authentic and rigorous curriculum and extra curricula experiences.

Sue Swan

For her commitment to classroom teaching and her ability to expand her curriculum knowledge, provide ongoing assistance to other teachers, act as a role model for other schools and focus on achieving the best outcomes for her students regardless of ability levels, socio-economic status, cultural backgrounds or age. For her dedication to system-wide policy development and implementation. Her ability to collaborate with others and contribute to the areas of curriculum development and change management by being a reflective, critical and constructive participant has been a key area of her success. She is continually called upon to prepare, engage with and participate in teacher planning activities because of her knowledge and enthusiasm for Mathematics. For her guiding role in departmental programs including the Making Consistent Judgements (MCJ) process and the Getting it Right (GiR) Numeracy program where her role as facilitator, specialist teacher, mentor, coach and critical friend have not only enabled her to develop her own skills as a resourceful and creative leader but as a respected and valued individual. For her innovate work on state-wide programs where her ability to design and evaluate tasks, resources and assessment procedures has positioned her as a teacher that can effectively and efficiently plan for learning and deliver curriculum that fosters a deep understanding of the content area.  For the high esteem she is held in by other teachers and colleagues and her ability to impart energy and enjoyment to the field of Mathematics.

ACEL FastNews

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