Northern Territory Branch

Ranae Graham

ACEL NT Branch President

Ranae Graham is a teacher, leader and Acting Assistant Director for the Department of Education, Northern Territory, with 20 years’ experience helping educators to build capacity. Specialising in instructional leadership, Ranae uses that experience to strengthen instruction and improve student outcomes.

By focusing on school and system improvement, Ranae has been able to put her lived experience, professional learning, and involvement in national associations to good use. Over the years, her strengths in educational leadership have garnered recognition for lift in student achievement, school improvement and strategic responses to system priorities. Ranae’s instructional practice was certified as Highly Accomplished Teacher, and she contributes to school reform initiatives such as an Initial Teacher Education panelist. She supports educators to access professional learning opportunities through volunteer work, actively contributing to the Australian Literacy Education Association (ALEA) 2022 National conference.

When they’re not at schools, Ranae enjoys trying new challenges, including sky diving, climbing the Sydney Harbour bridge or quiet time in the beautiful landscapes of the Northern Territory.

Genevieve Donohue

Branch Executive Member

Genevieve Donohue has been an educator in the Northern Territory for over 25 years, working in a range of government and private school settings. She has also worked in New Zealand and in a remote school setting on Groote Eylandt in the Gulf of Carpentaria.

Genevieve has held a range of leadership roles, including Assistant Principal, Special Education and Senior teacher in curriculum. She is currently a Teaching and Learning advisor in the Northern Territory Department of Education. This involves providing a range of culturally responsive services to support school leaders with whole school improvement priorities to maximise outcomes for children and young people in regional and remote schools.

Genevieve advocates for a consultative and collaborative approach to leadership, believing that effective teaching and learning emerge from strong partnerships between educators, students and the community. She prioritises data-driven decision-making and fostering an environment of innovation and excellence in education.

Genevieve has a passion for Inquiry Learning, emphasising project-based learning and industry partnerships. She supports continuous professional development for educators, ensuring they are equipped with the latest teaching strategies and technological tools to inspire students in STEM.

Brianna Gibbs

Branch Executive Member

Brianna has worked in a leadership capacity in Education across school and corporate contexts, contributing to a range of initiatives in the NT as well as nationally. Completing her Masters of Educational Leadership gave her an in depth understanding of leadership skills from an academic perspective, while her experience working in busy schools, on national boards and in a range of Department of Education teams has given her a varied understanding of what leadership looks like in an educational context at a range of levels. Brianna is passionate about developing those around her, particularly emerging leaders and early career teachers. She relishes the opportunity to work collaboratively, thriving off the collective efficacy and knowledge that working within a team provides. Having worked in a range of roles heavily reliant on data, she is passionate about effectively using data to drive improvement on a school and system level.

Megan McKenzie

Branch Executive Member

Megan McKenzie has been an education leader for over 20 years. This has included working as a Literacy Consultant, Numeracy Coach, Middle Years Senior Manager, Associate Principal and currently as a Primary School Principal in the Northern Territory. Megan is a passionate leader with demonstrated knowledge and understanding of current educational theory and appropriate practices in education that are driven by improving student outcomes using achievement, engagement and perception data. Megan has experience leading the implementation of school and systems reviews both in Australia and New York City and through this process builds the capability of staff to meet the various needs of students. Megan has been involved with ACEL for several years and is looking forward to continuing to work alongside ACEL to support the Northern Territory being the most improved system in Australia.