ACELQ Middle Leaders Conference
created by Middle Leaders for Middle Leaders


Professor Donna Pendergast

Keynote Session - 'If I listened to everyone else I would never get ahead….”

Professor Donna Pendergast is Dean and Head of the School of Education and Professional Studies at Griffith University. Her research expertise is education transformation and efficacy, with a focus on: middle year’s education and student engagement; initial and professional teacher education; and school reform. Donna commenced her career as a school teacher working in secondary, P-10 and senior college settings before shifting to the role of academic at Queensland University of Technology, The University of Queensland, and since 2009, at Griffith University. Donna has served in roles associated with the profession at state and federal government levels. She is Chair of the Queensland Council of Deans of Education (QCDE), Chair of the Board of Directors of Queensland Education Leadership Institute (QELI), Director on the Board of the Australian Institute for Teaching and School Leadership (AITSL) and Chair of the AITSL Teacher Education Expert Standing Committee. Donna has more than 160 refereed publications along with 19 books including the highly regarded Teaching Middle Years: Rethinking curriculum, pedagogy and assessment, now in its third edition and the recipient of an International Choice Award as an Outstanding Academic Title; and 16 commissioned reports.

Donna has conducted many competitive research projects related to school education together valued at more than AUS$4 million, including playing a pivotal role in preparing school leaders for the shift of Year 7 to secondary and the implementation of Junior Secondary in 2015. This reform was built around the Educational Change Model that was developed a decade earlier by a team led by Donna conducting research about effective teaching and learning in the middle years, around the nation. The successful shift of Year 7 is recognised as the most significant reform in education in Queensland in the last half century. Donna is now engaged in the shift of Year 7 in South Australia.

Professor Nigel Macmillan

Keynote Session - 'If I listened to everyone else I would never get ahead….”

Prof McMillan is a cancer researcher interested in the infectious causes of cancer. Nearly ⅓ of all cancers are caused by viruses, bacteria and other microorganisms. He is an internationally recognised expert in the area of human papillomavirus, gene editing and gene silencing. He has over 115 publications and has had continuous NHRMC funding for 25 years. He has graduated over 40 Masters or Honours students and 22 PhD students.

Research findings

  • discovery of the receptor for the human papillomavirus
  • discovered how HPV signals cells to replicate better
  • found 3 new papillomaviruses in Australian wildlife, including one in echidnas
  • found HPV is present in normal blood, explaining why researchers find it in lots of cancers
  • developed novel liposomes for drug delivery
  • showed silencing of the HPV E7 gene caused tumours to shrink
  • first to show cancer can be eliminated completely using CRISPR.
  • developed novel COVID19 siRNA treatments.

Dr Pete Stebbins

Presenting - "Connect: Connecting others to create high performing teams"

Dr Pete Stebbins, PhD is the Director of the High Performance Schools Program and author of the recently released book Leading Flourishing Schools: Building High Capacity Culture.

Over the last 5 years, Pete has delivered the High Performance Schools Program to 4116 education leaders across 403 schools supporting 15,204 teaching and non-teaching staff in 403 schools across 16 different countries.

Pete’s big goal is to enable every school in the world to build a high capacity culture where all students and staff can flourish!

Professor Peter Grootenboer

Presenting - "Learn: Deepening our understanding of trust and leadership"

Professor Peter Grootenboer is currently the Director of the Griffith Institute for Educational Research. His research focus on four key inter-related areas: practice and practice theory, action research, leadership (middle leading), and mathematics education. His research interests within these fields include: professional practice and practice development; leading change; and the affective dimension of learning. Professor Grootenboer’s ontological approach to research and development gives primacy to the sites of practice, and the conditions that enable and constrain practices – this places practitioners at the heart of his research and development program. With this in mind, his aim is not just to understand practices and sites of practices, but rather to enable them to change and develop for the benefit of the individuals involved, and the broader society.. Professor Grootenboer has authored well over 100 research publications in scholarly journals and with highly regarded book publishers. His publications traverse the fields of practice, action research, leadership and education. He has authored and co-authored a number of books including: ‘Leading from the middle: Pedagogical leadership in schools (Routledge, 2020); ‘The practices of school middle leadership: Leading professional learning' (Springer, 2018); Mathematics, affect and learning: Middle school students’ beliefs and attitudes about mathematics education.' (Springer, 2017); and Changing Practices, Changing Education' (Springer, 2014). His work is widely cited, and currently he has well over 4000 citations and his h-index is 27. He has also given over 20 invited keynote addresses.

Professor Grootenboer has research strengths in qualitative and mixed methods approaches, with specific strengths and expertise in action research and phenomenology. In particular, he is skilled at working with professional practitioners as collaborators on research and development projects that yield significant results for those in the site. Over his career he has been involved in two large ARC grants and secured over $2M in research funding.

Professor Grootenboer is currently the Editor-in-Chief for the international ‘Mathematics Education Research Journal’ (2018-2020), and on the Editorial Board for two other journals. Before moving into the tertiary sector, he was a secondary school teacher and leader, having worked in South Australia and New Zealand. He completed his doctorate at Waikato University in New Zealand, after which he held positions at Waikato University and Charles Sturt University. Recently he was appointed as an Honorary Doctor of Gothenburg University in Sweden.

Megan Binnie

Presenting - "Thrive: Middle leaders leading others to foster wellbeing"

Megan is currently supporting the South East Region as the Regional Wellbeing Coordinator – SER within the Queensland Department of Education. With a background as a Senior Health Teacher, HPE Teacher, Sport Excellence and experience in supporting her schools in developing sustainable Wellbeing Programs for both staff and students, both in Urban and Rural schools over the last 14 years.

Since 2014 Megan has been involved in embedding wellbeing and leadership programs within schools as a Head of Year, establishing camps, overseas expeditions, local programs and opportunities for Staff and Students to flourish and build relationships. Immersing people within wellbeing projects has been a major part of Megan’s wellbeing journey, establishing opportunities for growth in projects that bring joy to the world, everyday: brightening the day or walls through colour. Sharing the passion for positive psychology and the science behind these initiatives is one giant part of this action orientated human.

Sarah Gunn

Facilitating closing interactive plenary sharing session

Working in boys’, girls’, and co-educational systems, I have experience leading in literacy, teacher development, pedagogical, curriculum and e-learning roles. Recently awarded the 2020 ACEL-Q prize for highest achievement in the Master of Educational Leadership and Management, I am passionate about applying current educational research and responding to international trends to lead practical, impactful and context-specific school improvement initiatives. I am particularly interested in intervention programs, coaching, and inquiry-based professional collaboration.