Chufeng Liu, Suzanne Cory High School

Chufeng Liu is an exceptional educator. His teaching is based on high expectations, inclusive practices, and a strong belief in each student’s potential. He uses thoughtful, data-informed approaches to boost academic achievement and student wellbeing.

In the classroom, Chufeng’s use of self-reflection, peer review and one-on-one support help students take responsibility for their learning and improve their outcomes. His students find his support both challenging and comforting.

Chufeng also helped develop the school’s wellbeing program, re-established an international sister school relationship, and led outreach work for high-potential students from underrepresented backgrounds.

Chufeng shapes teaching practices and creates opportunities for others. His leadership shows a commitment to excellence, equity and innovation, making a lasting difference for students and colleagues.

Christopher Quinn, Western Port Secondary College

Every school day, you’ll find Western Port Secondary College Principal Christopher Quinn at the gates greeting students, their families and staff by name. He is warm, consistent and professional.

Chris has led a cultural reset, setting high expectations for student behaviour and achievement through the School-Wide Positive Behaviour Support framework. With targeted professional learning, he united staff around consistent and respectful behavioural expectations. This led to widespread reports from teachers of improved student engagement and behaviour and, more effective teaching time.

Christopher’s dedication to inclusive education, evidence-based instruction, and community collaboration has made the college a leader in student-centred practices. His work shapes pathways for every learner, especially those at risk, ensuring no young person is left behind.

Michael McLean, Kerrimuir Primary School

At Kerrimuir Primary School in Box Hill North, over 70 per cent of students come from non-English speaking backgrounds. Principal Michael McLean united this diverse community under shared school values, improving learning outcomes along the way.

These values formed the basis for high expectations for schoolwork and behaviour. This ensures students and parents are happy with the school’s culture.

Michael also guided the leadership team to create a reading and writing program based on explicit instruction and structured synthetic phonics. All staff have 5 days of intensive training in this program before they can teach at the school. Michael’s efforts have paid off: last year, Kerrimuir Primary School was recognised among the top-performing schools in the state based on NAPLAN results.

Robert Harrow, Victorian College for the Deaf

Robert Harrow has driven improvements in student engagement, learning and wellbeing as Secondary School Leader at the Victorian College for the Deaf. As a young Deaf man, Robert’s experiences shape his leadership. He created accessible vocational pathways, adapting VET Certificates for delivery in Australian Sign Language. He uses clear instruction and adjusted assessments, so all students can succeed. For the first time in 15 years, the college enrolled students in VCE due to improved literacy and numeracy supported by Robert’s leadership.

Robert developed the first Deaf-led Auslan translation of the Attitudes to School survey. This means Deaf students across Victoria can provide feedback.

Alice Jury, Canadian Lead Primary School

Alice Jury has led the transformation of teaching and learning at Canadian Lead Primary School. This change has improved outcomes across the school. She co-developed a new phonics program for students in Prep to Grade 2 that has boosted reading and spelling results.

She is dedicated to supporting vulnerable students and promotes the Berry Street Education Model. This includes predictable daily routines, brain breaks and positive primers. As a result, there are fewer behavioural incidents, attendance has risen, and recent NAPLAN data shows significant learning improvements.

Felicity Jenkins, Box Hill North Primary School

Felicity Jenkins adopts an evidence-based and student-centred approach to her teaching practice at Box Hill North Primary School. This has led to significant gains in student learning and wellbeing. Rigorously evaluating teaching outcomes, Felicity ensures continuous improvement in student achievement. Her reflective approach means students take an active role in their learning.

Felicity focuses on creating a calm, consistent and productive classroom environment. She clearly communicates routines and expectations, giving students a safe and predictable space to learn. These structures help students build independence and confidence.

Felicity has led professional learning on restorative practices and has been key to embedding trauma-informed practices as part of the School-Wide Positive Behaviour Support team. These efforts enhance student wellbeing and engagement.

Katrina Palmer, Kurnai College

Katrina Palmer is recognised by her colleagues, peers and the Kurnai College Leadership Team as an outstanding leader.

In her 5 years as Business Manager, she has transformed key operations at the school. She updated the uniform policy to make school uniforms more affordable and introduced efficient digital platforms.

Katrina’s achievements include leading Kurnai College’s strategic planning and structural redesign in 2024 – a year-long, process. She began a local Business Managers cluster network and supports new Business Managers in the cluster and started an outreach group to identify at-risk students for early intervention. Katrina is a valued member of the Kurnai College School Council.

Described as principled, empathetic, transparent and effective, Katrina brings integrity, strategic thinking and genuine care to her work.

Western Port Secondary College

At Western Port Secondary College, strong leadership and teamwork have changed school culture. Leaders set clear expectations and model them every day. This has built a positive, consistent learning environment.

The school used the School-Wide Positive Behaviour Support framework to guide change. The new 'On Time and Ready to Learn' rule sets clear standards for all students. Teachers received targeted training to build simple, predictable routines in class. Data results of staff psychological safety show a substantial improvement between 2022 to 2024.

These changes have lifted student results. More students are taking VET subjects, with a significant increase from 2022 to 2024. The school's VCE Mean Study Score also improved, and a notable portion of study scores were above 30 in 2024.

Wendouree Primary School

Natalie Vercoe and Stephen McNeight are the Kitchen and Garden Specialists in Wendouree Primary School’s award-winning Stephanie Alexander Kitchen Garden Program. They guide students in hands-on learning that builds curiosity, resilience, and teamwork. Stephanie Alexander calls their program a top model for school kitchen and garden education.

Natalie and Stephen also run the school’s CREATE program. This helps students find alternative pathways to success. They provide professional learning at the school, community, and state levels, helping the school earn 3 stars in its ResourceSmart Sustainability Accreditation.

Their work shines as an example of excellent educational support: skilled, student-focused, and inclusive.

Travancore School

Travancore School is supporting students to help them work towards their mental health goals. The school is working with the Royal Children’s Hospital Mental Health Unit and Orygen. The team helps students stay linked to their main school while getting extra help.

The programs are designed with students, families, health staff, and other schools. Students set goals and have a say in their learning. In 2024, over 3 quarters of students met their goals and more than 90 per cent of students said they felt supported. Teachers stay in touch with each student's main school. They take part in meetings and give advice on how to change lessons. This teamwork builds confidence and better results for students.

Koorie Emerging Leaders in Schools – Bayside Peninsula network

Koorie Emerging Leaders in Schools (KELiS) began in 2022 at Elisabeth Murdoch College. Since then, it has grown to include 16 schools in the Bayside Peninsula area. Schools take turns hosting events. These events explore leadership, belonging, and identity. Koorie students and Koorie Engagement Support Officers helped design the program. It has improved learning, engagement, attendance, and wellbeing.

Staff work together to make sure lessons and services include Koorie perspectives. The program connects students with education and job opportunities. Partner organisations include Bunurong Land Council, headspace Australia and Monash University

Heathmont East Primary School

Heathmont East Primary School tracks assessments conducted by Gifted Insights and Mensa, allowing for early identification of high ability students. It also runs community education sessions.

The school teaches staff how to support high-ability learners. It also works with university experts to understand the needs of high-ability students.

Students have individual learning plans and take part in weekly Gifted Insight classes. Community experts help students to grow their passions.

The school works with other schools to give masterclasses in Maths and English. It has shared its maths model with nearby schools. It also partners with local secondary schools for the Maths Olympiad.

Albert Park College

Albert Park College’s Select Entry Accelerated Learning (SEAL) challenges and supports high-achieving students.

In 2024, more than half of the school’s SEAL students achieved an ATAR above 90. The average subject score was 35. These results are as strong as select-entry schools. This success reflects the school's focus on growth and challenge.

Students at the school can do early VCE subjects, university programs, and competitions. The school also runs a literary festival, Maths Academy and reading programs. From Year 10, all students can join the college’s 40+ Club for after-school tutoring and workshops.

High-achieving students also lead in other ways. They take on roles as school leaders, performers, and mentors. Their efforts inspire others across the school.

Albert Park College

Albert Park College aims for students to be global citizens. They gain knowledge and practical leadership skills to make a difference.

The college has a stand-alone campus for Year 9 students. Here, they study global environmental and related social issues through its ‘Da Vinci Program’. Students engage with key topics and respond creatively through writing and the performing arts.

Albert Park College is one of the few state schools offering the International Baccalaureate, which includes language study. All students learn French in years 7-9. They can also join a French immersion program. The college also supports the study of other languages.

Albert Park College has sister school arrangements with schools in France, Greece and Italy, providing global connection with visits and online collaborations.

Students can immerse themselves in other cultures with trips to New Caledonia, Borneo, and New Zealand.