Eloise Haynes, Lyndhurst Secondary College

Eloise Haynes has led significant improvements at Lyndhurst Secondary College, creating a safe, orderly and inclusive learning environment where every student is supported to succeed. Through her leadership, staff endorsement of a focused learning environment rose from 12 per cent in 2022 to 69 per cent in 2025, while effective teaching time increased from 59 per cent to 72 per cent. She expanded vocational pathways from one Vocational Education and Training program to 8, strengthened engagement with culturally and linguistically diverse families through multilingual and interpreter-supported processes, and introduced innovative programs to re-engage vulnerable students.

Eloise’s leadership has delivered lasting improvements in learning, wellbeing, attendance and post-school opportunities, making a profound difference for students, families and the wider community.

Natalie Grieve, Mount Waverley North Primary School

Natalie Grieve is a principal whose instructional leadership, evidence-informed practice and deep commitment to inclusion have transformed Mount Waverley North Primary School.

She has built a high-performing school culture grounded in strong teaching, shared accountability and continuous improvement, with student outcomes in reading, writing and numeracy consistently above state benchmarks. Natalie has also created a safe, welcoming and culturally responsive school community, with strong results in student wellbeing, inclusion and belonging.

Emmerson Hickleton, Mitcham Primary School

A calm corner with soft lighting, weighted blankets, noise-cancelling headphones, brain food opportunities and access to one-on-one time with their teacher. This is how Mitcham Primary School teacher Emmerson Hickleton makes sure her classroom provides a peaceful and safe space for learning. She demonstrates an exceptional commitment to learning and wellbeing that is informed by evidence and has students’ needs at the centre. Students are explicitly taught to name their emotional states and choose their own appropriate regulation strategies.

Emmerson uses feedback from students, colleagues and leadership to adjust her approach promptly and thoughtfully. Student outcomes reflect the quality of this practice, with all of Emmerson’s students achieving expected or above expected growth in literacy and numeracy. Emmerson’s collaborative approach, reflective practice and commitment to continuous improvement mark her as a highly promising educator with a growing impact across her school community.

Melinda Olden, Eaglehawk Secondary College

Melinda Olden is an outstanding early career secondary teacher whose warm, nurturing and student-centred approach is making a strong impact at Eaglehawk Secondary College. She creates safe and engaging learning environments where students feel valued, supported and confident to take risks in their learning, while designing learning experiences that strengthen student voice and choice.

Beyond the classroom, Melinda leads the arts curriculum team, mentors colleagues in implementing curriculum updates, and plays a key role in the school’s Koorie program, promoting culturally inclusive practice, belonging and respect. Her collaborative spirit, commitment to continuous improvement and deep care for students make her a highly valued member of the school community.

Jesse Waters, Hastings Primary School

Jesse Waters is an outstanding primary teacher whose creative, evidence-based practice is making a strong impact on student learning and engagement at Hastings Primary School. Jesse creates rich, student-driven learning experiences that build strong foundations in literacy while celebrating inclusion, curiosity and identity. Her work has extended beyond the classroom through bilingual family engagement, innovative inquiry learning and culturally inclusive projects, including mentoring a disengaged student to help design the school’s first culturally inclusive Koorie uniform. Jesse’s practice reflects deep professionalism, strong relational teaching and a clear commitment to improving outcomes for every student.

John Waller, Lorne P–12 College

John Waller is the Head of Music at Lorne P–12 College and a highly respected music educator whose work has transformed opportunities for students in a small rural school community. Over more than 20 years in music education, he has built a thriving, industry-connected program grounded in inclusion, high expectations and authentic learning. His students have achieved outstanding results, including perfect VCE study scores, Premier’s Awards and Top Class selections, while the school’s music culture now reaches across the wider community.

Kiewa Valley Primary School

Kiewa Valley Primary School has been recognised for its clear, evidence-based and collaborative approach to whole-school improvement. Led by a strong commitment to student learning and wellbeing, the school has embedded data-informed practice, professional learning, coaching and continuous improvement across all teams. This sustained work has helped rebuild community trust, strengthen school culture and deliver significant gains in student outcomes, including progress from a ‘Transform’ rating in 2023 to a ‘High’ rating in both learning and wellbeing in 2025.

Parkville College

The Cultural Education Team at Parkville College helps young people reconnect with learning, culture and community. Working with First Nations, African diaspora and Pasifika young people, staff build learning around each student’s identity, experience and aspirations. Students explore culture and contemporary issues, work with Elders and mentors, lead discussions and help shape their own learning, building confidence, participation, wellbeing and connection to school.

The team has also developed a whole-school approach to culturally responsive practice, supported by professional learning twice each term, curriculum-day sessions and induction resources for new staff. This helps teachers and staff better understand and respond to students’ cultural identities and experiences. In partnership with teachers, wellbeing and youth justice staff, families, Elders and community organisations, the team has strengthened culturally safe practices across the college. Students who had previously disengaged from education are rebuilding pride, connection and a stronger sense of their future.

Monash Children's Hospital School

At Monash Children’s Hospital School (MCHS), educators keep children and young people engaged with their learning by creating safe, supportive, inclusive environments in hospital wards, mental health units, outreach clinics and other specialist settings. Last year, staff provided 1,500 students with high-quality, continuous and individualised learning.

The cohort is extraordinarily diverse and includes those experiencing acute and chronic medical conditions, complex mental health needs, neurodevelopmental differences, and trauma. Inclusion at MCHS is not a concept, it is a daily practice. Student voice is central, learning goals are co-constructed, and teaching is continuously adapted to each young person’s needs. The compassion and dedication at MCHS help some of Victoria’s most vulnerable learners stay connected to their education, their peers and their future educational and vocational pathways.

Great Ryrie Primary School

The Learning Enhancement and Achievement Program (LEAP) at Great Ryrie Primary School supports high-ability learners through a thoughtful, evidence-based and inclusive approach. The program demonstrates that high-ability education is not just about acceleration, but also understanding each learner’s needs and responding with differentiated, intellectually rigorous experiences that build confidence, engagement and achievement.

Through ongoing use of assessment data, strong partnerships with families, and a clear focus on creativity, collaboration and higher-order thinking, LEAP has created a culture in which students are challenged, empowered and inspired to achieve their personal best.

Craigieburn Secondary College

Craigieburn Secondary College supports high-ability learners through an inclusive, whole-school approach that combines enrichment, extension and acceleration with targeted support. Through its Craigieburn Excellence and Achievement program and broader multi-tiered system of support, the college recognises that high ability does not mean students don’t need support.

Its work includes strong use of data, personalised pathways, student voice, family partnerships and advanced opportunities such as challenge enrichment series, Centre for Higher Education Studies programs and VCE-level tutoring. This evidence-based and equity-focused approach is strengthening students’ agency and achievement.

Clyde Creek Primary School

Clyde Creek Primary School has embedded global learning and engagement in ways that have strengthened student voice, inclusion and learning across a diverse school community. Through a commitment to cultural inclusion, global perspectives and authentic student leadership, the school has achieved strong outcomes in student engagement, including 89 per cent for sense of inclusion, 81 per cent for sense of connectedness and 70 per cent for student voice and agency.

By integrating global learning across the curriculum, building staff capability and creating meaningful community and international partnerships, the school is equipping students to be confident, curious and compassionate learners in an interconnected world.