Finalists for the 2025 Victorian Education Excellence Awards

Sydney Road Community School

Sydney Road Community School has a new way of teaching. The model makes it easy for neurodivergent students to understand what teachers expect. It was designed with teachers and a learning specialist. It includes changes to the school day and professional learning for staff.

The school has also made Koorie perspectives part of everyday learning. Staff took part in training to learn how to create a safe school community. The school has a new Koorie Student Action Team, Indigenous Garden and Yarning Circle. This has improved engagement and school pride.

Monterey Secondary College

Monterey Secondary College is helping students with additional needs to succeed. The Disability Inclusion Team is leading the work. Students have an Individual Education Plan. They attend group meetings with the principal, teachers, and health professionals every term. Students help set their own goals. This builds confidence and engagement.

Between 2022 and 2024, 36% more students moved into mainstream programs. Attendance also improved by 22%. The school uses simple tables to link each student's goals to their lessons and assessments. These tables show the lesson changes, supports and tools each student needs.

Travancore School

Travancore School is supporting students with serious mental health challenges. 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, 79% of students met their goals and 93% 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.

Barton Primary School

The Barton Primary School Youth Worker team is building a safe and welcoming school culture. The team blends evidence-based practices with caring support.

The team developed a model to help staff manage trauma and mental health needs while also connecting families to outside services.

Other achievements include forming a Youth Worker Community of Practice (CoP) in their local network. They provide training to third-year Monash University pre-service teachers. This has increased the school’s reputation as a wellbeing leader.

The team is a trusted resource for staff, a safe space for students, and a driver of positive change in the school.

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.

Nat 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.

McKinnon Secondary College

The McKinnon Secondary College Wellbeing Team shows exceptional practice. The team uses inclusive, collaborative, and evidence-based methods to boost wellbeing for students, staff, and the community.

The team created a shared vision for wellbeing, an evidence-based framework, and a three-year action plan with 45 actions to make that vision real for the whole school.

The team launched the McK Respect initiative, as part of the Respectful Relationships program. This program helps staff and students design a community walk and event. Through their Teen Mental Health First Aid program, over 500 Year 9 students have learned practical ways to help peers, spot warning signs, and seek help when needed.

These partnerships and initiatives have helped people feel heard, respected, and connected.

Koorie Emerging Leaders in Schools

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 and Monash University.

Hastings Primary School

Koorie perspectives are part of everyday learning at Hastings Primary School. Staff have been trained to improve their cultural understanding. Nine per cent of students at the school identify as Aboriginal. The Koorie Kids Catch Up creates a safe space for students. Koorie students are in key leadership roles at the school. This ensures that Koorie voices are heard.

The school is also building strong partnerships with its local Koorie community. This deepens respect, understanding and connection to Country.

The Grange P-12 College

Grange P–12 College is a proud leader in Koorie education. The college celebrates Koorie culture so every student can succeed. Ange Carney leads a team that champions safe, student-centred learning.

The college supports Koorie students with learning plans, mentors, and community initiatives. The school also works with families, services, and partners to help students find work. This includes apprenticeships and cadetships.

Heathmont East Primary School

Heathmont East Primary School is supporting high-ability students. The school is a Mensa partner and tests to see who is gifted. 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.

Gifted students have individual learning plans. They take part in weekly Gifted Insight classes. Community experts help gifted students to help 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.

Knox Park Primary School

Knox Park Primary School helps students reach their full potential. Teachers learn how to support high-ability students. They meet each week for coaching in teaching and teamwork. Staff are trained to design and deliver STEM programs for high-ability students.

High-ability students can join problem-solving challenges in the lunchtime ‘Einstein Club’. The school also works with local secondary schools and organisations such as the Knox Science and STEM Network, to give gifted students more opportunities to grow. These opportunities helped more Year 5 students reach the exceeding proficiency category across subjects in NAPLAN.

Ocean Grove Primary School

Ocean Grove Primary School supports all students to do their best. Teachers find high-ability learners early and use strategies to help them learn more.

The school has an ‘Elevate’ level for students who are more than 18 months above standard. They can take part in special lessons, tasks and independent learning.

Students can also extend their learning through Maths Olympiads, Spelling Bees and Maths Masters. The school’s other community partnerships include an art show and district sport.

High-ability students in Years 5 and 6 can go to maths classes at Bellarine Secondary College. This gives them extra learning opportunities and helps prepare them for secondary school.

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.

The Centre for Higher Education Studies

The Centre for Higher Education Studies (CHES) supports high-ability students. It offers university-level subjects, VCE options, and masterclasses.

In 2024, more than 500 students across Victoria studied with CHES. Students take part in workshops and events. CHES is also a leader in professional learning. It runs Victoria’s State-Wide Program to support excellence in teaching high-ability learners.

The centre is a hub for students, teachers, and families who want to learn more and go further. It helps build stronger links between school, university, and the world.

Maribyrnong College

Maribyrnong Sports Academy (MSA) is Victoria’s only state-funded specialist sports school program. It supports more than 530 high-achieving student athletes. The academy balances elite sport with academic success.

About 25% of its students represent Victoria or Australia in any given year. In 2024, 5 academy alumni competed at the Paris Olympics. One joined the NBA.

The academy offers training in 14 sports. Its coaches include Olympians and professional athletes. More than 70 staff mentor students across sport, study and wellbeing. The ground-breaking Research Centre started in 2023. It leads innovation in youth athlete development.

The academy helps students grow as athletes and as people. It builds skills for sport, learning and life.

St Georges Road Primary School

St Georges Road Primary School is one of the most diverse schools in Victoria. Three quarters of its students come from a language background other than English. Another 10% are from Indigenous families. The school celebrates its diversity as strength.

The Engagement and Wellbeing Hub helps students with behavioural, social or emotional needs. Lessons and wellbeing plans at the school are based on evidence and best practice.

Students are assessed at least 3 times a year for support from allied health programs. The results speak for themselves. Student engagement and wellbeing and staff satisfaction have increased in recent years.

Strathmore North Primary School

At Strathmore North Primary School, leaders help staff and students do their best. They lead by shared values and collaboration. This has built a welcoming school where students thrive, and staff feel supported.

Team members set high expectations and show respect and honesty in everything they do. Teachers, support staff and the School Council all take part in key decisions. Everyone is united by the same goal: helping students learn and grow.

The most recent staff survey showed high staff satisfaction levels. Staff said they felt valued and supported. Professional training has helped improve student outcomes in reading, writing and maths.

The school has also experienced steady growth in community engagement. This reflects the school’s focus on relationships, open communication and shared purpose.

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 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. Staff reporting of psychological safety increased from 41% in 2022 to 97% in 2024.

These changes have lifted student results. More students are taking VET subjects, rising from 13.3% in 2022 to 45% in 2024. The school's VCE Mean Study Score increased to 25.8 and 27% of study scores above 30 in 2024.

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.

Caulfield Primary School

Caulfield Primary School provides unique learning experiences as one of Victoria’s 11 designated bilingual schools.

Students at the English/Japanese bilingual school immerse themselves in Japanese language and culture. This includes cultural celebrations, a Japanese sports day, and travel to Japan.

The school has strong relationships with the Japanese Consulate, its sister school Nakagawa Elementary School, and the Japanese School of Melbourne.

It encourages students to be multilingual global citizens, with many students learning their third or fourth language.
Students leave Year 6 with highly developed skills in reading, writing and speaking Japanese, often at a standard equivalent to Year 9 or 10.

At Caulfield Primary School mathematics is taught in Japanese, with students achieving high academic results. Visual and performing arts are also taught in Japanese, with the school production delivered in Japanese.

Yuille Park Community College

Yuille Park Community College’s approach to global learning helps students redefine what is possible.

First delivered in 2024, the Yuille Explorers Program supported students to travel to New Zealand.

This experience was transformative for students who come from one of Ballarat’s most disadvantaged suburbs and can face complex social and educational barriers. Travelling overseas for the first time helped students develop essential life skills, global awareness and self-confidence.

Through a tailored, curriculum-based program supported by a Māori Education Support staff member, they explored New Zealand’s culture, language, geography, and Indigenous history.

They stepped beyond their comfort zone through high ropes courses and fitness challenges.

Students improved their confidence, resilience and leadership, reflected in the exceptional outcomes in the Student Attitudes to School Survey. 97% of Year 10 to 12 students reported high expectations for success, compared to the state average of 69%.

Chloe Wade, Welshpool and District Primary School

Chloe Wade is a dedicated and effective educator at Welshpool and District Primary School. She improves student learning and wellbeing using data-informed, evidence-based practices. This has led to improvements in student literacy and numeracy. Chloe also uses wellbeing surveys and behavioural data to support students’ social and emotional development, fostering a positive and inclusive classroom environment.

Chloe plays a key role in Disability Inclusion at the school. She engages with professional learning, meets with inclusion coaches, and helps staff develop and refine individual learning plans. Chloe fosters collaboration to improve teaching and learning outcomes promoting a culture of inquiry, collaboration and evidence-based decision making. She encourages her peers to reflect on their teaching and supports them to refine strategies based on student needs.

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.

Madeleine Rose Du Preez, Kerang Primary School

Madeleine Rose Du Preez involves her students in their learning, with high expectations that lead to outstanding academic growth. As a teacher at Kerang Primary School, she has led improvements across the school improving student outcomes and giving students a greater voice. She introduced a systematic, synthetic phonics program, resulting in unprecedented learning growth in literacy.

Madeleine supports her peers to develop explicit teaching knowledge. She promotes peer observation and collaboration to improve their teaching practice. She revamped the school’s assessment schedule, ensuring quality data for teachers. In the 2024 NAPLAN results, 66% of students are now strong or exceeding in reading. As a member of the Middle Leaders Executive Network for the Southern Mallee, Madeleine continually learns and discusses ways to improve her school.

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.

Neve McKersie Pearson, Rosebud Secondary College

Neve McKersie Pearson is a dedicated and inspiring teacher. She sets high expectations and an environment where every student can grow, contribute and take charge of their learning. Her teaching is guided by cognitive science and informed by data, meeting each student’s unique needs.

Now Head of Humanities, Neve leads her team with care and clarity, ensuring all voices are heard. She has co-designed and delivered extensive professional learning on cognitive science across the college. Neve welcomes educators from across the state into her classroom and shares her learning with colleagues.

Neve is an active member of the school community, supporting House activities and running excursions.

As an early career teacher, Neve is a standout leader and a passionate advocate for public education in Victoria.

Tayla Marshall, Hampton Park Secondary College

Tayla Marshall is a passionate and organised educator. She is known for her collaborative, evidence-based approach and commitment to student growth.

An outstanding classroom practitioner, Tayla uses current research to engage students and improve learning outcomes. In her role as Science Coordinator and Domain Leader, she has led improvements from Years 7–12. She focuses on data literacy, redesigning curriculum and enhancing teaching and learning across the college.

Tayla reintroduced the school’s Science Fair and started its first Science Club. This boosted student engagement and connections beyond the classroom. She advocates for women in science and promotes opportunities for female students.

Committed to student success, Tayla runs before- and after-school sessions and holiday tutoring. These help students build confidence and prepare for assessments. She brings creativity, clarity and care to her work, and is respected as a teacher, leader and role model.

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. 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 also started an outreach group to identify at-risk students for early intervention. She began a local Business Managers cluster and expanded it statewide. 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.

Lisa Gray, Northern Bay P-12 College

Lisa Gray is a highly respected leader known for her collaborative approach and integrity. She manages staff and resources across the college’s 5 campuses and specialist centres exceptionally.

Lisa’s leadership reflects financial excellence with a values-driven approach. Every dollar is used to maximise opportunities for students and staff.

Her calmness was on display during the devastating fire at the Hendy Street campus in October 2024. Lisa was the first staff member onsite, working with emergency crews and communicating with staff, parents, and students. This showed her dedication.

Whether she is supporting the administration team, guiding families, or liaising with the Department of Education, Lisa is known for her professionalism, warmth and commitment to inclusion.

Sebastian Goder, Balwyn High School

Since joining Balwyn High School in 2022, Sebastian Goder has improved the school’s business operations through digitisation, automation, and process reform.

He set up a paperless accounts payable process and developed over 10 automated workflows in finance, HR, facilities, and student operations. Many of his systems are already in use or being tested at other government schools.

One of his key contributions is improving student wellbeing. Using long-term budget modelling, Sebastian helped the school to hire multiple psychologists, a social worker, and an occupational therapist, while also funding time release for year-level leaders.

Sebastian supports alumni and community engagement to keep Balwyn connected to its past and open to new partnerships. His leadership positions the school as a model for public education: well run, welcoming, and future ready.

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.

Skylah Sutherland, Auburn Primary School

Skylah Sutherland has transformed the way reading is taught at Auburn Primary School and improved students’ results. Skylah helped staff to engage with relevant research to build understanding of effective early literacy instruction. This led to structured synthetic phonics being used in all literacy classes: changing how children learn to read and write.

Skylah has improved coaching practices at her school, using training from Growth Coaching International. With patience and empathy, she encourages her colleagues to reflect, set goals and improve their practice. This has strengthened staff confidence and a culture of trust and collective growth.

Mary Zervos, Vermont Secondary College

Mary Zervos’s focuses on improving mathematics learning for all students at Vermont Secondary College. This has improved performance and attitudes towards mathematics. Students now see mathematics as not just an academic subject but also an important life skill. Mary is an outstanding classroom teacher and instructional leader. She brings an innovative, student-centred approach to teaching. Her programs engage students, sparking curiosity and passion for mathematics leading to strong academic growth. Mary oversees curriculum planning for all year levels. She ensures resources are easy to understand and challenging.

Mary co-developed college booklets for Years 9 to 12. These include achievement standards, content descriptions, learning aims, example questions, explanations, assessments and key words. This means students can review and understand the work better. She supports teaching teams to embed instructional practices and seek feedback to refine their work.

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 thanks to 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.

Teagan Spence, Hampton Park Secondary College

Teagan Spence is the Leading Teacher for Literacy Improvement at Hampton Park Secondary College. She has improved the school’s literacy intervention programs. Teagan designed and introduced a comprehensive, evidence-based literacy program grounded in systematic synthetic phonics. This program includes comprehension strategies and a focus on writing rules.

Teagan ensures that literacy improvement spans all subject areas. She researches and develops resources that meet students’ needs while giving them a say in their learning.

Teagan works with staff to improve their teaching. She provides staff with opportunities to reflect on their own and colleagues’ teaching. Her professional learning resources draw from her own knowledge and that of experts. Her high expectations and focus on continuous improvement have improved teaching and student outcomes.

Ben Vevers, Barton Primary School

Over the past 4 years, Ben Vevers has transformed Barton Primary School. He revamped the school’s approach to leadership, teaching, wellbeing and behaviour management. Ben started with a complete reset of the school’s vision and values. This increased professionalism and pride throughout the school.

Using trauma-informed practices, Ben redesigned the wellbeing team to meet the complex needs of students. He empowered key staff members to take on leadership roles, which improved decision-making and accountability.

Ben also improved learning outcomes by applying evidence-based practices. The recent NAPLAN data shows fewer students needing more support and more students achieving in the exceeding or strong bands in reading and writing.

Michael McLean, Kerrimuir Primary School

At Kerrimuir Primary School in Box Hill North, over 72% of students come from a non-English speaking background. 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 ranked in the top 40 schools in the state based on NAPLAN results.

Nicole Richards, Elwood Primary School

Nicole Richards leads Elwood Primary School with heart, vision and purpose. She promotes a “just say yes” attitude, supporting student initiatives and events that get everyone involved. She has built strong partnerships with families, local organisations and neighbourhood groups, making Elwood Primary a thriving hub of learning and the community.

Nicole encourages staff professional growth and unity through her leadership book club and internal leadership conference. This has created a high-performing and joyful staff learning environment filled with warmth, ambition and shared purpose.

Nicole also co-designed a thorough instructional model aligned with the department’s revised curriculum. This includes structured synthetic phonics and data-informed planning, bringing consistency and purpose to every classroom.

Belinda Hudak, Mildura Senior College

Mildura Senior College Principal Belinda Hudak leads with integrity and clarity. She sets high expectations and a culture of inclusion at the school. Empowering her leadership team is key to her approach. Belinda ensures that college leaders are supported and involved in policy discussions. Her impact is significant, and she is Vice-President of the Victorian Association of Secondary School Principals and the Mallee Chair. In these roles, she amplifies the voices of regional schools.

Belinda champions transparency, strategic foresight and community input. This commitment shows in the 2024 Attitudes to School Survey. Students reported a 13% higher connection to school and 18% more support in managing bullying than state averages.

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 Support Framework. With targeted professional learning, he united staff around consistent and respectful behavioural expectations. This led to 97% of teachers reporting improved student engagement, increased teaching time, and an 85% drop in behavioural disruptions.

Chris’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.

Karen Wade, Mount Waverley Secondary College

Under Karen Wade’s leadership, Mount Waverley Secondary college is more responsive to parents and carers. The staff are professional and champion human rights. The college consistently rates high in learning and wellbeing. Karen has developed a wellbeing team that works with curriculum leaders. She guides staff in the use of data-driven, student-centred decision-making on teaching strategies, wellbeing approaches and class groupings.

Karen oversaw the creation of the college’s STEAM Centre, new covered outdoor learning areas and wellbeing zones on both campuses. She encourages staff professional learning and runs leadership programs.