About

Schools will have demonstrated improved outcomes and positive impact on the lives of young children and students from kindy to Year 2 through one or more of the following areas:

• ensuring positive and confident transitions into and through school by knowing each child, their learning progress and their needs
  
• supporting student learning, wellbeing and engagement
  
• evidence-based inclusive and differentiated practices and the measurable improvement for students from all social, cultural, community and family backgrounds, and of all identities
  
• effective partnerships with parents, carers and the broader school community
  
• implementing effective pedagogical practices and systematic curriculum delivery to engage students as active learners
  
• improving achievement in English and mathematics.
  

Schools will have demonstrated improved outcomes and positive impact on the lives of students from Year 3 to 6 through one or more of the following areas:

• knowing each student, their learning progress and their needs
  
• implementing effective pedagogical practices and systematic curriculum delivery to engage students as active learners
  
• evidence-based inclusive practices and the measurable improvement for students from all social, cultural, community and family backgrounds, and of all identities
  
• consolidating strong foundations for lifelong learning
• supporting student learning, wellbeing and engagement
  
• improving achievement in English and mathematics.
  

Schools will have demonstrated initiatives that recognise changing needs and support every student from Year 7 to 9 to stay on track in the junior secondary years through one or more of the following areas:

• positive transitions from upper primary through to junior secondary by knowing each student, their learning progress and their needs
• evidence-based inclusive practices and the measurable improvement for students from all social, cultural, community and family backgrounds, and of all identities
• implementing effective pedagogical practices and systematic curriculum delivery to engage students as active learners
  
• supporting student learning, wellbeing and engagement
  
• improving achievement in English and mathematics.
  

This category focuses on preparing every student from Year 10 to 12 for their future and supporting positive transitions from school onto their next steps into further education and employment through one or more of the following areas:

• implementing effective pedagogical practices and systematic curriculum delivery to engage students as active learners
  
• knowing each student, their learning progress and their needs
  
• evidence-based inclusive practices and the measurable improvement for students from all social, cultural, community and family backgrounds, and of all identities
  
• providing flexible education and training leading to post-secondary opportunities
  
• designing and delivering meaningful pathways for every student
  
• supporting every student with a plan to stay on track to attainment and meaningful post-school pathways
  
• positive transitions and knowing the post-school destination of every student.
  

Schools will have demonstrated successful implementation of initiatives that embrace diversity by creating welcoming, inclusive and accessible educational settings through one or more of the following areas:

• implemented effective pedagogical practices and systematic curriculum delivery to engage Aboriginal and Torres Strait Islander students as active learners
  
• demonstrated positive outcomes and measurable improvement for Aboriginal and Torres Strait Islander students
  
• demonstrated a whole school approach to nurturing and maximising Aboriginal and Torres Strait Islander students’ social, emotional and/or physical wellbeing
  
• created safe, supportive and inclusive environments that enhance engagement through improved transitions and/or improved retention
  
• built cultural capability of staff, students and the school community and promoting learning through the Aboriginal and Torres Strait Islander Histories and Cultures (Australian Curriculum cross-curriculum priority)
  
• identified and supported high-potential and high-performing Aboriginal and Torres Strait Islander students to ensure ongoing high achievement and heightened aspirations for tertiary pathways
  
• valued student, parent/carer, community and stakeholder voice in their approach to teaching and learning.
  

Bevan Brennan

Bevan Brennan dedicated 4 decades to the advancement of education in Queensland, from classrooms where he taught and schools where he led as a principal to regional offices and central office as Assistant Director-General. Bevan led an extensive portfolio focused on supporting student wellbeing and protection, disengaged youth and parent and community engagement. He had deep empathy for those in greatest need, especially students, and unwavering willingness to support and expand opportunities for all students to reach their potential. His commitment to a culture of achievement and high expectations in all state schools is a wonderful part of his legacy.

Schools will have demonstrated their ability to learn and work together to realise the potential of all students through one or more of the following areas:

• leading school improvement and using their leadership capabilities—vision and values, knowledge and understanding, and social and interpersonal skills—to achieve positive learning and wellbeing outcomes for all students
  
• evidence-based inclusive practices and the measurable improvement for students from all social, cultural, community and family backgrounds, and of all identities
• empowering educators to build professional expertise across their career through high-quality, targeted development opportunities
  
• building expertise through leading teaching and learning – leveraging different strengths, skills and perspectives
  
• implementing strategies to support the health, safety and wellbeing of staff
  
• addressing prioritised challenges and measuring impact
  
• accelerating statewide improvement to enrich the lives of students and create positive outcomes
  
• engaging and working within the community
  
• minimising administrative distractions for teachers, enabling them to focus on classroom practice.
  

Jack Pizzey

The Jack Pizzey Leadership Team of the Year category honours the memory of Jack Charles Allan Pizzey (1911–1968) who was a former state school teacher and Education Minister renowned for his commitment to public education. He was responsible for increasing the number of state high schools from 30 to 96 and was also the driving force behind the establishment of a second teachers’ college in Brisbane and the planning of 2 others. He helped establish Queensland's second university, James Cook University, in Townsville in 1961 and put in place preparations for a second university in Brisbane.