About

Focusing on the foundational skills that set students up for a positive learning journey.

Schools will have demonstrated this through 1 or more of the following:

• positive transitions into schooling
• teaching and learning that sets the foundational skills for learning success
• a focus on literacy and numeracy
• supporting every child by valuing their unique needs, strengths, and interests to help them succeed
• achieving positive learning outcomes
• connection with community and early childhood services.

Embedding foundational skills for lifelong learning and nurturing the confidence of every student to thrive.

Schools will have demonstrated this through 1 or more of the following:

• a focus on English and mathematics
• teaching and learning that embeds the foundational skills for learning success
• supporting every child by valuing their unique needs, strengths and interests to help them succeed
• achieving positive learning outcomes
• attending school and demonstrating positive learning habits and behaviour
  
• readiness to transition to junior secondary.

Responding to the changing needs of adolescent learners to support every student to stay on track.

Schools will have demonstrated this through 1 or more of the following:

• positive transitions into secondary schooling
• a focus on English and mathematics
• adapting curriculum, teaching and learning to respond to adolescent learners
• achieving positive learning outcomes
  
• attending school and demonstrating positive learning habits and behaviour.

Preparing every student for their future and supporting meaningful post-school pathways.

Schools will have demonstrated this through 1 or more of the following:

• access to a range of subjects and learning options to ready senior students for the future
• preparing students as active citizens of the world
• a plan to stay on track to attainment
• achieving positive learning outcomes
  
• positive transitions to meaningful post-school pathways.

Implemented a range of evidence-based and effective practices to ensure students are on track to realise their full potential. Additionally, schools create a positive culture that welcomes every student, promotes a sense of belonging, wellbeing and safety to support their engagement in learning.

Schools will have demonstrated this through 1 or more of the following:

• implementing effective pedagogical practices to engage students at risk of disengagement as active learners
• developing and evolving an evidence-based whole school approach to nurturing and maximising students' social, emotional and/or physical wellbeing
• strengthening relationships with families, community and organisations supporting student engagement and improved outcomes
• achieving positive learning outcomes for students at risk of disengagement through innovative curriculum delivery approaches
• supporting positive transitions for students at risk of disengagement to further study or employment
  
• implementing innovative and consistent holistic case management approaches.

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.

Principals and leadership teams drive a clear vision for their school, aligned to the Brighter Futures: Delivering excellence in every state school, for every student education strategy 2025–29 and localised to their context. Leaders drive high expectations, and a positive learning culture that creates the conditions for quality teaching and learning.

Teams will have demonstrated excellence in school leadership through 1 or more of the following goals:

• leading a school-wide commitment to school improvement and excellence for every student; addressing prioritised challenges and measuring impact
• influencing others beyond the school in their commitment to, and pursuit of, excellence in the education of all children and students at the school
• creating a culture built around a commitment to improving outcomes for students and an inclusive school environment in which everybody feels safe, valued and supported
• empowering teachers and teacher aides to build professional expertise and take evidence-informed approaches to the evaluation of practice and impact on student learning
• contributing to the acceleration of statewide school improvement so that all Queensland students can realise their full potential
  
• minimising administrative distractions for teachers, enabling them to focus on teaching and learning.

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.