Guidelines

Recognises initiatives that demonstrate positive outcomes and measurable improvement for young children and students from kindergarten to Year 6, through one or more of the following focus areas¹:

• systematic curriculum delivery
• effective pedagogical practices
• student learning and wellbeing
• engaging students as active learners.

¹Based on the domains in the School Improvement Hierarchy which is informed by the National School Improvement Tool.

Recognises initiatives that demonstrate positive outcomes and measurable improvement for students from Year 7 to 12, through one or more of the following focus areas²:

• systematic curriculum delivery
• effective pedagogical practices
• student learning and wellbeing
• engaging students as active learners
• flexible education and training leading to post-secondary opportunities.

²Based on the domains in the School Improvement Hierarchy which is informed by the National School Improvement Tool.

Recognises schools or clusters that have demonstrated progress in their inclusive education journey to enable all students to fully access and engage in education, alongside their similar age peers, through one or more of the following focus areas³:

• leadership in developing a shared vision of inclusive education aligned to an explicit improvement agenda
• quality differentiation and adjustment to enable all students to access and engage in the Australian Curriculum alongside their similar age peers
• active engagement with parents and the local community
• learning environments that are safe, supportive and free from discrimination, bullying and harassment.

This award celebrates initiatives that demonstrate whole-school commitment to inclusive education in line with evidence-based inclusive practice, and the measurable improvement for all students. This includes students from all social, cultural, community and family backgrounds, and of all identities.

Guiding materials for this category include:

• Signposts for school improvement – inclusive education (PDF, 6MB)
• Inclusive education policy statement

³Based on the inclusive education policy statement.

Recognises initiatives that demonstrate positive outcomes and measurable improvement for students, through one or more of the following focus areas⁴:

• communication: effective communication is an exchange between students, parents, communities and schools that is inclusive and involves information sharing and opportunities to learn from each other
• partnerships with parents: partnerships between parents, students and schools promote student learning, wellbeing and high expectations for student success
• community collaboration: relationships between the school and wider community strengthen the ability of schools and families to support student learning, wellbeing and developmental outcomes
• decision making: parents, students and community members play meaningful roles in school decision making
• school culture: respectful relationships between students, parents and the school community are valued and enhance the promotion of student learning and wellbeing.

⁴Based on the Parent and Community Engagement Framework.

Recognises initiatives that demonstrate positive outcomes and measurable improvement for students, through one or more of the following focus areas:

• collaboration with education and/or community partnerships to strengthen global connections
• a focus on global competence, intercultural understanding and communication (which may include languages)
• collaboration with international students and local communities.

Recognises initiatives that demonstrate positive outcomes and measurable improvement for students and staff in rural or remote schools through one or more of the following focus areas:

• identifying and removing barriers to achievement, particularly those associated with geographic isolation
• developing high-quality teaching and learning that responds to the complexities of curriculum delivery in rural and remote locations
• effectively using learning platforms to support learning in rural and remote settings
• increasing learning opportunities through fostering positive partnerships with students, families and their communities.

Examples of initiatives that may meet the criteria for a Showcase Award for Excellence in Rural and Remote Education include those that improve curriculum delivery and learning outcomes through the use of digital technologies, close the gap in outcomes for Aboriginal and Torres Strait Islander students, provide extension and enrichment opportunities, attract and mentor pre-service and beginning teachers, demonstrate improved transitions between phases of school (e.g. kindergarten to primary) or support the delivery of VET in Schools programs.

Eligibility

Queensland state schools, schools of distance education (SDEs) and outdoor and environmental education centres (OEECs) zoned as Remote Australia or Very Remote Australia are eligible for this award. State schools and OEECs zoned as Outer Regional Australia are also eligible to apply if they are located more than 75km from a major centre (20,000 people or more). Special consideration is applied for schools located 70–75km from major centres. All SDEs in Outer Regional Australia are eligible to apply. Schools should check if they are eligible to submit either by reviewing the eligible list in Attachment A or searching for the school name in the Department of Education Schools Directory (select the ‘more details’ button on the school listing, click the ‘zone and districts’ tab, and check the ‘remoteness area’ classification under ‘zone details’).

Recognises initiatives that demonstrate positive outcomes and measurable improvement for students from kindergarten to Year 12 through one or more of the following focus areas⁵:

• enhanced engagement (of students and/or parents/carers) contributing to one or more of the following:
• improved transitions across years and/or stages of schooling (for example, kindergarten to Prep)
• improved retention between phases of schooling (for example, junior to senior secondary)
• improved student outcomes.
• differentiated teaching and learning of the Australian Curriculum to accommodate the strengths, interests, backgrounds and learning needs of Aboriginal and Torres Strait Islander students
• identification and support of high-potential and high-performing Aboriginal and Torres Strait Islander students to ensure ongoing high achievement and heightened aspirations for tertiary pathways
• effective language instruction (Standard Australian English) that enhances access to the Australian Curriculum, facilitated by understanding of students’ Aboriginal and/or Torres Strait Islander languages or dialects
• development and delivery of an Aboriginal or Torres Strait Islander language program in consultation with Elders and the local community, strengthening the learning, engagement and cultural identities of Aboriginal and Torres Strait Islander students
• leadership that builds cultural capability and promotes learning through the Aboriginal and Torres Strait Islander Histories and Cultures (Australian Curriculum cross-curriculum priority).

⁵Based on the domains in the School Improvement Hierarchy which is informed by the National School Improvement Tool.

This award recognises an outstanding state school teacher. The Excellence in Teaching winner has achieved positive outcomes and measurable improvement for students, through combining the following⁶:

• professional knowledge
• professional practices
• professional engagement.

Eligibility

Nominees must be permanent employees with at least 5 years’ experience in a teaching role in a Queensland state school.

⁶Based on the domains of the Australian Professional Standards for Teachers.

This award recognises an outstanding state school principal. The Excellence in School Leadership winner leads school improvement, fosters intentional collaboration within their school, their broader school community, and with other schools. They use their leadership capabilities – vision and values, knowledge and understanding, and social and interpersonal skills – to achieve positive learning and wellbeing outcomes and measurable improvement for students. Nominees for the Excellence in School Leadership award enact their leadership capabilities through the following practices⁷:

• leading teaching and learning
• developing themselves and others
• leading improvement, innovation and change
• leading the management of the school
• enriching the lives of their students
• engaging and working within the community.

Eligibility

Nominees must be current permanent principals with at least 12 months experience in a principal role. Principals are unable to self-nominate. Nominations must be received from the departmental regional office.

Jack Pizzey

The Jack Pizzey Award for Excellence in School Leadership 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.

⁷Based on the Australian Professional Standard for Principals (PDF, 1.1MB).

This award recognises an outstanding state school team who has implemented a whole-school approach to nurture and maximise students’ social, emotional and/or physical wellbeing that has resulted in improved learning outcomes.

The initiative must demonstrate positive outcomes and measurable improvement for students, through the three domains of practice of the department’s Student Learning and Wellbeing Framework:

• creating safe, supportive and inclusive environments
• building the capability of staff, students and the school community
• developing strong systems for early intervention.

The award promotes the Student Learning and Wellbeing Framework, the department’s approach to student learning and wellbeing across the whole school.

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.