John is the Lead (Learning and Innovation) for the Diocese of Lismore Catholic Schools that works alongside schools to support the implementation of effective pedagogical practices as well as innovative ways to bridge the gap between research and practice. Previously a classroom teacher of Japanese, French and Global Politics in Victoria, before moving into senior leadership roles including Leader of Professional Practice and Deputy Principal (Learning and Teaching) in secondary schools. John’s qualifications include a Bachelor of Arts, Graduate Diploma of Education, Graduate Diploma of Religious Education, Masters of Education (Student Wellbeing), Masters of Leadership and Masters of Business Administration.

David Turner is Deputy Head Research Projects in the Faculty of Education at Southern Cross University currently working on approaches to reimagine teacher education. He has enjoyed a diverse career in educational leadership as a principal in a range of school communities, and in the tertiary sector as Head of Campus and Head of School, Learning and Innovation. Before re-entering the tertiary sector David contributed to the development of leadership capabilities in Queensland schools as Director of Professional Learning for a member-based school leader professional association. His knowledge and passion for professional learning has seen him present and consult nationally and internationally. David is published on topics including the leadership mindsets necessary for a rapidly changing world, unleashing the creative potential in all learners, initial teacher education, practitioner led research and blended learning.

Nicholas Conigrave is passionate about working with leaders, individually and collectively, to help build their capability to create organisational environments where people can flourish and do their best work. Over the past 25 years, he has worked with leaders across a range of sectors (education, energy, consumer, banking and public), both locally and globally, to lead organisation transformation to adapt to a rapidly changing context.

His passion for working in education began when he co-led the ’Leading Australian Schools‘ program, a collaboration between Hay Group and University of Melbourne, sponsored by the Commonwealth Government between 2006 and 2011. He was a founding member of the Global Education Leaders’ Program and continues to work with education system leaders in various settings to put in place the conditions that enable high-quality teaching and learning. He integrates theory and practice to help leaders learn how to lead on the job.

Ken has recently been appointed to his current role following his work as Director, Curriculum Development which included leadership of the development of the South Australian Curriculum for public education and the strategic stakeholder participation, professional learning and policy development required to ensure that curriculum implementation is aligned to department priorities. Ken’s previous director role focussed on the leadership of literacy and numeracy policy and resource development for department schools.

Ken is a highly experienced educator who has worked in a range of system and school leadership roles since beginning his career as a teacher of secondary English and History. Ken has also taught at primary and university levels, published literacy resources for Curriculum Corporation (now Education Resources Australia) and others, been a co-researcher on national research projects and presented at conferences around Australia and overseas on a range of education topics.

Peter is an experienced school leader who has been focused on reimaging school since 2017. As a recipient of the NSW Premier's Teacher Scholarship in 2022 Peter travelled across Australia visiting over 30 schools and higher education institutions to explore the impact of reimagined or innovative schools on student outcomes and wellbeing. He has also visited innovative schools internationally. Peter has led high schools in regional areas of NSW to reimagine schools resulting in improved learning culture, engagement and wellbeing. His work has seen State Awards for the school and teachers. Peter is committed to inspiring the education community to reimagine schools through sharing of his research and experience. He has recently presented at the Leading Creative Schools Conference, and the North Coast NSW Secondary Principals Conference. This year he is proud to have taken on the leadership of Ballina Coast High School in Northern NSW.

Matt is an experienced Educational Leader and Principal both in Melbourne, Cairns and Singapore. He has a passion for lifelong learning which has seen him acquire a Bachelor of Education from Melbourne University, a Master of Education from Monash University, a Graduate Diploma of Psychology from Monash University and a Graduate Certificate in Education (IB, PYP). He has recently completed Mindfulness Based Strategic Awareness Training (MBSAT) at Singapore Management University. Matt is an active member in the broader educational community, from speaking at conferences to authoring eBooks and mentoring teachers. Recent speaking engagements include EduTech Asia, Malaysia and Indonesia, The Singapore Student Mental Health & Wellbeing Forum, ACCE (Melbourne) CSA State Conference (Victoria), Digicon and PESA (Melbourne). He has experience working with multiple curriculum models and has spent time developing national curriculum resources for Australian schools as well as being a consultant regarding 21st-century pedagogy across the state of Victoria. Matt is also a pedagogical consultant working closely with schools in South-East Asia to embed well-being practices into school communities and ecosystems

Dr Shyam Barr helps educators foster students’ metacognition and self-regulated learning (SRL). He is currently a Professional Associate of the University of Canberra; the co-host of the podcast Educate to Self-Regulate and a 2022 TEDx Canberra speaker. Shyam has worked in education for over 17 years and has fulfilled roles as a teacher, educational leader, and researcher. His research and school partnerships consider educators’ thinking and practice related to self-regulated learning, and he has received multiple awards and grants for his teaching, research and service to the teaching profession.

Louise Wallace-Richards has worked in government, independent and international schools over a 35 year career. She currently holds the role of Assistant Principal Teaching and Learning at Radford College in the ACT. Louise’s formal tertiary qualifications include a Bachelor of Arts Honours, Master of Education, Diploma in Education and a Graduate Certificate in Arts. Louise believes that all educators can improve the learning experience for their students by being open to learning new approaches to teaching and learning and adapting their pedagogical practice to the learning needs of their students. Her most recent evidence based work in her current school has centred on a 3 phase project working with Dr Shyam Barr on teaching students to self-regulate their learning. Radford College’s teachers have learned that without focusing on teaching students the strategies to self-regulate their learning students cannot attain their personal best.

Mark currently leads work on AITSL’s tools and resources that aim to support teachers and school leaders connect their practice to national policy frameworks such as the Australian Professional Standards for Teachers and Australian Professional Standard for Principals. Prior to working at AITSL, Mark spent over 6 years at the Australian Council for Educational Research leading the implementation of large-scale, systemic online assessment initiatives for jurisdictions and their network of schools at a national level. Mark was formerly a Health and Physical Education teacher with over 5 years of teaching and leadership experience working in schools in the UK, Perth, the Pilbara region of Western Australia.

Michael is passionate about supporting quality teaching and has a special interest in leading purposeful and effective consultation with the profession to maximise the impact of policies and projects. He has been the project manager on a number of important teaching and school leadership projects over the last 4 years at AITSL, including major national policy changes in Highly Accomplished and Lead teacher certification and the development of the Professional Standards for Middle Leaders. Prior to joining AITSL, Michael worked as a primary school teacher in Melbourne before joining the Alannah and Madeline Foundation as an education advisor.

Dr Carolyn Shields taught high school across Canada for 19 years before completing her doctorate at the University of Saskatchewan. In higher education, she has taught educational leadership since 1990 in both Canada and the United States. She began at the University of Utah where her interest in under-served populations began with work with the Navajo nation. Her research and teaching focus has been transformative leadership—leadership that focuses on equity, inclusion, excellence, and social justice. She has written 12 books and over 125 articles. She has also made hundreds of presentations at international conferences and has presented her research at conferences and delivered keynote addresses in 25 countries around the world. For her research, Dr. Shields has received numerous awards, including lifetime achievement awards and an honorary doctorate at Laval University. She has completed both academic and administrative roles but is currently Professor Emerita, Wayne State University, Detroit.

Margaret Grogan, PhD, is Professor Emerita of Educational Leadership & Policy, Chapman University, California. She received a B.A. from the University of Queensland and taught high school in Townsville. A former teacher and administrator at the International School of the Sacred Heart, Tokyo, she holds a PhD in Educational Administration from Washington State University. She has served as dean and department chair during her career and as president of the University Council for Educational Administration (UCEA). A founding member of Women Leading Education Across Continents (WLE) she is the Chief Editor for the journal, Frontiers in Education. Her current research focuses on women and issues at the intersections of gender, race and ethnicity in educational leadership and policy.

Lauren Stephenson is a Professor of Learning, Teaching, Educational Leadership, Management and Administration (ELMA) with over 35 years in international leadership, teaching, learning and assessment in Pre K-16 educational contexts. Lauren teaches and conducts research related to ethical and sustainable leadership for a more socially just world. She has taught and published in the fields of intercultural competence, international education, educational leadership, EALD/TESOL, English language and literacy, teacher education, qualitative research methods, and workplace, service and professional learning. She also has over 30 years of international experience in a range of educational leadership roles including positions as Dean, Head, Chair, Deputy Head, National Director and National Coordinator. Lauren has an extensive record of international publications, regularly speaks at global conferences and has given presentations and implemented professional learning programs in Asia, Australia, Canada, Europe, New Zealand, Mexico, the Middle East and the US.

Hassan’s career at the SACE Board has spanned over a decade where he has focused on developing, aligning, and delivering transformational education initiatives connected to the organisation’s strategic vision. With over 25 years’ experience and leadership within the Australian education sector across three states, Hassan’s achievements include establishing and managing the Institute of Educational Assessors and leading the organisation’s education transformation for students to thrive. An innovative thinker and experienced educator, Hassan is a passionate champion of the SACE Board’s Reconciliation Action Plan journey and has established strong relationships to work in allyship with the Aboriginal community.

With more than 20 years of experience in Education and Business management, Ben works with schools and organisations to amplify their connection to passion and purpose harnessing the power of human influence at the core of everything they do. He is the Founder and Managing Director of Education Economy and delivers high energy keynotes and presentations that challenge and inspire audiences to leverage their focus on what matters most in work and life. Ben started his career as a classroom teacher across Primary and Secondary school settings, was a former Deputy Principal and worked at a systems level in policy and implementation, to support school leaders to navigate the uncertainties of change and human behaviour. Ben’s leadership career spans government, corporate and non-profit sector organisations with extensive experience in strategic consultancy, business development, commercialisation, program and project management, policy implementation, evaluation, and professional services. Ben gets to know people and their stories and is passionate about advocating for change and refined practice. He brings both a systems perspective and frontline experience, which allows him to take a balanced approach to improving organisational efficiency, workforce productivity and employee quality of life.

Karen LeRaye has worked as an Educational Consultant at the Association of Independent Schools of WA since 2016. Her role involves organising professional development for teachers, as well as providing advice on curriculum, resources and best practice pedagogy. She has taught Drama and Dance in both primary and secondary contexts and has experience choreographing and directing for school productions and performing arts festivals. Karen is passionate about Arts education and helping teachers develop quality Arts programs, as well as supporting all teachers to improve their classroom practice.

Sarah Wells is a Teaching and Learning consultant at the Association of Independent Schools of WA. She has supported the coordination of the High Impact Practices program research partnership with the Australian Education Research Organisation (AERO). Sarah also serves as an academic for the School of Education at Curtin University, working with undergraduate and postgraduate students.

Steven has been a principal and system leader in the Victorian education system for over a decade. His book The Art of Skimming Stones: Leading Sustained Improvement in Schools is a culmination of experience directed into an effective and achievable leadership model. Over his journey he has built a passion for designing, trialling and refining adult learning architecture for educators and leaders ensuring we have greater capacity for sustained, ongoing improvement. Steven has redesigned how we develop leaders to not only be more effective, but also be able to be better equipped to withstand the many complex challenges school leaders face every day.

Dr Elliott has 25 years’ experience in the education sector, working nationally and internationally to enhance school leadership policy and practice. She has worked in various sectors including positions as a researcher, university lecturer and in schools as a teacher and school principal. As a Senior Research Fellow in the Centre for School and System Improvement at ACER her research areas of interest include educational leadership; collective efficacy; capability building; teacher/leader standards; and school improvement. Kerry was an invited member of the expert panel providing input into the development and validation of Professional Standards for Middle Leaders and is currently leading a multi-sector collaboration that seeks to identify how we may build a pipeline of school leaders equipped to lead collective efficacy with impact in increasingly complex and challenging contexts.

Anthony Boys has worked in and led coeducational and single sex boys’ schools, teaching Mathematics, Science and Religion. He has worked in curriculum design and student engagement projects in schools and external educational agencies.  He has been a Subject Coordinator, Curriculum Leader, Pastoral Care Coordinator, Assistant Principal and Principal. He began Principal leadership in 2016 and became the founding principal of Marist Catholic College (K-12) in 2021 (current) where he led the amalgamation of two existing schools and the transition to (secondary) coeducation. Anthony is a current Menzies Fellows as part of the Menzies School Leadership Incubator. He has had appointments as sessional lecturer and tutor in the Faculties of Education and Mathematics at Southern Cross University and the Australian Catholic University. Anthony’s work, most acutely in his current position, has seen him focus on resourcing and research to delve into the nature of purpose, culture and mission. In positioning impactful, traditional and modern educational approaches, incorporating sociological and behavioural patterns, and strategic planning instruments, his goal is to positively impact student learning. His professional passion is in the areas of student learning growth and collective teacher efficacy, creating agile and coherent strategic processes which align organisational purpose, values, and capital. Anthony’s message of ‘we learn; together’, is the modus he seeks to inspire and empower a learning community harnessing the potential collective efficacy.

As a Senior Research Fellow in ACER's Centre for School and System Improvement Julie is responsible for managing and developing ACER’s partnerships with education systems nationally and internationally. She is an accredited ACER school reviewer and manages ACER’s school reviewer team and co-authored the recent revision of ACER’s National School Improvement Tool, the School Improvement Tool. With a focus on system and local strategic planning, Julie supports leaders to identify and actualise their improvement journey. Prior to this, Julie worked for 37 years in Australian school education across 2 jurisdictions.  She has held school principal roles for 19 years in a range of school settings, including being CEO of a school-based registered training organisation delivering vocational education and training. She has held Director roles in 2 Australian Government Departments, including Director of Transitions and Vocational Education & Training for Indigenous Australians in the Australian Government Department of Education and Training.

Dr Peggy Burrows is an experienced educator and currently leads Haeata Community Campus, a large modern learning environment located in East Christchurch in New Zealand. She holds a PhD from the University of Canterbury. Peggy was appointed as a Justice of the Peace at age 33 and served on the bench in the District Court as a member of the Deportation Review Tribunal for a decade. For over thirty years Peggy has been the Business Manager for Burrows Harness Racing Stables a family business owned in partnership with her husband, public trainer Donald Burrows. Peggy is an Associate with AMINZ, and has over three decades of mediation, governance and leadership experience at senior levels in Education, Law, Conservation and Animal Welfare. Peggy brings a professional clarity to her work in business, education, disputes resolution, mediation, advocacy and adjudication. Most importantly Peggy puts people at the centre of everything she does.

Miriam is a South Australian educator who has worked extensively in school, corporate and tertiary roles, specialising in languages education, teacher development and curriculum design and implementation. She currently works in the department’s curriculum development directorate as Manager, Languages and Bilingual Schools, having been in distance education at Open Access College as Assistant Principal for Languages and Early Career Teachers. Miriam engages professionally as vice-president of Language Teachers SA and as a board member of Educators SA, with a primary concern for driving high quality public education through support and advocacy for our future teachers.

Shelley Forbes is an educational leader based in Perth, Western Australia, with over 30 years of experience in teaching and school leadership. Originating from Kalgoorlie, on the land of the Wongatha people, she has held leadership roles across early years, primary, secondary, and tertiary education.

As the Network Principal of Alta-1, a Curriculum and Reengagement in Education (CaRE) school (Special Assistant School) in Western Australia, Shelley focuses on alternative education programs for disengaged students. Her leadership emphasises a focus on continuous improvement within trauma-informed education, providing opportunities for vulnerable youth to succeed.

Shelley advocates for innovative and flexible learning environments tailored to individual needs, promoting transformative learning. She is committed to environmental sustainability in education, aiming to inspire both students and educators.

Hannah Kay is a seasoned educator with extensive experience in special assistance schools. She has dedicated her career to developing effective educational programs grounded in trauma-informed practices. Currently, as the Director of Student Services at Alta-1, Hannah leads the redevelopment of the Social Emotional Learning program, enhancing support mechanisms for students. Her advocacy for trauma-informed education drives her commitment to implementing strategies that embrace the complex needs of students, ensuring an inclusive and supportive learning environment for all. Hannah's expertise and passion position her as a vital leader in education reform and student wellbeing.

Tammy Baart – Founder of Blak Ignited – is a proud Dharug woman of the Boorooberongal clan who educates, advocates, and translates across two worlds. Utilising over two decades of international executive leadership experience and through honouring culture – Indigenous ways of being, thinking and doing – Tammy coaches, mentors and collaborates across education and advocacy spaces to grow individuals through leadership and reconciliAction. Tammy’s leadership in integrating and bridging two worlds has seen her recognised nationally and internationally with her most recent achievements being the winner of the 2023 ACEL QLD Branch Indigenous Leadership award and selected by Indigi-X, a global Indigenous advisory group. Tammy is also reawakening her traditional language, been invited to speak internationally on language revitalisation as well as working with Inuit, the Indigenous peoples of Nunavut, Canada co-designing a custom Indigenous Leadership Development program. Walking in two worlds, Tammy weaves western knowledge and understanding to amplify the valuable contributions as well as opportunities to embrace and celebrate Aboriginal and Torres Strait Islander cultures through cultural awareness, capability and competence development.

Campbell McKay is an accomplished principal with two decades of experience, renowned for his leadership in instruction and driving cultural change within schools. As a fervent advocate and leader of the #TeacherTime movement, Campbell is dedicated to reshaping expectations around teacher hours and ensuring that work can be effectively completed within the workplace. As the principal of Mount Waverley Primary School, one of Australia’s highest performing schools, Campbell is committed to supporting educators in implementing innovative and sustainable practices that enhance student outcomes. Campbell is deeply committed to sustainable and consistent school-wide practices that foster long-term improvement. Currently, Campbell is completing his Doctor of Education at the University of Melbourne, concentrating on the contemporary use of video in primary school classrooms. His extensive experience and dedication to educational excellence continue to drive positive change and inspire those around him.

Ramya Deepak Kumar, an Acting Assistant Principal at Mount Waverley Primary School, excels in addressing educational disparities to ensure every student progresses regardless of their starting point. With a background in science, Ramya seamlessly transitioned to teaching, where she quickly rose to leadership, driven by her passion for supporting educators. Her commitment to evidence-based practices has empowered teachers to deliver tailored instruction using methods such as Number Talks and Visible Learning. Under her guidance, Mount Waverley Primary School has witnessed substantial improvements in student and teacher outcomes. Ramya holds Masters degrees in Biochemistry and Teaching, complemented by her completion of the Victorian Aspiring Principal Assessment and selection in ACEL's inaugural NextGen initiative in 2023.

Vania is an experienced national and international consultant providing leadership, facilitation and coaching for education systems, individual schools and school leaders. As the Director of CT-Ed, she supports educators in implementing innovative and sustainable practices to improve student outcomes. Throughout her professional journey, Vania has held diverse roles across Australia and internationally, including executive director, school principal, teacher, and instructional coach. She is devoted to improving the learning lives of young people and adult learners, firmly believing that education is the key to unlocking endless possibilities.

Shani has considerable experience in education as a teacher in schools and universities, and as a facilitator of professional learning for teachers. Shani has a strong desire to improve school education through research informed practice and is particularly interested in improving the experiences of early career teachers and the development of students’ critical thinking and problem solving. Her research has focused on curriculum and pedagogy and her PhD examined school-developed curriculum in the form of enterprise education. At AISNSW, Shani conducts research to inform the organisation’s activities and on behalf of member schools. She also leads professional learning sessions for teachers to learn about the use of data and research to inform their practice.

Penny Brown is a Senior Leadership Consultant in The AIS Leadership Centre. In this role she leads the highly acclaimed National Flagship Program; AISNSW’s principal preparation course. Prior to this, she worked as an education advisor for several of Australia’s leading social sector organisations and for The United Nations in New York City and The World Bank in Washington DC. Penny has worked within education faculties at universities in the USA and Australia and was a teacher and leader in NSW Independent Schools and is a Teacher’s Guild Award recipient. She holds a dual Masters in Education and Public Administration from Harvard University and an M.Teach from The University of Sydney.

Hannah Matthews is a Senior Implementation Advisor at the Australian Education Research Organisation (AERO). She has experience of working in education research and policy and began her career as a teacher. Her more recent work has included developing policy recommendations to address complex challenges in education; leading national work on professional learning for teachers and school leaders; and supporting evidence-informed practice in schools and early learning settings.

Dylan Evans is a Senior Implementation Consultant at the Australian Education Research Organisation (AERO). With a career spanning over a decade, Dylan has served as a teacher and leader in various primary years schools throughout South Australia. Through his work in AERO’s learning partner project, Dylan’s recent focus has been on guiding several schools across Australia in adopting evidence-based practices, in which he provides consultancy to school leadership teams to address the implementation gap.

Joanne Gibbon is an experienced educator with nearly a decade of teaching experience. She currently holds a leadership and teaching position at St Joseph's School (Murray Bridge), where she is leading the implementation of explicit instruction in mathematics. Joanne is passionate about fostering an inclusive learning environment and building strong relationships with all students. Joanne is also passionate about the use of EBPs and she plays a key role in mentoring and coaching all teachers to enhance their practice.

Lili-Ann Kriegler (B.A. Hons, H. Dip. Ed, M.Ed.) is a Melbourne-based education consultant. Her specialisations are early childhood education (birth-9 years), leadership, and optimising human thinking and cognition. Lili-Ann brings a wealth of experience from her thirty years in education, including a decade as the Early Learning Director of a co-educational centre at a private girls' school. She had a twelve-year tenure as an education consultant at Independent Schools Victoria. She currently runs her consultancy, Kriegler Education, and is a senior trainer with the Feuerstein Institute, focusing on enhancing thinking skills for students of all ages. Lili-Ann is an award-winning author of Edu-Chameleon - Leverage 7 Dynamic Learning Zones to Enhance Children's Concept-Based Understanding. Her experience, including three study tours to Reggio Emilia and her dedication to advocating for children, parents, and families, is a testament to her belief in education as a positive transformative force for humanity.

Virginia is a highly experienced educator who is passionate about diversity, global perspectives, international education, and working with schools and young people to improve educational systems and student outcomes. Her experience in education spans thirty years across multiple countries in various academic roles in senior secondary education, international programs, and managing curriculum transformation. Virginia is leading the SACE Board’s innovative project of developing and evidencing the capabilities of young people and showcased through a Learner Profile. The program is building connections between education, business, industry, and tertiary providers to support young people to access a range of future pathways. 

Professor Eddie Blass was a teacher and academic in the UK, prior to moving to Australia as an academic in Business and Education. Her focus shifted to school aged provisions when the high dropout rate from high school peaked her interest. Having researched and published widely on the future of Higher Education and rise of the online delivery process, she switched to looking at similar issues for schools and founded the Inventorium - an offering for students who are not suited to mainstream provisions, working in partnership with schools to keep kids educated while they are not attending. The development of this pedagogy and process was built on years of experience and research in Higher Education and requires a very different 'model of teaching' to that currently expected of the teaching profession. Currently Eddie employs 15 teachers and the Inventorium provides online education to over 200 students in South Australia, with a 95% retention and completion rate amongst kids who would otherwise not be at school.

Chelsea has been teaching for nearly 20 years in mainstream provisions, focussing on English and Humanities in both the public and private sectors. Last year she joined the Inventorium and made the shift from being a face-to-face teacher of English and Humanities, to an online teacher of everything! This has fundamentally challenged her notion of what it is to teach and the role of a teacher. Chelsea is now engaging in a Master by Research to look at the changing perceptions of teaching and teachers in an online world.

Sabine is a highly respected educational leader with extensive experience in education, banking and the public service in Australia and the UK. She is passionate about creating learning communities grounded in a culture of excellence and belonging, believing in the transformative power of education for every student.

Sabine serves as Deputy Principal at Redlands, responsible for student and staff wellbeing, risk and compliance, supporting the Principal and Executive team. Her career includes leadership roles at Haileybury and Carey Baptist Grammar School, where she led school improvement and strategic projects. She has significant experience in coaching and mentoring aspiring leaders.

A lifelong learner and teacher, Sabine continues to teach Year 7 Mathematics, a subject she loves. She holds a Master of Education (Educational Leadership and Management) from The University of Melbourne, a first-class honours degree in Mathematics from Monash University, and is a Graduate of the Australian Institute of Company Directors.

Rebecca is a workforce strategy and organisation design and development specialist curious about all things people and systems. With over two decades’ experience, Rebecca works alongside leaders to build capability and capacity at individual, team, and organisational levels to equip and empower them to adapt and thrive in our ever-changing environment. Rebecca draws from deep experience across public, private, and not-for-profit sectors and has led significant workforce transformation projects across a diverse range of industries including education, health and research, resources, professional sport, and technology. Her extensive experience in workforce strategy, organisation design, capability development, facilitation and coaching provides school systems and schools the confidence, insight, and tools needed to tackle complex challenges. Rebecca is an experienced and credentialed coach and holds a Master of Human Resource Management.