Alison Fiddes, Hampton Park Secondary College
Alison Fiddes’ work to embed new instructional practice and evidence-based improvement is already shaping a more student-centred teaching approach at Hampton Park Secondary College.
Creating an inclusive and collaborative classroom culture where students work together, respect their diverse perspectives, and celebrate each other's achievements, Alison’s use of differentiated instruction and educational adjustments are ensuring the engagement of all students in learning.
Alison’s commitment to educational excellence and her ability to positively impact student learning outcomes is supported by her application of data to renew and develop teaching practice and programs. Playing a key role in developing developmental rubrics at the college, Alison’s innovative and measured approach has provided clear, actionable direction for student improvement.
Pivotal in writing and implementing the first year of the Victorian Pathways Certificate at the college, Alison's creativity and skill in developing curriculum has engaged some of the college’s most vulnerable students in education and created pathways to support their success.
Anthony Merlino, Richmond High School
In just over a year, Head of Humanities and English and Humanities Teacher, Anthony has greatly increased student agency in all of his classes while making an important contribution to learning and teaching development at Richmond High School.
As Year 7 English Subject Leader in 2023, Anthony led the development of a new unit of work that aimed to promote student agency, directly addressing low levels of connectedness to learning reported by Year 7 students in school-wide attitudinal surveys.
Anthony is passionate about fusing student agency with formative assessment techniques to promote academic, social, and emotional growth among his students. Strongly emphasising the use of exemplar models, scaffolding, step-by-step instruction, and regular formative assessment and feedback, he has significantly improved his students’ connectedness to learning.
An active contributor to the development of a school-wide instructional model, Anthony has led professional learning through facilitating model classrooms, sharing practice on how to best embed the new instructional model.
Michelle Magalona, Suzanne Cory High School
New teacher Michelle Magalona’s leadership in implementing evidence-based improvement is extending beyond her classroom at Suzanne Cory High School. Actively leading innovation and change initiatives within the school community, she is already improving the quality of education at the school.
Encouraging student voice and agency is at the core of Michelle's teaching philosophy. In her Year 10 Robotics class, she implemented a student-identified assessment that integrated Science, Technology, Engineering, and Mathematics (STEM). This project-based approach not only increased student engagement but provided a means for high-ability students to access differentiated learning opportunities. Involving students in the design of curriculum and assessment, Michelle fosters students’ ownership of learning which in turn, improves their outcomes.
Recognising the importance of staying ahead of curriculum changes, such as the introduction of AI and GitHub version control in the upcoming Victorian Certificate of Education’s Applied Computing Study Design, Michelle is ensuring the school is well-prepared to address emerging educational trends.
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