The Best Educators in Australia Influencing Culture and Reform

• education leaders, including but not limited to, founders and administrators of a school or program
• changemakers who have made an impact on many students and school communities in Australia in the face of adversity
• award-winning educators and leaders that have been recognised for their contributions to the Australian education industry
• educators who have demonstrated innovation and creativity that are driving the education industry forward

It is a key time for 2024’s Most Influential Educators due to the current situation in Australian education.

According to the Australian Curriculum, Assessment and Reporting Authority (ACARA) in 2023:

• There were 311,655 full-time equivalent teaching staff in Australia – an increase of 4,427 (1.4%) from 2022
• Staff numbers closely reflected enrolments, with 62.6% of schoolteachers employed in government schools, 19.3% in Catholic schools and 18.2% in independent schools

^{Female = white; Male = orange}

This is also a critical time for influential educators to be active due to the trend of educators wishing to leave the profession before retirement.

Comparing 2019 to 2022 data from the Australian Institute for Teaching and School Leadership shows:

• 11% increase in the teacher workforce
• 6% increase for classroom teachers
• 9% increase for middle leaders
• 11% increase for senior leaders 
• 5% increase for casual/relief teachers

There is an opportunity for TE’s Most Influential Educators of 2024 to use their skills, expertise and knowledge to reverse this trend.
 

Being in the right place at the right time can’t be underestimated.

While still a deputy principal, Salakas began the #aussieEd movement on Twitter, now X. At its peak on Sunday nights, there would be between 15,000 and 20,000 educators using the hashtag. They would share views and compare ideas, and Salakas would involve international experts. It progressed to each #aussieED tweet having a reach of a few million.

“I rebranded myself and leant into my passion, which is very much education technology and promoting good digital teaching practice,” says Salakas.

Since then, things have snowballed. He took on a role at the New South Wales Department of Education, setting up initiatives and collaborations with big tech. Then the pandemic hit, which, ironically, was a boost for Salakas.

He says, “For someone who has devoted their whole life to digital education, suddenly I had to do that on a mass scale in an insanely short time period.” 
 

“We need to use AI to lighten the grunt work of teachers to spend more time on humanity and relationships and get back to the traditional craft where we can mentor and uplift students to heights they’ve never been able to go before”
Brett SalakasHP

During one lockdown, there were eight million downloads of the resources Salakas’ team had put together. The next step was an offer from HP to become their education ambassador for Australia, and that has been extended to New Zealand.

“I’ve got the absolute coolest job in the world,” Salakas says. “I don’t have a sales component; my job is literally to advocate for good digital practice in teaching. I operate at a level that helps shape the digital policies of some departments of education and some independent schools. I get to help everybody.”

A major focus for Salakas is addressing the issue of large expenditures on hardware without focusing on enabling teachers to maximise their effectiveness.

He says, “HP gives me a long leash, and I do a lot of thought leadership stuff. I value add, and I really ensure that when a school or a system has hardware, that the appropriate training and support are there so that teachers are upskilled and the actual learning is improved as a result.”

There are costs to training, but Salakas helps schools make this as efficient as possible, and all of his thought leadership and advocacy come free.

Examples of the influence Salakas work creates are Berry Springs Primary School in Northern Territory. They won the 2024 GlobalEdTech award for best co-production project – edtech company and school working together for their Reinvent the Classroom project.

HP’s data illustrates the effectiveness of the collaboration:

In addition, he can offer help to any school or department, regardless of whether they have HP hardware.

Salakas says, “I get to talk about all the different tools and techniques. Once you’ve got a computer, you’ve already got the product I get to talk about; I talk about the actual teaching practice.”

Another strand of Salakas’ influence is book publishing under his imprint, Mammoth Learning.

It came from the success of his own book, A Mammoth Lesson: Teaching in the Digital Age, which received global acclaim.

He says, “I did that partnership with the company Code Breaker. We had the idea that with their infrastructure, I could set up a company that is a backdoor way that educators can get their books out.”

Upcoming releases feature topics such as AI in teaching and authentic assessment, while those already published are:

• The Engaging Science Classroom by Kelly Hollis
• History, Her Story, Our Story by Kelly Chase

Salakas adds, “My goal is at first to get 20, and then the big goal is to get 50 Aussie teachers who would not normally find a way to tell their story and give those teachers a platform.”
 

The power of self-reflection is extensive. That’s what led Stratford to realise her path lay elsewhere, despite a stellar 32-year career rising to the level of deputy principal. It hit her as she awaited the result of an interview to become a school principal.

She says, “I realised this is not what I want to do, and I could have a wider impact. When I got the news that I didn’t get through to the next round, I said to my husband, ‘Open a bottle of champagne’.”

Since then, Stratford hasn’t looked back and founded her firm in 2015, which equips teachers across Australia and New Zealand with the skills to be better leaders.

To do this, she utilises:

• an evidence-based approach
• behavioural analysis
• profiling
• 360-degree feedback surveys

The gap that she is addressing is that good teaching and an ability to communicate with students often lead to promotions.

“It’s a completely different world leading adults, working with your peers, and driving a vision forward for your team than teaching in your classroom,” Stratford explains. “Those colleagues were your friends before you became a leader, and now you've got to be somebody who’s directing them and pulling them up on things that perhaps the school needs them to be doing.” 
 

“I really encourage people to observe all of the leaders around them, so that they can work out what they like and what they don’t like”
Janine StratfordCoaching Focus

Coaching Focus relies on an evidence-based approach. It’s first initiative was The Leading Edge: Women in Education Conference.

It’s still running, but Stratford comments, “I had this thought that it’s women who aren’t being given the insight, but in fact, men are not being given it either. I don’t think it’s going to be long before we have no more just women in education conferences like mine, but leadership insights for everyone.”

Coaching Focus does offer a range of programs and events for all educators.

For individuals:

• Coaching, Resumes and Interviews
• The Leading Edge: Women in Education Conference
• Leadership Blueprint – Leading Strategically
• Elevating Leadership Program

For schools:

• Customised Programs
• Leadership Development for Middle Leaders
• Leadership Coaching
• Coach Training Programs

They all involve a high degree of detail, which is an expertise Stratford has honed.

She says, “I have done some quite intensive training as a behavioural analyst so that I can read people’s behavioural styles and therefore adjust my approach to suit them better.”

And she continues, “I get feedback from people around them, various line managers or people that they report to, or we'll do a 360 survey to get more feedback.” 

Another key to the success of her work is confidentiality. There’s a level of trust, and it allows Stratford to explore areas that the teachers may not have felt comfortable with previously.

“I’m telling them things they might have heard in a different way from other people, but they’re not hearing them with as much clarity and understanding as when they work with me,” she says. “I don’t just give them feedback; I help them find new ways of leading and working with other people.”

Additionally, Stratford has become so influential due to her credibility. That’s because she has been there and done it.

She says, “They’re so grateful that I understand their world and that I can help them identify what they need to do a bit differently.”

The biggest vote of confidence Stratford can give to her success is how it would have impacted her own career.

“If I had been exposed to some of the content that I deliver now when I was first stepping into more senior leadership positions, I think the course of my career would have been different,” says Stratford. “I probably would have ended up being a principal because I would have found the transition wasn’t as hard as it was if I’d been given more of the insight that I now share with others.”
 

Welding together cutting-edge technology and cultural diversity is a formidable package.

Along with her role as senior Chinese language teacher at St Margaret’s, Li designed and led the talented team running the AI-driven edtech platform Qeeri, which is partnered with Microsoft and has raised AUS$500,000 in investor funding.

The smart solution provides comprehensive job market analysis and hyper-personalised recommendations to help students make informed decisions about potential education and employment pathways.

Li explains, “When students finish Year 10, some have no idea what they want to do. But if you think about it, we have the kids for 10 years at school; how can we fail to lead them to know what they’re good at?” 
 

“I am going beyond teaching; I’m building a community”
Sabrina LiSt Margaret’s Berwick Grammar

Qeeri enables students to see what jobs are in demand and predicts what will be popular by the time they are ready to graduate from further education. It also has the capability for teachers to input information on the students and for students to do self-assessments. Therefore, Qeeri not only shows them how the job market is evolving but also suggests avenues that fit their strengths.

“The reports it generates might say, for example, ‘Your math’s not good enough for what you want to do’, but it will help students and show them how to get there. It will suggest YouTube channels, websites, specialised tutors or mentors and other resources they can use.”

And Li adds, “They don’t want to do something they’re not going to use in the future, and I want them to avoid going to university and spending so much money, and maybe end up still not knowing what they want to do.”

Showcasing culture and promoting inclusion also matter to Li, a first-generation immigrant to Australia. That’s why she is also the International Students Coordinator at St Margaret’s which hosts students for weeklong programs from China.

In July 2024, 72 students took part in the exchange, with support from the City of Casey. The benefits work both ways and extend beyond improving their English.

“China is very competitive; it’s more about the academic score, but a problem for Chinese students is the lack of collaboration,” Li says. “They come here, and they understand the purpose of learning; it’s not for an exam; it’s actually to be used in life.” 

Conversely, the Chinese students showcase the differences in their society.

Li says, “It gets the Australian kids curious; it makes them want to go to China or other places and explore another culture. It’s important to bring that diversity and inclusion into schools.”

Li completes her school day and works often until 11 pm on Queeri and the immersive study tours. This dedication saw her named in the 40 Under 40 Most Influential Asian-Australian Awards 2022 in the education category.

She says, “I don’t mind the hours; I love what I do.”
 

Responsibility rests on the shoulders of TE’s Most Influential Educators 2024. Below, they share how they want to use their power and the legacy they seek to leave.

Salakas: “I don’t think I’m particularly smart or any more gifted than any teacher. The thing that I seem to be able to do well is build communities and networks. That’s the power of change; if you want to have real societal change, you’ve got to do it together. I’m like the metaphor of a love boomerang, the more positivity that we spin out, the more will come back. That’s how we influence education.”

Stratford: “It was told to me a few years ago that people needed to hear from me. It was interesting because the insight that I have and the experience that I’ve gained are really helping people. So, the influence that I think is important for me and others like me to be sharing is good strategy, good leadership practice, how to bring communities together, and how we can work to improve the education profession and our school communities for our young people.”

Li: “Teaching should be a diverse and inclusive profession. As first-generation migrants, we are often well-represented in fields like banking, accounting, technology, and finance, but teaching still needs more diversity. I want others to feel that they can achieve promotion and gain further opportunities. By winning this award, many Chinese educators will know they also have a chance to succeed, and that's really important for my community."

The Best Educators in Australia Influencing Culture and Reform

• 
  Brett Salakas
  HP Education Ambassador
  HP
   
  
• 
  Janine Stratford
  Founder, Leadership Coach, Coach-Trainer and Career Strategist
  Coaching Focus
   
  
• 
  Sabrina Li
  International Students Coordinator, St Margaret’s Berwick Grammar
  Founder, Qeeri.ai
  Ambassador, Upschool.co
   
  
• 
  Anne Johnstone
  Principal
  Ravenswood School for Girls
   
  
• 
  Brad King
  Head of Performance
  St Margaret’s Anglican Girls School
   
  
• 
  Justin Roberts
  National Program Director, ReLATE
  The MacKillop Institute
   
  
• 
  Meagan King
  Deputy Principal
  Canterbury College
   
  
• 
  Ronnelle Sanders
  Lead Teacher and EAL/D Coordinator, K-6
  St John’s Anglican College
   
  
• 
  Tracey Ezard
  Director
  Tracey Ezard
   
  

• Adam Inder
  Senior Researcher
  Australian Education Research Organisation
• Adam Mostogl
  Founder and Inspirer
  illuminate Education Australia
• Adrian Camm
  Principal and Managing Director
  Westbourne Grammar School
• Anna Owen
  Principal
  Sunshine Coast Grammar School
• Ashley Keith Pratt
  Deputy Principal
  Southern Cross Grammar
• Bernie Mills
  Director of Experiential Education
  Firbank Grammar School
• Carl Merrison
  Aboriginal Education Officer, The Remote Teacher
  Author, NSW Department of Education
• Catherine Shaw
  Head of School
  The Nature School
• Christina Luzi
  Head of School
  St John XXIII Catholic College
• Dr Christopher Hudson
  Lecturer
  Federation University Australia
• Christopher Lassig
  Assistant Director – General Reviews, Curriculum, Teaching and Learning
  Queensland Department of Education
• Daniel Edwards
  STEM/Digital Technologies Teacher
  Montello Primary School and Parklands High School
• Daniel Thomas
  School Principal
  Melbourne Montessori School
• Danielle Searles
  Visual Arts Teacher and Intervention Teacher
  Casey Grammar School
• Eddie Blass
  Founder and Chief Executive Officer
  Inventorium
• Gavin McCormack
  Co-Founder
  Upschool.co
• Helen Jamieson
  Executive Principal
  Corinda State High School
• James Kennedy
  Director
  Kennedy College
• Jarod Costantini
  Acting Dean of Staff
  Stuartholme School
• Jeremy Otto
  Director of Teaching and Learning, Prep to Year 12
  Westbourne Grammar School
• Keith Graham, OAM
  Senior Principal Reviews and School and Regional Reviews
  Queensland Department of Education
• Kelly Hollis
  Australia Curriculum Specialist
  Education Perfect
• Liv Pennie
  Chief Executive Officer and Co-Founder
  BECOME Education
• Mackenzie Burn
  Deputy Principal
  Mitchelton State High School
• Matt Hawkins
  Director and Chief Executive Officer
  Edmund Rice Education Australia Flexible Schools
• Matthew Pitman
  Senior Program Lead (Head of Secondary 7–12)
  Global Village Learning
• Michelle Chomiak
  Digital Technologies Teacher
  St Mark’s Anglican Community School
• Mitchell Mills
  Head of Year 11/12 and Senior Physical Education Teacher
  Saint Stephen’s College
• Nicole Dyson
  Founder and Chief Executive Officer
  Future Anything
• Noel Mifsud
  Chair
  Multicultural Education and Languages Committee
• Rebecca Birch
  Director of Research and Practice
  Queenwood School
• Rosie Connelly
  Teacher and Autism Inclusion Specialist
  Playford Primary School
• Sarah Warby
  Leader of Professional Growth
  Hills Grammar
• Shyam Barr
  Professional Associate (Adjunct)
  University of Canberra
• Simon Done
  School Principal
  Maryborough State High School
• Tyson Greenwood
  Director
  URSTRONG