Event 
Agenda

Tom Bennett

Founder and Director of researchED

Tom has been teaching in the East End of London for thirteen years. He is the founder of researchED, a grass-roots, teacher-led project that aims to make teachers research-literate and pseudo-science proof. Since 2013, researchED has grown from a tweet to an international conference movement that, so far, has spanned three continents and six countries.

In 2009, Tom was made a Teacher Fellow of Corpus Christi College, Cambridge University. From 2008 to 2016 he wrote a weekly column for the TES and TES Online and is the author of four books on teacher-training, behaviour management and educational research. In 2015, Tom was long-listed for the GEMS Global Teacher Prize, and in that year was listed as one of the Huffington Post’s ‘Top Ten Global Education Bloggers’.

Tom recently chaired the Behaviour Management Group for the UK Department of Education and is currently their Independent Behaviour Advisor. He coaches teachers and schools internationally in all aspects of behaviour management and research integration.

Tom Sherrington

Teacher, Education Consultant, Author, Teacherhead Consulting

With over 30 years’ experience as a teacher and headteacher in the UK and Indonesia, Tom now shares his expertise through his education consultancy, Teacherhead Consulting and as Director of Teaching Walkthrus. He works closely with teachers and school leaders, guiding them to explore and implement contemporary educational strategies to elevate teaching and build great classroom practice.

A highly regarded speaker, Tom is frequently invited to present at conferences and CPD events on the international circuit and in Australia.

In 2014, Tom published his first book, Teach Now! Science: The Joy of Teaching Science and has since authored several more including the Teaching Walkthrus series and The Learning Rainforest. He is a founding trustee of the National Baccalaureate Trust, driving educational reform by seeking to establish a broader means of recognising student achievement.

Anna Masters

Principal of Merici College, Canberra

Anna is an educational leader of almost 40 years’ experience. She has worked in K-12, co-educational, boys, girls, independent, Catholic systemic, day and boarding schools, as well as in advisory and system leadership roles. These communities have been in NSW, Victoria and the ACT, in colleges offering both the local exit certifications as well as the International Baccalaureate. She is currently privileged to be in her fifth year as Principal of Merici College, Canberra, a Catholic College for girls of almost a thousand students, Years 7-12. It offers the International Baccalaureate MYP and DP as well as the Australian Curriculum and the Board of Secondary Schools Studies Certificate. She is also on the board of a co-ed university residential college. Anna seeks to inspire and ensure quality teaching and learning in schools. She is driven to keep alive cultures of learning that ensure the holistic growth of heads, hearts and hands in joyful communities where people can flourish. Her mantra is “I have come that they may have life and have it to the full.” (John 10:10)

Anna’s qualifications include a B.A. Hons (Sydney), Dip.Ed. (Sydney), M.A. Hons (Melbourne), M Ed Leadership Dist. (UNSW) and she is just about to complete a M. Theological Studies (ACYU).

Anna Taylor

Speech and Language Specialist, MultiLit

Anna is a proud descendant of the Noongar Balladong People of Western Australia, an experienced Speech Pathologist, and a PhD Candidate at Curtin University. Her doctoral research focuses on multidimensional assessment practices to enhance the accurate identification of oral language difficulties and disorders in children from school entry.

With 20 years of experience across clinical, training, research, and leadership roles, Anna has dedicated her career to improving children’s oral language and literacy outcomes. She has worked extensively in educational settings, supporting teachers and schools in implementing evidence-based language and literacy interventions. As Project Lead for MultiLit’s oral language intervention program, LanguageLift, Anna guided an interdisciplinary team through all stages of its development. She now leads a team of MultiLit Product Developers in creating a writing program.

Brooke Wardana OAM

Early Years Educator & Consultant

Brooke has made a profound impact on early childhood education in Australia. She is a Level 3 classroom teacher with a proven track record of improving student outcomes in disadvantaged schools.

Brooke has extensive expertise as an instructional coach and her authentic, engaging and pragmatic approach has inspired educators across Australia. Her advocacy for evidence-based practices has been instrumental in transforming literacy outcomes for students in diverse communities, supporting organisations such as the Fogarty Foundation’s EDvance and the Kimberley Schools Project.

In recognition of her outstanding contribution to early childhood education, Brooke was awarded the Medal of the Order of Australia (OAM) earlier this year.

Bruno Reddy OBE

CEO and Founder, Maths Circle

Bruno is a passionate advocate for maths-confident children. As the CEO and Founder of Maths Circle, a globally respected EdTech company, he has developed a series of award-winning programmes, including Times Tables Rock Stars and Numbots, which leverage the power of gamification and innovative design to help children acquire fundamental numeracy skills.

After teacher training through Teach First, Bruno co-founded King Solomon Academy in London, one of the highest-performing secondary schools in England. He has a keen interest in positive classroom culture and maths teacher effectiveness, particularly in modelling and questioning.

Bruno has advised policymakers at the Department for Education (UK), providing guidance on the development of mathematics curriculum and teaching methodologies and in 2024, was awarded an OBE for ‘Services to Education’.

CROON

Andrew Colrain, Colin Dean and John X

Performing together and on their own projects, these three performers have crossed the borders of many genres of musical entertainment, from Old Time Music Hall through Broadway style musical theatre, cruisy 70s acoustic harmony to the glitzy style of the Big Band Swing Era.

All have performed nationally in some form or another, including in revue style comedy at corporate dinners and conferences. In fact, it was this style of theatre that first brought the lads together.

Danny Pinchas

General Manager, Australian Institute for Teaching and School Leadership

Danny Pinchas has more than 15 years’ experience as a leader across the education sector and joined AITSL in 2013.

As General Manager, Teaching and School Leadership, Danny leads AITSL’s work across initial teacher education reform, quality teaching support, and school leadership development. Danny’s responsibilities involve driving and supporting the development and implementation of a range of policy initiatives and resources to empower teachers and school leaders.

Prior to joining AITSL, Danny held positions at the Victorian Department of Education and before that, spent several years in the Kimberley region of Western Australia, working in remote communities as a principal, teacher, and numeracy coach.

Dr Gerard Gaskin

Executive Director, Catholic Education Tasmania

Dr Gerard Gaskin is the Executive Director of Catholic Education Tasmania. Working closely with Archbishop Julian Porteous, DD, he leads a community of 38 schools and colleges, enrolling 17,000+ students and employing 4,000 staff.

Dr Gaskin has some twenty-five years of extensive and varied experience in senior system leadership and principal roles in four Australian Catholic systems: Executive Director (Catholic Education Tasmania), Director: Learning and Teaching (Tasmania), System-wide Curriculum Project Leader (Parramatta), Assistant Director of Schools (Wagga) and School Principal (Melbourne). He has a long history of active, practical leadership in Catholic Education, supported by publication and research in the burgeoning field of pedagogical innovation, specifically in the cognitive architecture of learning and teaching. His comprehensive range of academic and research qualifications includes a Master’s and PhD in the fields of theology, epistemology, pedagogy and educational leadership.

For many years Gerard lectured undergraduate students in the epistemological origins of pedagogy – drawing out the necessary engagement of the senses, imagination, intellect (reason) will and memory in the teaching-learning process. He is Adjunct Professor of Catholic Education at Campion College.

Glenn Fahey

Director – Education Program, The Centre for Independent Studies (CIS)

Glenn is the Director of the Education program at CIS, with a particular focus on education finance and accountability. Prior to joining the CIS, Glenn has held both policy- and research-intensive positions at the Centre for Educational Research and Innovation (OECD), Institute for Public Policy and Governance (University of Technology Sydney), and the Australian Treasury.

Most recently, Glenn’s work has included conceptual development of an accountability framework to support strategic governance of education systems across OECD countries. Glenn’s work has been published in academic journals including: Policy and Politics, Public Administration Quarterly, and Public Finance and Management, as well as in the OECD Education Working Paper Series.

Glenn has been awarded a Master of Economics from the University of New England and a Master of International Relations, Bachelor of Economics and Bachelor of Social Science from the University of New South Wales.

Jared Bussell

Director, Shaping Minds Australia

Jared Bussell is a Level 3 classroom teacher, school leader, and Director of Shaping Minds Australia, an organisation dedicated to delivering evidence-based professional learning, instructional coaching, curriculum expertise, and tailored teaching resources to educators and school leaders.

With extensive experience as both a teacher and a school administrator in diverse and challenging contexts, Jared has led successful school improvement initiatives across a broad range of settings. He excels in translating research into practical application, bridging the gap between educational theory and classroom practice. Through his dynamic approach, Jared shares exemplary teaching resources through live demonstration in classrooms all over Australia, empowering educators to elevate practice and improve student outcomes.

Jennifer White

System Lead – Curriculum & Pedagogy, Catholic Education Tasmania

Jennifer is System Lead: Curriculum and Pedagogy for Catholic Education Tasmania (CET). Over the last three years she has led CET’s Insight into Learning initiative. Founded on knowledge rich curriculum and high impact teaching practices, Insight draws from the best of pedagogical practice as informed by the latest advances in the neuroscience of learning. Delivering educational reform across Catholic Education Tasmania, Jennifer has led the design and implementation of Insight since its inception and in September 2025 will convene CET’s thirdTeaching Matters: Science of Learning National Summit.

Jennifer has been a senior educator within the secondary sector in Victoria and Tasmania for over 20 years, delivering curriculum redesign and leading evidence-informed professional learning opportunities. As System Lead for Curriculum and Pedagogy with Catholic Education Tasmania, Jennifer has led programs for educational growth and intrastate networking across remote and rural regions of Tasmania. Prior to commencing the Insight initiative, she provided executive oversight to the design and implementation of Catholic Education Tasmania’s Literate Learners for Life, based on the Science of Reading.

Jennifer’s qualifications include a Master of Education Degree (Arts Administration) (Royal Melbourne Institute of Technology), Post Graduate Diploma in Visual and Performing Arts (Royal Melbourne Institute of Technology), Bachelor of Arts Degree (English Literature and Drama and Theatre Studies) (Monash University), and Diploma of Education (University of Melbourne).

Dr Jenny Donovan

CEO, Australian Education Research Organisation

Dr Jenny Donovan is the inaugural CEO of the Australian Education Research Organisation. Prior to this role, she established and led the Centre for Education Statistics and Evaluation (CESE) as Executive Director for 8 years.

Dr Donovan began her career as a high school teacher in Sydney’s western suburbs. She has worked in a number of education roles in operational and policy areas, including some years as Deputy Director of a not-for-profit education assessment agency at the University of New South Wales.

In 2023, she was a member of Professor Mark Scott’s Teacher Education Expert Panel which delivered recommendations for reform to Initial Teacher Education that were accepted by Australia’s Education Ministers. As a result, an evidence-based core curriculum will be implemented in all initial teacher education.

In 2024, Jenny was appointed as an Adjunct Associate Professor at La Trobe University’s School of Education.

Jenny holds a Bachelor of Arts with a Diploma of Education from Macquarie University, an MA (Hons) from UNSW and a PhD in history from the University of Sydney.

Jordan O’Sullivan

Director, Shaping Minds Australia

Jordan is a teacher, school leader and a director of Shaping Minds Australia, an organisation that enables teachers and school leaders to thrive by providing evidence-based professional learning, instructional coaching, curriculum expertise and customised teaching resources. Their evidence-based practices, vetted by extensive research, have created a significant and lasting impact on the organisations they have worked with, not to mention the hundreds of schools they have also visited for demonstration and coaching.

With an interest in cognitive science and research in education, as well as over a decade in teaching and school leadership, Jordan has successfully led curriculum changes and instructional innovations throughout his career.

Jordana Hunter

Education Program Director, Grattan Institute

Jordana Hunter is the Education Program Director at Grattan Institute. She has an extensive background in public policy design and implementation, with expertise in school education reform as well as economic policy. She has co-authored a number of Grattan reports on school education, focusing on education strategy and teacher professional learning.

Her particular research interests are in approaches to designing government policies to support quality teaching and evidence-based literacy and numeracy instruction.

Kerrie Flynn

Education Program Director, Grattan Institute

Kerrie Flynn is Principal of St Peter Chanel Catholic Primary School in Smithton, Tasmania, a role she has held since 2021. Over the past five years, she has led strategic change in teaching and learning with a focus on building a knowledge-rich curriculum and high expectations culture. Her leadership has been instrumental in driving whole-school improvement across a remote, rural educational setting.

Prior to her principalship, she held senior leadership positions at Marist Regional College in Burnie, including Deputy Principal: Wellbeing and Deputy Principal: Teaching and Learning, where she played a key role in curriculum development and initiatives. With over 35 years of experience in education, her career has spanned primary and secondary sectors, with specialised roles in student support, advisory teacher for hearing impairment and auditory-verbal therapist supporting young deaf children with cochlear implants.

Kerrie’s qualifications include a Diploma of Teaching, Bachelor of Education, Graduate Diploma in Hearing Impairment, and a Master of Learning Management.

Prof Lorraine Hammond CF AM

Professor of Early Years Literacy, The University of Notre Dame Australia

Lorraine’s expansive career has revolutionised reading education in Australian schools and universities. Specifically, Lorraine has worked and researched early literacy and high-impact instructional strategies with a focus on learning difficulties.

Lorraine completed a Master’s and PhD on the prevention of reading and spelling difficulties and, in 2002, was awarded a Churchill Fellowship (CF). In 2019, Lorraine received an Order of Australia (AM) for her contribution to tertiary education and the community.

Since 2017, Lorraine has developed and presented professional learning on evidence-based literacy strategies for the Kimberley Schools Project, which supports 23 remote community schools in the north of WA.

Lorraine has applied her extensive expertise from the Catholic Education Canberra Goulburn Catalyst program to provide invaluable support to Catholic Education Tasmania in implementing Insight into Learning.

Lyn Stone

Linguist & Author and Founder, Lifelong Literacy

Lyn is an educational linguist, author and owner of the consultancy and tutoring practice, Lifelong Literacy.

At Lifelong Literacy, Lyn and her team create research-informed professional development seminars for teachers and other education professionals. Her goal is to help teachers awaken linguistic curiosity in their students, using creative, engaging tools and strategies that are based upon scientific consensus as to what constitutes best practice.

Lyn has extensive classroom-teaching experience and provides specialist literacy education for groups of at-risk students as well as training for teachers. Her three best-selling books, Spelling for Life, Language for Life and Reading for Life have been used by teachers for over a decade and have attracted worldwide acclaim.

Marisa Matthys

Principal of St Mary’s Greensborough and Chair of the North East Zone of Principals, Victoria

Marisa Matthys is currently Principal of St Mary’s Greensborough and Chair of the North East Zone of Principals. She was appointed to Greensborough in 2020. Her first Principalship was at St Michael’s Parish School Ashburton from 2012 to 2019.

Marisa is passionate about Catholic school and system improvement and meeting the needs of all learners through high expectations and explicit teaching. She is dedicated to empowering others and building strong leadership dispositions in a climate of psychological safety and trust. Marisa believes research based, evidence informed practices and a multi-tiered system of support provides a climate where all students can flourish. She is committed to building a hope-filled society and creating trusting relationships with parents, staff and students.

Marilyn Fleer PhD FASSA

Emeritus Sir John Monash Distinguished Professor

Laureate Professor Marilyn Fleer is an Emeritus Sir John Monash Distinguished Professor, at Monash University, Australia. She was awarded the 2018 Kathleen Fitzpatrick Laureate Fellowship by the Australian Research Council and was a former President of the International Society of Cultural-historical Activity Research (ISCAR).

Marilyn holds the positions of an honorary Research Fellow in the Department of Education, University of Oxford, was a second professor position in the KINDKNOW Centre, Western Norway University of Applied Sciences from 2018 to 2023, and has been bestowed the title of Honorary professor at the Danish School of Education, Aarhus University, Denmark.

She was presented with the 2019 Ashley Goldsworthy Award for Outstanding leadership in university-business collaboration, elected as a fellow of the Australian Academy of Social Sciences, and inducted into the Honour Roll of Women in Victoria as a change agent.

Matthew Ives and his Big Band

Matthew Ives and his Big Band is a 16-17 piece big band that performs a large variety of swing and other tunes from show numbers to more popular vocals.

The Big Band was formed as a result of Matthew needing a practical outlet to contextualise his PhD project. The repertoire of the big band is primarily chosen from the Buddy Rich Big Band chart list and consists of arrangements with titles such as Love For Sale, Wave, Big Swing Face, Groovin’ Hard, and Keep the Customer Satisfied. The band is now able to reprise big band vocal standards such as I’ve Got You Under My Skin (ala Frank Sinatra) and Cheek to Cheek (ala Ella Fitzgerald).

Michael Roberts

Mastery Schools Australia, COGlearn

Michael is the Executive Director of COGlearn, a pioneering consultancy focused on improving student learning and teacher practice. He also serves as the Executive Principal of the Arcadia Group of schools, which is dedicated to supporting disengaged youth. With an extensive career in education, Michael has been a principal across ten Queensland schools and has been influential in transforming student outcomes. His extensive expertise led him to South East Asia, advising on and establishing quality assurance practices and supporting the integration of the Singapore and Australian curricula, to the benefit of international and Vietnamese students.

In 2017, Michael was invited by the Federal Minister for Education to serve as one of two school principals and eight experts on the Gonski Panel – Review to Achieve Educational Excellence in Australian Schools. The review culminated in a report issued in April 2018, which is expected to be highly influential in determining education policy and practice over the next decade.

Holding an honours degree in psychological science, Michael integrates cutting-edge, research-based principles into his work, leveraging his expertise to enhance student learning and drive exceptional staff performance.

Dr Nathaniel Swain

Teacher, Instructional Coach, Researcher and Writer

Nathaniel is a teacher, instructional coach, researcher and writer. Currently, Nathaniel works as a Senior Lecturer of Learning Sciences & Learner Engagement at La Trobe University. Originally educated as a linguist and speech-language pathologist, Nathaniel became a classroom teacher to pursue his lifelong dream of assisting every child to achieve their best.

Nathaniel has worked with a range of educators in schools and universities to ensure that students learn in an effective and engaging manner. He is the founder of Think Forward Educators – a community committed to promoting social equity in education using the Science of Learning, which boasts a membership of over 25,000 teaching professionals from around Australia. Most recently, Nathaniel published a book on his learnings titled: Harnessing the Science of Learning: Success Stories to Kickstart Your School Improvement.

Pamela Snow PhD MAPS

Distinguished Professor of Cognitive Psychology, La Trobe University & Co-Director, SOLAR Lab

Pamela Snow is a registered psychologist whose career began in the field of speech-language pathology. Pamela is widely recognised for her groundbreaking research on language disorders in vulnerable children and adolescents, exploring its significant impact on academic success and overall well-being. Pamela’s work has influenced speech-language pathology practices and shaped policies within the education and justice systems, both nationally and internationally.

Currently, Pamela works as a Professor of Cognitive Psychology and Co-Director of the Science of Language and Reading (SOLAR) Lab in the School of Education at La Trobe University. The SOLAR Lab, established by Pamela and her colleague, is a platform for research, teaching, advocacy and postgraduate supervision focusing on strategies to promote literacy success in reading, writing, and spelling in educational settings.

With over 200 published works, Pamela continues to contribute significantly to the field. Her upcoming co-authored book, Evidence-Based Support for Children and Young People with Additional Needs: The Roadmap, is set to be released later this year.

Patrick Ellis

Education Lead, Catholic Education Archdiocese of Canberra & Goulburn (CECG)

Patrick is the Education Lead at Catholic Education, Archdiocese of Canberra & Goulburn (CECG), where he oversees Teaching & Learning across all 56 schools which includes the implementation and ongoing evolution of Catalyst, CECG’s system-wide approach to teaching and learning. This work, informed by the Science of Learning and Science of Reading has involved designing and implementing evidence-based professional learning, resources and supports to transform and embed High-Impact Teaching Practices (HITP) in every classroom promoting equity and excellence for all.

A certified Lead Teacher and HALT assessor, and completing further studies in Educational Leadership, his leadership journey has spanned Catholic school systems in Parramatta, Wilcannia-Forbes, and Canberra-Goulburn. Patrick’s leadership experience includes multiple principalships across varying contexts including remote and highly complex school communities. In recognition of his impact on educational leadership, he was recently awarded an ACT ACEL Fellowship Award for his outstanding contribution to the profession.

Patrick’s leadership is shaped by a strong moral purpose – to ensure every student receives a high-quality education, regardless of context. He is recognised for his relational leadership style, commitment to supporting the classroom teacher, belief in the power of collaboration, and his drive to support school leaders to deliver meaningful change for impact. His leadership continues to contribute to practice and policy across the system and within the broader education landscape with engagement with various systems, departments and schools across the country.

Saroo Brierley

Businessman and Author

Saroo Brierley brings his inspirational story to our Gala Dinner. After being separated from his family at the age of 5, he was adopted by an Australian family and brought up in Hobart. He spent years trying to track down his old town, relying on his 5-year-old memory and Google Earth. In 2012, after 25 years of separation, he was reunited with his mother.

Saroo’s remarkable story of survival and sheer determination was told in his autobiography A Long Way Home and reached a global audience with the film Lion starring Dev Patel and Nicole Kidman.

Saroo’s story is one of hope and resilience; a reminder of the power of perseverance and the human spirit’s capacity to overcome extraordinary challenges.

Shauna-Maree Sykes

Chief of Education, Strategy and Performance, Melbourne Archdiocese Catholic Schools (MACS)

Shauna-Maree Sykes is the Chief of Education, Strategy and Performance for Melbourne Archdiocese Catholic Schools. Shauna holds a Bachelor of Arts degree from Monash University, a Bachelor of Education degree, a Postgraduate degree in Curriculum Leadership from Melbourne University, and a Master’s degree in Educational Leadership from Australian Catholic University.

As a former F-12 teacher, Shauna has a passion for enhancing and improving Teaching and Learning practice in Catholic schools, and has led the development of several reforms and transformations at MACS over the last 8 years, including the MACS2030 Strategic Plan, and the Flourishing Learners Position Statement, Vision for Instruction. Shauna is committed to the enhancement of teacher practice and in turn, improvement of equitable outcomes for all students in MACS schools.