The work of Highly Accomplished and Lead Teachers builds pedagogical excellence and has resounding benefits for the whole school community.

Winifred West Schools: Frensham and Gib Gate

“I’ve always wanted to be in the classroom – that’s where my passion is. As an experienced teacher, sometimes the regular progression is that you would apply for an assistant principal role but for me that would take me away from the classroom and I like to be there; I like to be involved and I like to program for everything.

“There’s a lot of energy in teaching.”

These are the words of Jennifer O’Rourke, a staff member of Gib Gate School and one of NSW’s Highly Accomplished Teachers (HATs).

Jennifer began her accreditation in 2010 and achieved Highly Accomplished Teacher three years later. Her aim was to enhance her teaching practice and gain recognition for the work she has done within and beyond the classroom.

Sally Robson, Gib Gate’s Head for the past 15 years, says her two Highly Accomplished Teachers including Jennifer and Lynn Venish, are worth their weight in gold. Their passion for teaching and learning and their commitment to achievement and professionalism, their skill in differentiating the curriculum and leading professional learning has greatly contributed to a culture of excellence within the school.

Left: Jennifer O'Rourke, Sally Robson, Lynn Venish

“Their expectations of their teaching and learning are exponential – there is no ceiling for them. That general feeling is shared among staff; that everybody is striving to improve practice and to learn from one another,” Ms Robson says.

“Their ability to work with a colleague, share their experience, to be fully involved in our Teacher Learner Community – and be contributing at the same time – has benefits for the staff and the students.”

The HATs lead the school’s Teaching Learning Community (professional learning program) and provide feedback to the teaching staff at both Winifred West Schools. 


As part of their maintenance they facilitate professional learning, present workshops to parents (which contributes to the school’s communication and promotion strategy) and mentor new teachers. Principal, Julie Gillick, says the teachers model the skills and aspirations that every school wants to nurture.


“First, through the rigorous accreditation process and then through their daily practice. Our Highly Accomplished Teachers are directly accessible to colleagues to share their professional approach and skillset,” Ms Gillick says.

“Inherent in the accreditation process and the status achieved is the significant recognition of expertise that is visible and celebrated for all the right reasons.”


Barker College

Barker College, a large NSW independent school on Sydney’s North Shore, has on staff six Highly Accomplished and Lead Teachers. Head Dr Phillip Heath AM says from the inception of the scheme in 2006 the college has been supporting teachers to advance in their professional standing, especially at the Highly Accomplished Teachers and Lead levels.

“Despite the demanding nature of reaching this professional standard, in addition to the growth of the candidates, there have been manifest benefits to the teaching community at the school,” Dr Heath says.

“Our Highly Accomplished and Lead Teachers carry the substantial influence of being externally accredited by a respected professional organisation. Their contribution to the school’s educational leadership capacity is affirmed by the accreditation process and all that it demands. Their awareness of a standards-based judgement process, moreover, has informed numerous committees of management as we continue to engage in the complex dynamic of educational leadership.”

Greg Cunningham, Barker’s Director of Development and Accreditation, says contribution to the school’s educational leadership capacity is affirmed by the demands of the HAT process.

Greg Cunningham, Highly Accomplished Teacher, Barker College

 “All of these teachers are involved in mentoring or coaching or supervising staff – they are members of our Teacher College so they’re all teacher coaches, apart from the work they do in their teaching disciplines.

Interviewing teachers who have been accredited at one of the higher levels and their principals, has reaffirmed the value of teachers becoming accredited for the students in their classes, their colleagues and school communities. 

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Congratulations to 2019 NSW Highly Accomplished and Lead Teacher award recipients Lisa Weingarth (Emmanuel Anglican College), Tara Hennessy (Claremont College) and Rachel Mitchell (Coogee Boys' Preparatory School). 

They were recognised at an award ceremony by NSW Minister for Education The Hon. Sarah Mitchell, MLC and AISNSW Chief Executive Dr Geoff Newcombe AM on the 10th of September in Sydney. (Rachel Mitchell not pictured)