Hardie Fellowship recipients announced 25 November

Six Tasmanian teachers have been named recipients of the prestigious Hardie Fellowship.

The Hardie Fellowship provides teachers who are permanent employees of the Department for Education, Children and Young People with the opportunity to undertake a period of research or study at a University in the United States of America for up to one year, as an individual or as a member of a group.

Minister for Education, Children and Youth, Roger Jaensch, said the honour is awarded to teachers who have demonstrated excellence in their practice, offering both immediate and future benefits to public education and Tasmania’s students.

“This year’s Hardie Fellowship recipients are all highly accomplished and will undertake study with global leaders in their fields, gaining access to world class innovation and thinking and developing important global networks and links,” Minister Jaensch said.

“The recipients will undertake study and learning experiences across a range of areas including inclusive learning, agricultural education and cultural engagement.

“Educational leadership, a strong focus on curriculum and active engagement in professional learning is important to improving educational outcomes in Tasmania.

“Hardie Fellowship recipients contribute enormously to the growth and practice of education professionals across Tasmania, with new learnings and strategies being shared among our teachers to encourage best practice.

“I congratulate all of this year’s recipients and wish them all the best for their studies.”

This year’s fellowship recipients are:

• Marya Bell, Advanced Skills Teacher, Sheffield School;
• Anita Blom, Assistant Principal, Howrah Primary School;
• Rosalie Hayek, Inclusive Practice Teacher, Kingston High School;
• Ruby Lyons-Reid, Senior Curriculum Leader, Aboriginal Education Services; and
• Fiona Hancock, Manager, Inclusive Learning and Grant Maynard, Inclusive Practice Team Lead, Inclusive Learning

Minister Jaensch paid tribute to the late Professor Charles Dunn Hardie for his significant contribution to education in Tasmania and for establishing this valuable program.

“I would also like to acknowledge the role of TPT Wealth in administering the Hardie Fellowship.

“The Department has worked with TPT Wealth for two decades to provide immensely valuable professional development and study opportunities for so many innovators in our teaching community.”

BACKGROUND:

• The Hardie Fellowship was established by Professor Charles Dunn Hardie who was appointed Dean of Education at University of Tasmania in 1946 and remained there until his retirement in 1976.
• He was internationally recognised for his contribution to education. Following his death in 2002, a generous bequest of $7.5 million from his estate enabled the Hardie Fellowship to be established.

HARDIE FELLOWSHIP RECIPIENTS 2023-24:

Individual

• Marya Bell, Advanced Skills Teacher, Sheffield School

Study Focus: To study innovative U.S. agricultural education practices to inform Food and Fibre Education in Tasmania.

Individual

• Anita Blom, Assistant Principal, Howrah Primary School

Study Focus: To undertake the TEACCH practitioner Certification Program which provides a theoretical foundation and hands-on opportunities to assess and teach autistic individuals in a demonstration classroom setting.

Individual

• Rosalie Hayek, Inclusive Practice Teacher, Kingston High School

Study Focus: Investigating ways to develop trauma-informed skills in teachers and inclusive practice particularly with regards to neurodiverse students.

Individual

• Ruby Lyons-Reid, Senior Curriculum Leader, Aboriginal Education Services

Study Focus: To understand how learning through art and cultural heritage institutions can enrich the curriculum.

Group

Fiona Hancock, Manager, Inclusive Learning

Grant Maynard, Inclusive Practice Team Lead, Inclusive Learning

Study Focus: To explore how jurisdictional initiatives have informed school inclusive practices, particularly enriching learning and reducing suspension of students with complex behaviour and/or disabilities.