SCPA NSW Annual Awards

Practitioner of the Year

In addition to the general criteria, the Practitioner of the Year nomination must address how the nominee:

• Criterion One: Demonstrates admirable professional practice in their role as School Counsellor or School Psychologist.
• Criterion Two: Develops and maintains strong collaborative relationships within school communities, peer networks or multidisciplinary teams to promote positive student wellbeing and mental health outcomes.

2025 Finalists

Laura Anderson - Previously of Athelstane Public School*

Laura exemplified admirable professional practice as a school counsellor, leaving a profound legacy in her school community before her passing in late 2024. Her tireless dedication to supporting students and colleagues was evident in her compassionate, proactive approach. Laura consistently prioritised the wellbeing of others, never refusing a request for support and always striving to uplift students and families, embodying the adage of a rising tide lifting all boats. Her commitment to professional growth was remarkable. Despite the demands of her role and the background of her long-term health concerns, Laura pursued a master's degree part-time, demonstrating an inspiring willingness to learn and enhance her practice. This dedication translated into her work, where she modelled exemplary practice through structured, purposeful case presentations that provided clarity and direction for her colleagues and supported effective student interventions. Laura's empathy and resilience shone brightly, even in the face of adversity. While battling illness and enduring pain, she expressed a desire to continue working from the hospital, reflecting her unwavering commitment to her students' welfare. Her selflessness and strength inspired those around her, fostering a collaborative and supportive environment within the school. Colleagues regarded Laura as a beacon of professionalism, whose warmth, expertise, and generosity elevated the entire team. Her ability to connect with students and families, combined with her empathetic approach to counselling, ensured meaningful outcomes. Laura's legacy as a compassionate, skilled, and dedicated school counsellor continues to inspire, reflecting the highest standards of professional practice in our service.

Laura cultivated strong collaborative relationships within her school community, peer networks, and multidisciplinary teams, significantly enhancing student wellbeing and mental health outcomes. Her ability to thrive in challenging environments was evident in her capacity to inspire and bring out the best in colleagues, fostering a cohesive, supportive team dynamic. Laura's leadership shone through her development and delivery of impactful programs like Get Lost Mr Scary and Grow Your Mind for younger students, promoting emotional resilience and mental health awareness. These initiatives demonstrated her commitment to collaborative, proactive support for students. She also strengthened our SPE team by providing valuable resources, such as cross-battery assessments, enabling tailored interventions that improved student outcomes. Her exceptional partnership with the Student Support Officer and members of the executive team at her high school exemplified her ability to effectively collaborate, ensuring seamless support for students. Laura's dedication extended to peer support, offering thoughtful supervision and guidance to colleagues, including myself, which enhanced professional practice and morale. Her active participation in meetings, where she provided leadership when needed, further underscored her collaborative spirit. Laura's ability to listen, share insights, and drive collective action made her a trusted and inspiring figure. Her warmth, professionalism, and unwavering commitment to student wellbeing fostered trust and unity within the school community. Laura's legacy as an amazing person lies in her ability to nurture relationships that empowered others, creating a ripple effect of positive mental health outcomes for students and staff alike.

Libby Egerton - Dee Why Public School

Libby is a dedicated and compassionate school counsellor who consistently goes above and beyond in her role. She is deeply committed to the well-being of her students, always prioritising their best interests even when this requires courageous conversations or choosing a more challenging path. She speaks with honesty and integrity, ensuring she remains a strong advocate for the young people she supports. Libby exemplifies the theme of Together We Grow by fostering collaboration between students, families, and schools. She has worked across a wide range of educational contexts including mainstream, supported settings, primary, and high school developing an exceptional breadth of knowledge and competencies. At one high school, Libby championed the introduction of regular targeted wellbeing meetings to enhance staff capacity and improve consistency of student support. These sessions became a platform to share strategies, build collective skills, and promote a stronger understanding of student needs. The initiative was so successful that the school has continued these meetings long after Libby's tenure, with staff describing them as an enduring asset to the wellbeing team. Committed to her professional growth, Libby has pursued postgraduate study through a Master's Program and specialist professional learning focused on neurodivergence. She has trained in the use of neurodivergent-affirming assessment tools, such as the MIGDAS 2, and uses her expertise to write reports that provide students and families with affirming, practical insight. This work has enabled many young people to better understand themselves and has created a foundation for growth across their social, academic, and communication skills. Libby also facilitated a Seasons for Growth small-group intervention for students in supported classes, thoughtfully adapting the program to ensure inclusivity and equitable access. Her flexibility and student-centred approach meant that all participants were supported in their journey of adjustment and preparation for post-school pathways.

As a colleague, Libby is an invaluable member of the team. She is supportive, insightful, and always generous with her time and expertise. Within peer supervision, she creates a safe and respectful space for case discussions, offering thoughtful and constructive feedback that fosters professional growth for those around her. Her warmth, honesty, and humour bring balance to the demanding nature of the role and make her a trusted and well-regarded team member. Libby consistently mentors and supports new staff, providing shadowing opportunities, taking the time to explain her clinical reasoning and approach, and scaffolding learning experiences to develop their independence. She openly shares professional resources, such as written examples of reports, case notes, and communications, to strengthen colleagues skills and confidence. Taking a leading role in a professional learning focus group, she has collaborated with peers and supported them with initiative and accountability to learn new assessment tools and refine client-centred report writing strategies, particularly to ensure reports are affirming and meaningful for neurodivergent clients. Her impact extends beyond her immediate team. School staff often comment on the clarity and accessibility of her communication, which builds their confidence and capacity to meet student needs better. Libby contributed her expertise to the review of suicide response resources for schools and psychologists work that reflects her deep commitment to strengthening systems of support for school communities. Driven by a genuine desire to improve understanding and practice, Libby seeks professional learning beyond her local area and generously shares this knowledge with colleagues. Her commitment to collaboration, capacity building, and student well-being makes her not only an extraordinary counsellor but also a trusted leader and mentor among her peers. Libby shows a steadfast commitment to advocacy, collaboration, and empowerment. She invests in learning and translates this into meaningful growth opportunities for her students and their communities.

Susanna Rebbeck & Rebecca Schilt - Northern Beaches Secondary College - Freshwater Senior Campus & Harbord Public School

Susie and Bec has exemplified outstanding professional practice as school psychologists through their development and delivery of Dialectical Behaviour Therapy (DBT) skills groups across four high schools in the Northern Beaches Secondary College. Drawing on peer-reviewed research, they established an evidence-based framework tailored to the needs of diverse student cohorts including a single-sex boys school, a single-sex girls school, a senior campus, and a comprehensive high school. Susie and Bec developed a thorough and engaging program that could be adapted to meet the developmental and contextual needs of adolescents in each of these unique school settings. The implementation of this program demonstrated Susie and Bec's commitment to continuous professional reflection and improvement. In collaboration with Senior Psychologist, Education (Emma Sue San), they manualised the program while engaging in regular supervision to support reflection and adjustments to the program. Each group was tailored in response to student feedback, facilitator observations, and emerging needs ensuring that the content remained accessible, relevant, and meaningful. This iterative approach allowed Susie and Bec to respond flexibly to the diverse group cohorts. By facilitating this program, Susie and Bec have empowered students to gain vital coping mechanisms, fostering resilience and enhancing their ability to navigate social relationships. School data reflects a marked decrease in behavioural/emotional issues, and students reported feeling more equipped to manage their emotions. This transformative process not only improved individual student outcomes but also contributed to a more positive school environment, embodying the theme 'Together, We Grow.' This program was so successful that one of the schools insisted on implementing another group this semester (6 months ahead of the next planned group).

Susie and Bec have also excelled in fostering strong collaborative relationships within their school communities. Recognising the importance of a multidisciplinary approach, they actively engage with teachers, parents, and SSOs to identify and referral appropriate students to the group and to create a comprehensive support network for students. Reflecting the theme "Together, We Grow", Susie and Bec have stepped out of the counselling room to develop professional relationships with stakeholders across the four high schools including School Executive, Student Support Officers (SSOs), students and families. In particular, they built strong relationships with Student Support Officers (SSOs) who were co-facilitators at each of the schools. These partnerships not only enhanced the consistency and reach of the program but also contributed to the professional development of the SSOs. The SSOs recognised that their knowledge and confidence was extended by their work with the school psychologists and that they felt lucky to have been involved in this program. Through this program, Susie and Bec have significantly contributed to a culture of support and understanding within the school community, demonstrating that when we work together, we can create environments where students thrive, truly reflecting the essence of 'Together, We Grow.'

Michelle White - Balranald Central School, Moulamine Public School, Tooleybuc Central School, Barham Public School, Barham High School, Euston Public School, Clare Public School

Michelle has been working as a school counsellor for over 20-years in the Deniliquin team. Her passion and care for students across the schools in the region is nothing short of amazing. Every week Michelle has dedicated herself to driving hundreds of kilometers and staying overnight to service small schools, providing unwavering commitment to bettering the mental health and wellbeing of children and their families. Michelle supported me as a secondary supervisor during my internship. The raft of resources she has compiled over the years, the endless dollars and hours she has spent on teachers-pay-teachers, formulating treatment plans, gathering resources, upskilling herself with training, liaising with colleagues, providing a sound ear and an empathetic debrief, is phenomenal. She is an incredible asset to our service and despite my constant praise and compliments, her humility and patience never waver. She absolutely underestimates the impact she has had for students and their families, as well as on her colleagues. She is never too busy to chat on the phone, provide peer supervision, email through a resource or help out a staff member in need. If I need help, Michelle is there. She believes in and practices the mantra "do no harm", and I believe everyday she fronts up to her schools, she in fact betters the lives of those around her.

Michelle never hesitates to support families with assessments, reports, letters to allied health and medical professionals, coordinates care meetings with external providers or arrange resources and supports for her schools. Michelle lives in a regional town (Balranald) and in 2024 as part of the Strengthening Community Access, Inclusion & Wellbeing (SCAIW) Advisory Committee of the Balranald Shire acquired $50k funding through the Children and Young People Wellbeing and Recovery Initiative (CYPWRI) to run MESH Training for three schools and the UR Strong training for two schools. These are opportunities regional areas often miss out on, and her focus to train others to support the mental health and wellbeing of the young people in their community was extremely well received. Michelle is also trained to deliver Youth Mental Health First Aid and does so across numerous schools. Michelle's knowledge of the needs of the communities she works in, as well as her knowledge of families is extraordinary. She truly knows the people she works with and shows compassion and empathy in her interactions. She helps families access the most appropriate supports, considering every individual family's personal situation. She leaves no stone unturned in her care for her students and their families. I cannot speak highly enough of Michelle. To give an example of her humility, when I told her I was nominating her she said "No. No. Not me. I don't do any more than what other people do." But she does. She just does it with a quiet, non-assuming grace that cannot be matched.

Other 2025 nominees:

• Michelle Azoum
• Baden Bogdanovs
• Joelene Brennan
• Kerrie Delany
• Anne Egan
• Leanne Goldsmith
• Kylie Iles
• Zahira Tolhurst
• Danielle Willis

*SCPA NSW expresses condolences to Laura's family, friends and colleagues. Laura has been nominated posthumously with the consent of her family.

Early Career Practitioner of the Year

In addition to the general criteria, the Early Career Practitioner of the Year must have less than three years’ experience in school counselling or psychology. The nomination must address how the nominee:

• Criterion One: As an early career applicant, demonstrates strong professional practice in their role as School Counsellor or School Psychologist.
• Criterion Two: Develops collaborative relationships within school communities, peer networks or multidisciplinary teams to promote positive student wellbeing and mental health.

2025 Finalists

Ashley Gregson - Bonnyrigg Heights Public School

Ashley has demonstrated exceptional professional practice as a school psychologist, applying her strong knowledge of assessment, learning support, and mental health with confidence and clarity. In her role across both primary and secondary settings, Ashley has managed a complex caseload with professionalism and empathy. She consistently uses evidence-based tools and frameworks to conduct cognitive, behavioural, and social-emotional assessments that directly inform individualised support plans. Ashley maintains strong ethical standards and demonstrates sound judgment when working with sensitive and challenging cases. She collaborates closely with teachers, learning and support teams, and external specialists to create holistic plans that address the full spectrum of student needs. Her ability to translate psychological data into practical strategies makes her contributions both accessible and impactful. In addition to casework, Ashley plays an active role in school-wide wellbeing and inclusion planning. She offers consultation, leads professional learning, and supports the development of behaviour and intervention plans. Her calm and clear communication style, combined with her deep understanding of learning diversity, has made her a trusted advisor among staff and families. Ashley's thoughtful, evidence-informed practice has significantly enhanced learning and wellbeing outcomes for students in her care.

Ashley exemplifies the theme "Together, We Grow" through her commitment to shared learning, collaborative problem-solving, and continuous professional development. Over the past year, she has played a key role in upskilling both the counselling team and wider school staff by engaging with current research and sharing insights on trauma-informed practice and emotional regulation. Ashley's strength lies in translating complex research into accessible, classroom-ready strategies, which has enhanced staff capability across the school. A key part of Ashley's work has been her collaboration with the Team Around a School (TAaS), where she contributes to developing behaviour management plans tailored to students with complex and challenging presentations. Through this partnership, Ashley helps schools implement practical, strength-based strategies that promote consistency and positive outcomes in behaviour management. This collaboration has strengthened the connection between school staff, external specialists, and families, fostering a more coordinated and supportive approach to student wellbeing. Her ongoing pursuit of professional knowledge and generous sharing of it has helped embed trauma-informed and inclusive practices across the school. Ashley's leadership has boosted the confidence and capability of colleagues, strengthened student support systems, and created lasting improvements in wellbeing outcomes. Through her dedication to student and staff growth, and her collaborative work with TAAS, Ashley has made a profound impact on her school community, truly embodying the spirit of Together, We Grow.

Ann Thompson - Miller Technology High School

Ann Thompson has demonstrated consistently strong professional practice in her role as a school counsellor over the past two years. Working in a large, high-needs primary and secondary school, Ann has quickly become a trusted and dependable member of the student wellbeing teams. Her calm, empathetic, and evidence-informed approach to counselling supports the emotional and academic development of students across all year levels. Ann provides individual and group counselling that is both responsive and proactive, adapting interventions to suit diverse cultural and social contexts. She has effectively managed complex student cases, collaborated with external agencies, and supported school staff in understanding and responding to students' mental health needs. Her high level of documentation, confidentiality, and ethical decision-making reinforces her professionalism. Beyond individual support, Ann has taken initiative in developing wellbeing processes to streamline student referrals and follow-up. Her ability to engage collaboratively with year advisors, learning support staff, and executive leaders has strengthened the whole-school approach to student care. Ann's practice reflects the hallmarks of a mature, thoughtful practitioner who centres student wellbeing in every aspect of her work.

Ann embodies "Together, We Grow" through her steady leadership and ability to bring people together in service of student wellbeing. During a period of significant staff turnover, Ann ensured that learning and support systems remained active and effective. She revised referral pathways, created clear documentation processes, and facilitated planning meetings that brought teachers, executives, and support staff into alignment. By fostering these collaborative processes, Ann helped the school maintain a strong culture of shared responsibility for student care. Her work supported not just student wellbeing, but also staff confidence and cohesion during a time of uncertainty. Ann also builds strong, compassionate counselling relationships with students, helping them build self-awareness and emotional regulation skills. Her ability to remain calm and focused under pressure models emotional resilience for those around her. Through both individual care and systemic collaboration, Ann has strengthened the entire school community, demonstrating that growth is most powerful when it is collective, intentional, and grounded in care.

Madeline Wright - Northern Beaches Secondary College - Cromer Campus

In her first year as a School Psychologist, Maddy has shown outstanding capacity to manage the complexities of practice with professionalism and integrity. She has adapted quickly to the demands of large primary and comprehensive high schools, balancing risk management, assessment, and intervention with a calm and measured approach. Maddy's practice is firmly child-centred. Students experience her as compassionate, respectful, and non-judgmental, and she consistently seeks to uphold the highest ethical standards. She has been able to create the sense of safety required to establish rapport and trust with students who find such connections especially difficult, demonstrating both patience and skill in her therapeutic approach. She supported a critical incident response in her very first term, demonstrating sound judgment in gaining informed consent, applying inclusive strategies, and communicating sensitively with parents. These actions highlighted her maturity and clinical competence despite being at the very beginning of her career. Maddy's reflective nature sets her apart: she asks thoughtful questions, actively seeks feedback, and embraces opportunities to develop skills, such as in assessment interpretation, clear reporting, and working alongside external systems such as the NDIS. By positioning herself as both a learner and a contributor, Maddy exemplifies the theme "Together, We Grow", her own growth is accelerated through humility and reflection, while her professional development directly strengthens the wellbeing and learning outcomes of the students she supports.

Maddy has quickly established herself as a trusted collaborator within her school communities, forming meaningful connections with students, parents, teachers, school leaders, and external professionals. She brings a gentle nature and positive outlook that allows her to build rapport even in high-intensity contexts, ensuring those around her feel respected and supported. In particular, she has been able to create safe, trusting relationships with students who struggle to connect, enabling them to engage with psychological support and experience school as a place of belonging. Within teams of psychologists, she is clear and responsive in her communication, shares work equitably, and contributes calmly under pressure, strengthening collective practice and building trust among colleagues. She has also demonstrated the ability to work effectively in diverse teams, maintaining positive relationships while holding professional boundaries to ensure that the sustainability of work and the benefit to students remain the priority. Beyond her immediate team, Maddy collaborates effectively with external practitioners to ensure student needs are addressed through coordinated, ethical, and sustainable support. She brings both reliability and fresh perspective to multidisciplinary discussions, enhancing outcomes for students and supporting a culture of shared responsibility. Her collaborative approach reflects "Together, We Grow", she not only builds her own capacity by engaging with others, but also creates stronger networks around her, helping families, schools, and professionals grow together in their ability to support student wellbeing.

Lucie Zwart - Granville South Public School and the Specialist Hearing Team

Over the past 18 months, Lucie has consistently demonstrated excellence in school counselling / psychology through her compassionate, student-centred approach and strong collaborative practice. Her work reflects the theme "Together, We Grow" by fostering inclusive, supportive environments that promote the growth of students, staff, and the wider school community. Lucie is an integral member of our Learning and Support Team, bringing valuable insight into student wellbeing and learning needs. Her collaboration with external allied health providers ensures that students receive holistic, coordinated care. She bridges communication between families, teachers, and service providers to develop strategies that are practical, individualised, and sustainable, making a significant impact on student outcomes. In her counselling relationships, Lucie builds deep trust with students, who describe her as approachable, empathetic, and a safe person to turn to. Her ability to connect with students facing a range of social, emotional, and behavioural challenges has led to noticeable improvements in engagement, self-regulation, and peer relationships. Staff regularly seek her guidance for managing complex student needs, and she provides professional support that is both practical and based on best practice. Her ability to listen, reframe, and offer constructive strategies has empowered teachers to respond more effectively and confidently to challenges in the classroom. Beyond her direct work with students and staff, the Lucie actively contributes to a positive school culture through her calm, thoughtful presence and commitment to shared professional growth. She models reflective practice and promotes collaboration as a pathway to success, making her an outstanding example of how, together, we grow.

Lucie has built strong, purposeful relationships within the school community and across multidisciplinary teams, consistently demonstrating a collaborative approach that prioritises student wellbeing and mental health. As a valued member of our Learning and Support Team, Lucie supports classroom teachers, and executive staff to identify student needs early and implement effective support strategies. Her contributions are highly valued in team meetings, where she offers thoughtful insight into student behaviour, emotional wellbeing, and social dynamics. By facilitating open communication among staff, families, and students, she ensures that support plans are holistic, inclusive, and sustainable. Lucie also actively engages with external allied health professionals, including psychologists, psychiatrists, pediatricians, occupational therapists, and speech pathologists. Her ability to coordinate input from multiple professionals and translate it into practical classroom strategies has led to meaningful progress for students with complex needs. Families regularly express gratitude for the clarity and care she brings to these multidisciplinary processes. Through her commitment to collaboration, Lucie has created a network of support around students that strengthens both individual and community wellbeing. Her leadership and teamwork directly contribute to positive mental health outcomes, and she is widely respected for her ability to bring people together in service of student growth.

Other 2025 nominees:

• Hannah Gardner
• Jahna Sullivan

Supervisor of the Year (NEW)

In addition to the general criteria, the Supervisor of the Year nomination must address how the nominee:

• Criterion One: Demonstrates excellence in providing supervision that fosters reflective and deliberate practice, and professional growth for School Counsellors/Psychologists. This could be individual, peer or group supervision or consultation.
• Criterion Two: Evidence of delivering effective supervision that is responsive to the unique demands of the school setting, including working across systems, ethical decision-making, and navigating diverse and often competing stakeholder needs.

2025 Finalists

Tracey Adendorff - Toormina Public School SPE Area

Tracey exemplifies the spirit of "Together We Grow" by creating individual, peer and group supervision spaces that are reflective, structured, and deeply rational. Her supervision consistently aligns with the AHPRA Competencies and the School Counselling Professional Practice Framework (PPF), particularly through her strong emphasis on Professional Development Plans (PDP's). Rather than treating PDP's as compliance documents, Tracey uses them as living frameworks for growth helping practitioners reflect on their skills and chart meaningful pathways aligned to professional standards in ethical practice, intervention, communication, and cultural responsiveness. Tracey is deeply committed to tailoring supervision to where each practitioner is in their professional journey. For early career and professional psychologists, she provides clear feedback, consistent expectations, and confidence-building support, while for more experienced colleagues she encourages progression towards board-approved supervisor status and advanced certification if this their career goal. This reflects her value of seeing growth as both individual and collective - one person's development strengthens the profession as a whole. Her group supervision sessions stand out as high quality, often integrating external presenters and interagency partners. Tracey ensures these are not passive experiences but followed by rich reflection and linking new knowledge to practice and the PPF domains of professional collaboration and systemic engagement. This approach deepens understanding, embeds learning, and strengthens connections with community services. Tracey also role models her own reflective and trauma-informed practice drawing from her clinical expertise in neuropsychology and CBT-based trauma approaches. She encourages counsellors/psychologists to unpack not only what they have done but why, prompting ethical awareness and deliberate practice. Her warmth, humour, and attentiveness create a safe environment where differences and welcomed and valued. By embracing diversity in practitioner strengths and styles, she demonstrates and open-minded, non-judgemental stance consistent with AHPRA's cultural responsiveness standards. Importantly, Tracey celebrates growth - from small achievements to major milestones - and has cultivated a consistent, stable team since 2021, which has fostered deeper collegial bonds and continuity of service for schools. Through this combination of care, accountability, and professional alignment, she exemplifies that supervision is not just about individual advancement but about building a resilient, reflective profession: together, we grow.

Tracey's supervision is not only reflective but profoundly responsive to the realities of school-based practice. She aligns supervision with AHPRA ethical and legal competencies and the PPF domains of systemic practice and collaboration, ensuring that counsellors/psychologist are supported to navigate complex, high stakes contexts with clarity and professionalism. Her colleagues consistently highlight her ability to provide immediate and skilled support during rapidly evolving incidents, offering steadiness when critical decisions must be made under pressure. She sets high expectations for recognising and addressing ethical dilemmas, and provides supervision structures that guide counsellors/psychologist to weigh competing stakeholder needs - students, families, principals, external agencies - while remaining firmly student-centred. This models the AHPRA principle of accountability and the PPF's focus on ethical and systemic responsiveness. Tracey's leadership extends beyond the supervision room. She is proactive in engaging with schools directly and online, presenting to the principal networks and school staff on mental health, and trauma inform practices, whilst advocating for the school counselling service and the counselling/psychologist role. Tracey works collaboratively with colleagues to deliver quality professional training across 3 SPE teams with our area. She reframes counselling as a team-based service, rather than dependent individuals, thereby building confidence in school systems and embodying the PPF's emphasis on collaboration and professional identity. Her advocacy for disadvantage groups within culturally biased systems reflects both AHPRA's cultural competence standards and the PPF's call for equity and inclusion. She helps counsellors think systemically, considering ripple effects of decisions and strategies, while modelling advocacy in case meetings, multi-agency collaborations, and cross-community forums. These actions demonstrate her ability to hold space for diverse voices while ensuring student wellbeing remains central. Tracey also brings her values into practice through her personal care for her team. She checks in after difficult days, acknowledges challenges, and supports wellbeing alongside professional competence. This balance of care and accountability enables counsellors/psychologists to feel confident, ethical, and resilient in their roles. Her ability to maintain a stable, consistent team, despite significant external changes, is testament to her leadership and capacity to create environments where individuals, schools, and the profession can grow together. Through her supervision, Tracey helps practitioners link their day-to-day decisions to professional frameworks, ethical codes, and systemic awareness. By weaving together clinical expertise, relational care, and professional standards, she demonstrates that supervision is both responsive and transformational. Under Tracey's guidance, counsellors/ psychologists grow as reflective, ethical practitioners - and this growth strengthens schools, communities, and the profession itself. Together, we grow.

Vashti Casey - Thornleigh West Public School LPP Area

Vashti is a Leader Psychology Practice in public education, who embodies the theme "Together, We Grow". She leads with compassion, commitment, innovation, enthusiasm and warmth. She communicates trust and confidence in her supervisees and has high expectations for what they can achieve individually and together as a team. She has created a warm and affirming team culture, and a safe supervisory space that allows her supervisees to be vulnerable, consider alternate viewpoints and take creative approaches to problem solving. Her ability to recognise individual strengths and connect people with common interests and goals fosters professional relationships and collaboration within the team. Vashti provides constructive feedback and applies her deep knowledge of policy and procedures to improve knowledge and practice of the senior psychologists she supervises. She models reflective and deliberate practice in supervision to facilitate supervisee growth and development and has provided training to develop the supervision skills of senior psychologists supervising school counsellors/psychologists. She uses a combination of reflective supervision, collaboration, providing advice or direction, as well as restorative practice tailored to the needs of the situation and her supervisee. Vashti actively fosters professional growth for school counsellors/psychologists through developing working parties, conferences focusing on connections within the service and providing meaningful and targeted professional learning opportunities. Vashti's focus in supervision is always about achieving the best possible outcome for students and the school counselling profession. Her advice is student-centered and collaborative to ensure a holistic approach to assessment and intervention. In complex cases, her relationships with students, their families, and other stakeholders both in school and external allows her to coordinate wrap around support and instils confidence in the team working together to support these vulnerable students.

Vashti's accessibility and willingness to have direct communication with schools and school counsellors/psychologists is an example of her understanding of psychology practice within the school setting and across systems. Her transparency and early communication about upcoming changes to the service allowed time for adequate planning, processing and adjustment. Through supervision, she engaged in individual consultation to understand the needs of staff and schools to ensure the best possible support for schools and students, and facilitated SPE change management through modelling and team discussions. Vashti's deep knowledge of policy, procedure, APS ethical guidelines and code of conduct is evident in the support she provides in supervision, and advice to principals and school counselling staff for complex cases and serious incidents. Her knowledge of public education systems, including access to legal services and child wellbeing unit, allows her to support supervisees with ethical decision making to achieve the best possible outcomes for students referred to the counselling service. Vashti's relationships in schools allows her to understand the school's specific needs and work collaboratively to support students and their families. She provides supervision with a focus on understanding stakeholder demands to achieve the best possible outcomes for students. Vashti has worked in partnership with Learning and Wellbeing staff in public education, NSW Health and external services such as Be You, Headspace, and Black Dog Institute, to provide wrap around support for students and training for staff. Vashti regularly requests feedback to provide meaningful and targeted professional learning opportunities in group supervision. For example, she has organised training on eating disorders, deliberate practice training sessions, knowledge of psychological practice, and report writing, based on identified needs within the team. She will also seek feedback about professional learning provided to understand if specific training has had a positive impact on school counsellor/psychologist practice.

Ruslan Epoff - St Johns Park High School SPE Area

Over the past two years, Ruslan has demonstrated outstanding supervisory practice within the St John's Park SPE Team, combining professional excellence with a genuine commitment to the growth of students, colleagues, and the profession. His leadership balances high expectations with empathy, creating an environment where team members feel supported, valued, and confident to grow. Ruslan's supervision is marked by three strengths. First, collaborative leadership: he actively engages his team in problem-solving, reflective discussions, and joint decision-making, fostering trust and respect. His openness to diverse perspectives ensures innovative, practical approaches to complex cases in school settings. Second, his commitment to growth: Ruslan provides tailored support to early-career practitioners, and experienced counsellors and psychologists alike. He uses structured feedback, case reviews, and professional dialogue to strengthen skills and encourage independence. Third, his integrity and care: Ruslan consistently promotes wellbeing, resilience, and ethical practice, supporting his team through both professional challenges and personal development. An example of the theme "Together, We Grow" can be seen in his supervision of the St John's Park SPE Team in managing complex school-based cases. Ruslan guides his team in navigating the intricacies of school systems, policies, and family dynamics, helping them address the needs of vulnerable students with clarity and confidence. By encouraging peer collaboration, joint reflections, and goal-setting, he has not only enhanced individual skills but also built a cohesive and capable team able to manage demanding caseloads. His guidance of experienced psychologists alongside newer staff ensures a culture of shared learning that strengthens the entire service.

Ruslan has consistently demonstrated effective and responsive supervision within the St John's Park SPE Team, addressing the unique demands of the school setting with professionalism, empathy, and integrity. His supervisory approach equips counsellors to navigate complex systems, manage ethical challenges, and balance the often competing needs of students, families, and school staff. A key strength of Ruslan's leadership is his ability to adapt supervision to the realities of each school. In one instance, due to cultural complexities, Ruslan engaged another counsellor from a different school to collaborate with the supervising counsellor and the school executive team. This ensured the student received culturally appropriate services while also supporting the school community through a sensitive process. His decision reflected ethical leadership and the ability to work across systems for the best outcome. In another example, when a principal requested professional development for staff, Ruslan supported the school counsellor in delivering training to the entire staff team. This initiative built the capacity of teachers and leaders to better address the wellbeing needs of students, extending the impact of counselling support across the school community. Through case reviews, structured feedback, and professional dialogue, Ruslan strengthens the skills of both early-career and experienced counsellors. He models collaborative problem-solving and ethical decision-making, fostering confidence and competence within his team. His guidance ensures that counsellors are not only prepared to manage challenging caseloads but also able to engage productively with executives, families, and external agencies. By embedding shared learning and reflective practice, Ruslan exemplifies the theme "Together, We Grow". He uplifts colleagues, strengthens schools' capacity to respond to student needs, and advances the profession through his leadership. 

Kathy Walker - Vincentia Public School SPE Area

Kathy leads a team of 12 School Counsellors and Psychologists across 14 schools. Kathy's leadership embodies the theme "Together We Grow" fostering an environment where personal and professional growth thrives not only for her supervisees but for the broader school community. Kathy provides supervision that is both reflective and deliberate, fostering growth through a thoughtful and structured approach. In individual supervision, she creates a safe and non-judgmental space for School Counsellors and Psychologists to reflect on their clinical practice, ethical dilemmas, and personal development. By using structured frameworks such as Hewson and Carroll's Supervision Spaces, Kathy guides supervisees to critically examine their decisions and challenges, promoting deep and reflective learning. Kathy's insightful questioning promotes critical thinking, helping her team members develop a more nuanced understanding of their work and its impact on students, families, and the broader school community. This reflective process enhances their decision-making skills, and ability to navigate complex situations with confidence. Kathy also fosters peer and group reflection by creating opportunities for collaborative learning. She regularly organises professional development sessions and consultation opportunities, where colleagues can share experiences, learn from one another, and strengthen their practice as a team. By modelling best practices and encouraging a culture of mutual support and continuous learning, Kathy ensures that professional growth is a shared and collective experience. Kathy utilises a strengths-based approach, always looking for ways to identify and nurture the unique strengths within her team who are at various stages of their psychological careers. Kathy fosters a culture where everyone feels supported, empowered, and capable of overcoming challenges. Her influence extends beyond supervision, shaping the broader school community's approach to mental health. Kathy's ability to foster reflective dialogue and advocate for her team has led to a culture of care and excellence that benefits students and staff.

With over 24 years of service as a psychologist in NSW Public Schools, Kathy is a key support for students, families, and staff. She excels in collaborating with a diverse range of stakeholders to address the complex wellbeing needs of our rural community. Kathy's supervision is tailored to meet the unique demands of the school environment, especially during times of crisis. Her calm and strategic approach has proven invaluable in coordinating postvention responses and providing psychological support during critical events, such as the 2019-2020 bushfires. Kathy works closely with external agencies (i.e. local Aboriginal and Torres Strait Islander organisations, NSW Health, Police, DCJ & NDIS providers), to ensure her team is supported while helping the school community navigate challenging situations with clarity, empathy, and care. Through hands-on supervision, Kathy helps her team manage critical incidents and broader systemic issues, while maintaining a strong commitment to ethical practice and advocating for student wellbeing. Notably, Kathy has increased schools' understanding of their legal and ethical responsibilities to support trans and gender diverse young people as well as students with disabilities and complex health needs. Kathy's supervision is highly responsive to the diverse needs of her team and the school community. She fosters critical thinking and has consistently supported her team with sensitive legal matters, ensuring ethical and informed decision-making. Through thoughtful reflection, practical guidance, and cross-system collaboration, Kathy enables her team to meet the ever-evolving demands of the school environment with professionalism, confidence, and a strong commitment to ethical practice. Through her leadership, she has empowered her team to reach new heights while fostering an environment of reflection and growth. Her impact goes far beyond her team, extending to the entire school community and the broader Shoalhaven area.

Other 2025 nominees:

• Nash Davis
• Hugh Kirkby
• Lorren Krillich
• Astrid Linke
• Catrin Martin
• Vivienne McGrath
• Shannon Mitchell
• Emma Nile