HALT Reimagined: How NSW Schools Are Recognising Excellence Through the HALT Talent Pipeline

In this episode of Professional Learnings for Leaders in Education, host Drew Janetzki speaks with Krystal Bevin, Coordinator of the HALT Talent Pipeline at the NSW Department of Education. Together, they explore how the Highly Accomplished and Lead Teacher (HALT) accreditation process has been completely redesigned, making recognition more accessible, achievable, and aligned to real classroom practice.

Krystal unpacks how the new HALT model removes barriers, reduces workload, and strengthens school culture by recognising teachers who demonstrate expert practice every day. She highlights the dramatic surge in applications across NSW, the role of the HALT Hub, and the practical ways principals can support and celebrate excellence in their staff.

This episode is essential listening for principals wanting to grow capability, lift professional identity, and embed a culture of instructional leadership in their school.

In This Episode:
• How the HALT accreditation process has changed
• What’s driving the surge in applications across NSW
• The role of the HALT Hub and statewide community of practice
• How principals can identify, support, and mentor potential HALTs
• How HALT aligns with the School Excellence Framework and school improvement
• Practical steps for getting started in 2025 and 2026. Links for Listeners:
HALT Accreditation (NESA):
https://www.nsw.gov.au/education-and-training/nesa/teacher-accreditation/halt-accreditation

HALT Hub (NSW DoE):
https://edu.nsw.link/haltcop

Department of Education – HALT Information:
https://education.nsw.gov.au/inside-the-department/human-resources/learning/highly-accomplished-and-lead-teachers

Email the HALT Team:
HALTaccreditation@det.nsw.edu.au

About our guest Krystal Beavin

Krystal Bevin is an experienced and strategic educational leader with 25 years in the NSW Department of Education, currently serving as the Coordinator of the HALT Talent Pipeline. In this statewide role she leads a framework of high-level support, advice, and contextualised resources for teachers and leaders working towards Highly Accomplished and Lead Teacher accreditation. Her work focuses on strengthening teacher quality, system leadership, and professional learning in ways that are practical for schools to integrate and embed within existing processes and practices.

Krystal’s leadership spans a wide range of contexts, including remote Aboriginal communities, Central schools, and selective settings. As Principal of West Wallsend High School for the past five years, her focus on high expectations, strong support, and a deep sense of belonging has contributed to significant whole-school improvement. The school has received multiple state and national accolades, including the NSW Secretary’s Award for an Outstanding School Initiative and recognition as one of The Educator’s Top 50 Innovative Schools.

Krystal is committed to ensuring that school leaders have access to relevant supports that work in real school settings. She is deeply committed to equitable access to professional learning and career-growth opportunities, and to

Links and References:

To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning

To view our latest offerings, visit: https://www.nswppa.org.au/catalogue

What happens when educational leaders face back-to-back crises? How do they support traumatised communities while managing their own wellbeing? Leadership coach Annette Gray takes us deep into these questions, drawing from her powerful work with school principals following the devastating Black Summer bushfires.

The principals Annette coached were carrying an extraordinary burden—not just rebuilding physically destroyed schools, but becoming the emotional anchors for entire communities. "The principal was holding everything together and they were just incredibly exhausted," she shares. One leader, facing both bushfires and floods, confessed he simply couldn't make any more decisions. The emotional toll was palpable.

This experience illuminates a critical leadership challenge: how to navigate overwhelming circumstances while supporting others. Annette's approach focuses on creating space for leaders to be heard without judgment. Rather than dispensing advice, she guides them to discover their own solutions—a coaching mindset that transforms conversations.

The distinction between coaching and advice-giving emerges as crucial for all educational leaders. When Annette's daughter, a teacher struggling with challenging classroom behaviours, encountered leaders who bombarded her with strategies she'd already tried, the approach felt dismissive rather than supportive. "Coach-like conversations" instead begin with genuine curiosity: "What do you want from this conversation? What would make a difference?"

For busy principals, Annette offers immediate, practical suggestions. Being truly present matters more than availability—"If now's not a good time, when would be?" Simple acknowledgments like this demonstrate that you value the conversation enough to give it proper attention.

Beyond individual interactions, Annette advocates for group coaching, where leaders learn from each other's experiences and develop complementary leadership styles. This collaborative approach recognises that no single leader possesses all necessary competencies—especially important in today's complex educational landscape.

Self-awareness emerges as the fundamental leadership skill. Understanding your triggers, managing your responses, and creating boundaries around difficult conversations creates the foundation for effective leadership. As Annette puts it: "How do I bring my best self, best version of me, to this conversation?"

Ready to transform your leadership conversations? Connect with Annette at annettegray.com.au or explore her YouTube channel for more insights into creating human-centred, inclusive school cultures through the power of coaching.

Links and References:

To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning

To view our latest offerings, visit: https://www.nswppa.org.au/catalogue

In this episode of the NSWPPA Professional Learnings: Leading with Data series, host Drew Janetzki reconnects with psychologist and author Michael Hawton, Director of Parentshop, to explore the evolution of The Anxiety Project.

Together they unpack how this whole-school initiative—now reaching more than 113 schools and 47,000 students—is transforming the way teachers, parents and children understand and respond to anxiety.

Michael explains why resilience is learned through challenge, not avoidance, and how small, consistent language shifts in classrooms are changing culture and confidence across school communities.

Featuring insights from the 2025 Student Wellbeing Seminar with Professor Patrick McGorry and Professor Terry Laidler, this episode shows why early intervention, collective practice and data-driven leadership are key to addressing Australia’s youth mental health crisis.

A child refuses school, melts down, and gets a day at home with a device—short-term relief, long-term cost. We unpack how that accommodation cycle takes hold and share a practical, lay-led alternative that’s helping schools replace avoidance with agency.

Psychologist and author Michael Hawton traces The Anxiety Project’s journey from a principal survey to a statewide culture shift built on shared language, quick scripts, and early intervention.

We explore CBT-informed tools teachers can use in real time—how to “strike while the iron is hot” when a student catastrophises, and how to “strike while the iron is cold” through short lessons on brains, bodies, and self-talk. You’ll hear why “my amygdala threw a grenade” has become a powerful classroom phrase, how consistent staff language boosts engagement, and why fewer unhelpful accommodations can actually grow resilience.

Michael connects the dots with Professor McGorry’s national findings on youth mental health, showing how unattended childhood anxiety can escalate in adolescence—and how schools can bend that curve without turning teachers into therapists.

We also map a clear implementation pathway: align leadership, appoint a hands-on coach, train staff, teach students, and involve parents in non-blaming, tool-focused sessions. Along the way, we discuss phones and social media as amplifiers rather than root causes, and highlight measurable reductions in anxiety when entire school teams commit to the work.

If you’re a principal, teacher or parent looking for a clear, practical model to help kids stay in the learning struggle—take a breath, grab the language, and start small.

If this conversation resonates, subscribe, share with a colleague, and let us know which strategy you’ll try first.

Learn more about The Anxiety Project and the research shaping this episode:

• NSWPPA – The Anxiety Project:
  https://www.nswppa.org.au/the-anxiety-project
  
  
• Parentshop (Michael Hawton):
  https://www.parentshop.com.au
  
  
• Hilton Education Consulting (2023–2025):
  Independent evaluation of The Anxiety Project outcomes in NSW schools
• Australian Mental Health Commission (2024):
  National Report Card 2024
  PDF L

Links and References:

To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning

To view our latest offerings, visit: https://www.nswppa.org.au/catalogue

A single year to turn around a struggling school. A principal willing to listen, let go, and lead with courage. That’s the spark behind Muriel Summers’ journey at A.B. Combs Elementary: The birthplace of a movement that made student leadership the heartbeat of school culture and the Seven Habits a living language for kids, teachers, and families.

We sit down with Muriel to unpack how a community-defined vision—what should our ideal school look, sound, and feel like?—became a focused plan with just two or three goals executed with fidelity. She shares how borrowing from world‑class organisations like the Ritz‑Carlton inspired daily “huddles” that aligned teams, built trust, and celebrated small wins. You’ll hear the story of a custodian turned “leader of keeping the school clean and safe,” tracking five positive interactions a day with pocketed pennies—a simple system that proved culture is built in moments, not memos.

Across the hour, we explore why “everyone can lead, everyone has genius” isn’t a slogan but a design choice. Muriel explains the non‑negotiables—love children, know your why, collaborate generously—and how high expectations only work when matched with high support. We talk wellness as strategy, not lip service, and why empowering students to take on real work can shift 68% of daily tasks, reducing burnout while deepening belonging. The long‑term impact is clear: alumni credit the Seven Habits with landing jobs, navigating conflict, and choosing to stay and serve in their communities. As leadership shifts from command‑and‑control to trust and inspire, Muriel shows how to build systems that honour empathy, transparency, and shared ownership.

If this story nudges you to pick one habit, set two bold goals, and start a five‑minute huddle tomorrow, we’ve done our job. Subscribe, share this with a colleague who needs a lift, and leave a review to help more school leaders find these ideas. Your support helps bring global voices in educational leadership to principals across Australia and beyond.

Links and References:

To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning

To view our latest offerings, visit: https://www.nswppa.org.au/catalogue

What if we reimagined education from the ground up? Dr Jason McGrath, recently returned from the OECD in Paris, takes us on a fascinating journey through global education systems that are planning decades ahead while others remain trapped in short-term thinking.

The conversation delves into how countries like Wales, Malta, and Finland are transforming education through long-term visioning—creating 20-year workforce strategies and "foresight sandpits" where stakeholders can test innovative ideas before implementation. These approaches allow educational leaders to make bold short-term decisions aligned with thoughtful long-term goals rather than implementing band-aid solutions that ultimately hinder progress.

At the heart of this transformation lies a radical rethinking of teacher professionalism. McGrath introduces the concept of "connective professionalism"—where professional identity forms through meaningful relationships with students and families rather than through isolated expertise. This shift challenges school leaders to view all decisions through the lens of "teachers as professionals," empowering staff to contribute their unique strengths. McGrath's powerful metaphor of "bamboo scaffolding" perfectly captures this approach—providing flexible, temporary support that can be removed once no longer needed, rather than building rigid structures that limit growth.

The most thought-provoking insight may be the simplest: creating space to collectively think about preferred futures. When educators move beyond immediate problems to imagine possibilities, transformative thinking emerges. For principals feeling overwhelmed by daily demands, McGrath offers practical starting points—from six-word future scenarios to exploring how different staff members might respond to potential changes.

This episode illuminates how bridging classroom innovation with system-wide policy creates "policy from the middle" rather than top-down approaches. Through examples like Ireland's "Beacons Model" and Estonia's approach to educational technology, McGrath demonstrates how teacher expertise can drive meaningful change when properly elevated and supported.

Ready to rethink what's possible in education? Subscribe now and join the conversation about creating schools that truly prepare students for tomorrow's world.

Links to Dr Jason Mcgraths work:

Dr Jason McGrath Google Scholar profile and publications, https://scholar.google.com/citations?user=wbYO9v0AAAAJ&hl=en .

Links to educational and instructional leadership work

1. Dr Jason McGrath – Published works (Reseachgate.net) (home page)
2. Global Lessons, Systematic Connections, Schools' Support and Teachers' Work (OECD article)
3. OECD Education Working Papers No. 296 (OECD article)

Links and References:

To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning

To view our latest offerings, visit: https://www.nswppa.org.au/catalogue

The Clarity Learning Suite team introduces their newest initiative, the Clarity Essential Suite, designed to distill powerful professional learning into 12 flexible hours to support school improvement across New South Wales.

• Three core components: explicit leading, explicit teaching, and explicit learning
• Designed for 55-minute sessions, aligning with NSW Department of Education guidelines
• Complete flexibility for schools to implement according to their specific context and needs
• Based on Lynn Sharratt's research on the 14 parameters for school improvement
• Inclusive pricing model ensures all teaching staff can access the professional learning
• Supports schools to develop common language and consistent practice across classrooms
• Includes comprehensive resources, case studies and learning leader notes
• Directly supports implementation of the NSW School Excellence Framework
• Practical tools that can be implemented immediately following professional learning
• Designed to build leadership capacity while supporting teachers to meet all students' needs

To explore the Clarity Essential Suite and register your team,

Visit: https://www.nswppa.org.au/clarity-learning-suite

and get started on your professional learning journey today.

Visit:

https://claritylearningsuite.com/clarity/drew-janetzki-nsw-ppa-discusses-the-essentials-suite-with-the-cls-team/

Links and References:

To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning

To view our latest offerings, visit: https://www.nswppa.org.au/catalogue

What does true educational leadership look like when equity remains at its heart for over 40 years? Lila Malarczyk OAM offers a masterclass in purposeful leadership that transforms lives and systems.

Growing up in western Sydney from a low socioeconomic background, Lila experienced firsthand how education could open doors—and how prejudice could try to close them. A defining moment came when, as a 17-year-old scholarship student, she confronted blatant discrimination from a university administrator. Rather than letting this experience diminish her, it fortified her resolve to create more just educational environments.

As principal of Marylands High School, Lila revolutionised community engagement. She invited cultural groups into meaningful dialogue, resulting in astonishing transformations—most notably reducing suspensions of Māori students from 93% to zero within a single year. Her radical reimagining of staff development days—where parents became the teachers and students orchestrated professional learning—flipped traditional power dynamics and created authentic school partnerships.

The data tells a compelling story: significant increases in HSC achievement, university acceptance rates tripling, and 62% of those students becoming first-generation university learners. Behind these numbers were innovative approaches like employing former students as paraprofessionals, creating visible success pathways for current students to aspire toward.

Now directing her passion toward the Public Education Foundation, Lila helps provide scholarships that transform lives—like Michael, who despite discovering his mother after suicide at age 12, went on with scholarship support to become a teacher himself. The Foundation also recognises often-invisible school support staff and provides learning opportunities for educators through prestigious programs.

What remains constant throughout Lila's 43-year journey is her unwavering belief that "every interaction matters" and that leadership is fundamentally about responsibility, not power. For new principals, she offers this wisdom: "You are never alone," while insisting students must remain at the centre of every decision.

Want to support equitable opportunities in education? Explore the Public Education Foundation's work and consider how you might contribute to their life-changing initiatives for students and educators alike.

Links referenced:

• New South Wales Primary Principals' Association: nswppa.org.au
• Public Education Foundation: publiceducationfoundation.org.au
• New South Wales Secondary Principals' Council: nswspc.org.au
• NSW Department of Education: education.nsw.gov.au
• New South Wales Teachers Federation: nswtf.org.au
• FranklinCovey Leader in Me: franklincovey.com.au/solutions/education/
• Harvard University: harvard.edu

Links and References:

To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning

To view our latest offerings, visit: https://www.nswppa.org.au/catalogue

Anxiety levels among students are skyrocketing, dramatically affecting their ability to tackle challenges and participate fully in school life. Project Lead Rob Walker (Evans River K-12 School) and Trish Peters (Kincumber PS) member of the project leadership team join us to share remarkable findings from The Anxiety Project, a groundbreaking initiative now implemented in 129 schools across Australia, reaching nearly 47,000 students.

The project emerged from a critical observation: despite well-intentioned efforts, the accommodations schools were making for anxious students weren't actually building resilience. "We're providing so many accommodations that we haven't set kids up for success in secondary school," Trish explains, highlighting how primary schools were unintentionally creating dependency rather than capability. The solution? A comprehensive, whole-community approach that empowers adults to stand beside children through challenges rather than solving problems for them.

What makes this project uniquely effective is its layered implementation model involving every stakeholder – school leaders, teachers, non-teaching staff, parents and students all receive specifically designed training and support over a two-year period. This creates consistent messaging and a common language around anxiety. The results are compelling, with data showing significant, measurable reductions in student anxiety over time. One school reduced its anxiety score from 19.78 to 10.53 within just 12 months. Perhaps most surprising is the profound impact on teacher wellbeing, with educators reporting renewed satisfaction in their profession as they witness tangible improvements in student resilience.

Interested in transforming your school's approach to anxiety? Visit the NSW PPA website to learn more about the project and access expression of interest forms. Mid-year intake closes 16 June 2025. As project leaders envision, the ultimate goal is nothing short of "a less anxious generation" – an outcome that benefits not just education, but society as a whole.

Links to the Anxiety Project:

https://www.nswppa.org.au/the-anxiety-project

Links and References:

To view our Professional Learning Offerings, visit:
https://www.nswppa.org.au/professional-learning

To view our latest offerings, visit: https://www.nswppa.org.au/catalogue