Hardie Fellowship Recipients Announced

Jeremy Rockliff,Minister for Education and Training

A total of eight Tasmanian teachers have been awarded the prestigious Hardie Fellowship, enabling them to research or study at a University in the United States of America for up to one year.

The honour is awarded to teachers who have demonstrated excellence in their practice, offering both immediate and future benefits to the State education system.

This year’s Hardie Fellowship recipients will undertake study with global leaders in their fields, gaining access to world class innovation and thinking and developing important global networks and links.

The recipients will focus on improving student engagement, facilitating deeper learning, blended learning best practice and improving the teaching of STEM based subjects.

The Hodgman majority Liberal Government is committed to improving educational outcomes in Tasmania, and recognise we can do this through a strong focus on curriculum, leadership and professional learning.

Hardie Fellowship recipients contribute enormously to the growth of education in our state, with new learnings and strategies shared among our teachers.

The Hardie Fellowship was established by Professor Charles Dunn Hardie who was appointed Dean of Education at University of Tasmania and 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.

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


Group 1

  • Emma Aorangi, Assistant Principal, Cosgrove High School
  • Holly Stewart, Assistant Principal, Sorell School

Study Focus: Redesigning education for student engagement: supporting instructional reform, student agency and student-centred learning to accelerate the learning of all students.

Group 2

  • Danielle Bresnehan, Principal, Taroona Primary School
  • Hilary Purdie, AST, Taroona Primary School

Study Focus: Generating Change for Deeper Learning: developing expertise in the ‘how’ and the pedagogies and assessment tools required for wide-scaled deeper learning in the 21st century.

Group 3

  • Emma Dobson, AST, Kings Meadows High School
  • Kerri Kleinig, Teacher, Kings Meadows High School

Study Focus: How exemplary practice in blended and contemporary learning in the USA can inform our practice in Tasmania and positively impact on student wellbeing and engagement.

Group 4

  • Nigel Baptist, Teacher, Don College
  • Joshua Moore, Curriculum Leader, Years 9-12 – Curriculum Services

Study Focus: Developing high level pedagogical content knowledge within the STEM discipline areas of mathematics and science, and investigating how teacher initiated inquiry is being used to enhance teaching practice.

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