Carol Ann Tomlinson is William Clay Parrish, Jr. Professor Emeritus at the University of Virginia’s School of Education and Human Development where she served as Chair of Educational Leadership, Foundations, and Policy, and Co-Director of the University’s Institutes on Academic Diversity. Prior to joining the faculty at UVa, she was a teacher in public schools for 21 years, during which she taught students in high school, preschool, and middle school and also administered programs for struggling and advanced learners. She was Virginia’s Teacher of the Year in 1974.

Carol is author of over 300 books, book chapters, articles, and other educational materials including: How to Differentiate Instruction in Academically Diverse Classrooms (3 rd Ed.), The Differentiated Classroom: Responding to the Needs of All Learners (2 nd Ed), Leading and Managing a Differentiated Classroom, (with Marcia Imbeau), and Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom (2 nd Ed.), (with David Sousa). Her books on differentiation are available in 14 languages. Carol’s most recent books, So Each May Soar: Principles and Practices of Learner-Centered Classrooms, was published in 2021, and Everybody’s Classroom: Differentiating for the Shared and Unique Needs of Diverse Learners was published in 2022.

Carol was named Outstanding Professor at UVa’s School of Education and Human Development in 2004 and received an All-University Teaching Award in 2008. In 2022, she was ranked #12 in the Education Week Edu-Scholar Public Presence Rankings of the 200 “University-based academics who are contributing most substantially to public debates about schools and schooling,” and as the #4 voice in Curriculum & Instruction. She works throughout the United States and internationally with educators who seek to create classrooms that are effective in reaching diverse student populations.

Ian brings over 13 years of experience in education, with a significant portion dedicated to leadership roles. Currently, he serves as the Director of Professional Learning at Arndell Anglican College, a position he has held since 2020. In this role, Ian has spearheaded several whole-school initiatives, notably developing a leadership model to guide the training and development of educational leaders within the College.

Prior to this, Ian was the Head of History and Legal Studies at The King’s School, where he demonstrated his expertise in curriculum development and departmental leadership. He holds a Master of Educational Leadership and is in the process of completing his PhD, focusing on strategic leadership within educational organisations. Ian’s contributions to the field have been recognised with the ACEL New Voice Scholarship in 2023.

As Director of Learning and Growth (P-12) at Redlands, Ben Castelli focuses on fostering connection, self-awareness, and collective efficacy within the school community. He has played a key role in initiatives that combine both quantitative and qualitative data to gain a more comprehensive understanding of student performance and wellbeing with the aim to improve professional learning and practice.

Andrea is a passionate educator with extensive experience in inclusive education, specialising in supporting students with diverse learning needs. She completed her Masters of Inclusive Education at Queensland University of Technology (QUT) in 2016, honing her skills in creating inclusive learning environments. Currently, she engages grade 5 students as a part-time teacher and supports Year 5 and 6 students as an Inclusive Learning Teacher and Case Manager. Andrea is particularly interested in dyslexia and dyscalculia, and her insights into differentiation strategies and engagement techniques, advocating for the use of technology and AI in personalised learning. Her notable accomplishments include authoring a children’s book for young leukaemia patients and teaching in an international school in Hong Kong. Andrea found her dream school at All Hallows’, where she makes a lasting impact on students’ lives. Andrea hails from a large family of nine siblings. Her homework duties—assigned by her parents to assist her younger siblings when she was growing up—were like magical seeds planted in the fertile soil of personalised learning. Little did she know that these early adventures would blossom into her professional passion!

Rachel Harden is a secondary Inclusive Learning teacher at All Hallows’ School. She has a Masters in Special Needs From Griffith University (2013) and has worked in Learning Support for almost 10 years. Her focus is personalising learning to be responsive to student need in the early years of high school. She is dedicated to  inclusion, evidence based intervention and reflective practice.

Suzanne graduated with honours in Biotechnology Engineering and worked in GMO research briefly before uncovering her love for teaching as an EAL instructor. She obtained a Graduate Diploma in Secondary Teaching and, more recently, a Master’s in Education Leadership.

Suzanne is currently a fellow of the Teacher Excellence Program at the Victorian Academy of Teaching and Leadership. She has held various roles within schools, showcasing her expertise in areas such as science teaching, year-level coordination, operational management, and personalised learning.

Now serving as Head of Continuous Reporting at Southern Cross Grammar, Suzanne focuses on optimising feedback mechanisms and data analysis in secondary education, empowering staff to drive continuous improvement in reporting.

Jade Kemp (@jadieinthecorner) is a passionate educator with over 16 years teaching experience, starting in Special Education after transitioning from a career in the Television Industry. Based in Geelong on the lands of the Wadawurrung people, Jade fosters an inclusive learning environment where creativity and talents are nurtured. She teaches Media and Photography, drawing on her experience in Drama and Theatre Studies. Jade has worked in Catholic, Department and Independent mainstream schools. Her heart-led, brain-focused teaching philosophy emphasises that success looks different for everyone, aiming to unlock the full potential of every student. She believes in creating a successful end to High School for all students, whatever that may look like.

Dr Deborah Price is the President of ACSA – Australian Curriculum Studies Association. As a not-for-profit educational association, ACSA has been sharing, debating and creating educational curriculum scholarship, policy and practice in Australia and beyond for over 40 years. ACSA Website | ACSA LinkedIn.

Dr Price is also Research Degree Coordinator and Senior Lecturer in Inclusive Education and Wellbeing at the University of South Australia Education Futures and is the Portfolio Lead: Partnerships on the executive of the Centre for Research in Educational and Social Inclusion (CRESI).

Dr Price’s research, teaching and scholarship span inclusive education and wellbeing which advocate capability and codesign approaches, valuing the diversity and voice of young people. Her current research contributes to the broad themes of social justice and equity, with a particular focus on: disability studies and special education; inclusive education; learner, educator and community wellbeing; youth studies; relationships and identity; bullying and cyberbullying; alternative education; culturally and religiously responsive pedagogies; inclusive curriculum; initial teacher education; and educational influence.  

Dr Price led the Youthworx South Australia initiative in collaboration with local councils and not for profit organizations focused on Re-engaging youth in learning and employment through the creative art of film-making. Deb Price has also been a Chief Investigator for Commissioned Research including Teacher Wellbeing for the Australian Independent Schools Association, New South Wales. Further bio here

With over 20 years of experience as a teacher and educational leader, Caroline is currently Acting Assistant Principal at Ashwood High School, a co-educational government secondary school in Melbourne’s east. An Honours graduate in Music and Teaching from the University of Melbourne, Caroline has reviewed Listen to the Music and In Tune with Music for Cengage Learning and has been a presenter at the Daytime Music Technology Conference in Melbourne. More recently, she has completed a Master of Instructional Leadership, also through the University of Melbourne, and has facilitated action research projects with Deakin University as part of the Ashwood Alliance. With a keen interest in initial teacher education, assessment and disability inclusion, Caroline is excited to have the opportunity to be able to unpack the complexities of differentiated instruction with her fellow panel members.

Rob Bonnici, Assistant Principal of Learning and Teaching, De La Salle College Malvern (VIC)

Rob Bonnici is the Assistant Principal of Learning and Teaching at De La Salle College Malvern. De La Salle is an open entry, mixed ability school for boys from Grade 5 to 12 with approximately 1000 students. With over 15 years of experience in boys’ education, Rob is deeply committed to fostering individual growth and progression for each student, ensuring that every learner is supported and challenged according to their unique needs.

Holding a Master’s degree in Educational Leadership, Rob’s academic focus has been on differentiated learning strategies, culminating in a research project that explored innovative approaches to cater to diverse student abilities within the classroom. Rob’s expertise in differentiated instruction is central to the school’s mission of personalising learning, ensuring that each student has the opportunity to reach their full potential, regardless of starting point or ability level.

As a leader in learning and teaching at the College, he is passionate about creating a dynamic, student-centred educational environment. This year the College has structured their Professional Learning Teams to emphasises collaboration among staff to continually improve differentiated instruction, encouraging professional growth and innovative practices based on student interest areas and personalised groupings.