In the clinical program the goal is to produce competent Clinical Psychologist Registrars ready to practice in a range of settings. Sandy develops the skills of the trainees in order for them to work with people with clinical problems by giving them opportunities for practice within a carefully crafted learning environment, and giving them fine-grained feedback. Trainees can feel very exposed, so Sandy focuses on creating a supportive environment where "they can play safely in the sandpit, with purpose". Clinical Psychologists need to be well organised and prepared, well informed and up-to-date, professional, ethical, enthusiastic, friendly, relaxed, flexible and able to think on their feet, sensitive and responsive, compassionate, able to express a range of emotions appropriately, clear communicators, and possess a sense of humour. These are all terms students have used in their praise of Sandy. As one student encapsulated:

"Sandy is one of those rare teachers that has a balance of both wisdom and humanity. She looks after her students' intellectual and professional development, without forgetting their personal growth. In the classroom, her teaching is unsurpassed. She brings clinical issues alive for us, and makes them very relevant to the placement work we have to do. I have always felt comfortable discussing professional and personal issues with her. Sandy has always taken time to understand my concerns and has helped me to look at things from a new perspective." Sandy is genuinely "there" for the students treating them in a collegial and affirming manner.

Congratulations Sandy

Lindey does not portray herself as an "expert" but rather as another person engaged in trying to understand the complexities of the world. Consequently she shares her own learning experiences, sometimes making herself quite vulnerable, in order to show the students how important the learning process is and not just the outcome. Students report of how Lindey assisted them to "believe in themselves."

The committee was impressed by Lindey's capacity to work with people from diverse backgrounds and adjust her methodology consciously to accommodate the students. For example, Lindey has worked with UWA's Aboriginal Tertiary Assistance Program, Perth Inner City Youth Service and WA Department of Training in their Local Heroes Program, which involved people with disabilities such as cerebral palsy and deafness. Lindey has a strong commitment to equity issues and values the importance of being sensitive to different learning needs/styles and to continuously working to demystify the learning process and to ensure those who are alienated by the higher education have a voice. Lindey very evidently is able to do this by creating a supportive, open and friendly environment in which students feel safe to participate. Students comments consistently refer to Lindey as "inspirational, enthusiastic and energetic". One student described her as "cool".

Murdoch is fortunate to have young tutors like Lindey who are not only conscientious but pedagogically astute.

Congratulations Lindey

Herb's goal in education is to shift away from education as a passive experience in which the student is meant to absorb the teacher's wisdom, to active joint participation in searching, discussing, making personal connections, and augmenting the course material. The joy and excitement of learning is founded, Herb believes, on the existence of respect and humility on both sides.

Herb's reticence to sing his own praises within the teaching portfolio meant that the selection committee were left to supplement his words with the very high commendations found in the attached letters of support and student evaluations. Consistent comments from students attest to the surprise that for many "Herb's classes were one of the very few classes I have taken in economics that has really taught me economics!" Students remark that they have learnt more in his units than they have in all their 3-4 years of Economics. This is consistent with Herb's outstanding Unit Survey Evaluations where statistically Herb scores in the highest percentiles.

Herb has a commitment to working with those in the community who may not have achieved the credentials to attend university. He has run Economics seminars and tutorials for a number of unions, Fremantle Prison, Canning Vale Prison and Pentridge Prison. Herb's mission seems to have been to make his discipline as accessible as possible. One former bricklayer wrote "Herb Thompson is the finest working class educator I have ever met. His capacity to relate to, gain confidence of, and teach complex issues to people who often have very low levels of formal education is unsurpassed. From all the people I have come in contact in my life, Herb gave me the intellectual confidence to push myself beyond what I would ever have thought possible."

Murdoch is fortunate indeed to have Herb as a colleague and as a lecturer.

Congratulations Herb

Sue declares that she has been passionate about teaching since an early age and is committed to her role as teacher, educator and life-long learner. For Sue teaching is about interaction, it is a two-way process and should not be thought of as one-dimensional content dissemination process. Active student- centred learning which promotes problem -solving for deeper levels of thinking are embedded in her practice, in order to assist students in making the transition from theory to practice. Teaching is about empowerment with her as the teacher- modelling effective and successful classroom strategies for her students (prospective teachers), and developing their organisational and monitoring skills. This is supported by student comments "Sue models every technique she teaches, especially student oriented involvement. She is genuine, cheerful and knows every student's name."

Sue is concerned for the inter-relatedness between the course materials, teaching methodologies and pedagogies, assessment tasks, systems level demands and the school experience requirements from the Western Australian Education Department (chief student employer). Sue is a highly reflective practitioner and is open and frank about situations that have not had the desired outcome. Students comment about this as commanding a "high sense of professionalism as she allowed me to see the real-life side of the teaching profession." The resounding comments from students was that Sue was a "passionate teacher, well-organised and every lesson a model for how we can teach in schools."

Having Sue in teacher education at Murdoch will ensure her continuing impact on improving the quality of teaching and learning far wider than the Murdoch community.

Congratulations Sue

Nancy takes seriously her ability to craft a curriculum based on competence in a subject or field and lead students in exploration, analysis and integration of learning. In accomplishing learning objectives Nancy brings her own enthusiasm and energy for critical thinking and creative construction. Consequently student feedback consistently refer to Nancy's openness, passionate interactive teaching style - "Nancy brings large degrees of enthusiasm and integrity to the teaching of this unit", one student reports.

She says herself, that in a day of changing jobs multiple times and jobs involving multiple changes, adult learners bring to theology a breadth of experience, goals and high motivation. Often theology is a program people seek out during or after great times of stress and transition in their lives. One student commented "Nancy's teaching and facilitation were excellent. She led an enthusiastic and sometimes difficult group with skill and sensitivity. Her enthusiasm and generosity are an inspiration." Thus, as a teacher, Nancy is attentive to the reality that often much is at stake for theology students. Consequently there is a "pastoral" dimension of care and compassion in her teaching philosophy and practice.

Although accolades from students often characterise Teaching Excellence renditions the testimony from Nancy's Head of School stand as high praise. He speaks of Nancy being an engaging communicator, imaginative in her methods and excellent at stimulating interest and interchange among students. "I am not surprised students rave about her classes... she is able to take scholarly research and help students interact with it at their level. She is one of the School's most outstanding teachers."

High praise indeed!

Nancy, congratulations