The PETAA Board

Directors are elected from the membership at the AGM in accordance with the Constitution

The Primary English Teaching Association Australia (PETAA) is a not-for-profit national professional teaching association. The association was incorporated in 1982. PETAA is governed by a Board of Directors, who determine the organisation’s strategic direction and to whom the General Manager and operations team report.

Outside view of PETAA Offices - second floor to leftBoard Directors April 2019

Current PETAA Board Directors are:

Company Secretary: Kevin Peters

Committee support: Ellis Zilka (Board appointed Consultant to the Finance and Audit Committee)

The Board comprises:

  • President
  • Two Vice Presidents
  • Four other Directors.

The term of office for elected directors is normally three years. From time to time Board appointments are made to fill a vacancy.

From Left Robyn Cox, Bronwyn Parkin, Susan Feez, Helen Kenworthy, Pauline Jones, Mardi Gorman, and Lorraine Beveridge.

The PETAA Board of Directors in 2018: From Left Robyn Cox, Bronwyn Parkin, Susan Feez, Helen Kenworthy, Pauline Jones, Mardi Gorman, and Lorraine Beveridge.

Robyn Cox, PhD, M St Ed, Grad Dip Ed Stud, Dip Teaching

Robyn is currently Associate Professor of Literacy Education at ACU National, Strathfield campus. Prior to this she was Principal Lecturer at the University of Worcester, UK and a member of the executive committee of the United Kingdom Literacy Association (UKLA).

Robyn has also held positions at Universities in Australia, Singapore and Brunei Darussalam. She is the author of several international journal articles in the field of literacy research and has been involved in teacher education in four countries over a 20 year period.

Robyn is well known for her commitment to the development of a strong professional knowledge base in initial teacher education and remains dedicated to bringing accessible educational research and theory to teacher education students. Robyn’s interest also lies in teacher professional development.

Lorraine Beveridge

Lorraine Beveridge, PhD (UN);MEd (CSU); Grad Dip Ed (CSU), Dip Teach (UN)

Lorraine Beveridge has been a primary teacher and executive in government schools for over 30 years, and a member of PETAA for most of that time. She has also taught in education courses in university. Her PhD research investigated the sustainability of teacher professional learning.

Lorraine has written a number of practitioner and academic publications in relation to English and professional learning. Lorraine currently works as a Teacher Quality Advisor in the Wagga Wagga Operational Directorate of the NSW Department of Education.

Susan Feez

Susan Feez, PhD (Syd); MEd: Language in Education (Syd); Dip Ed: Infants/Primary (Armidale CAE); Dip Ed: TESOL (Latrobe); BA (Qld)

Susan Feez has worked as a classroom teacher of language, literacy and English for speakers of other languages (ESOL) across the primary, secondary and adult education sectors, and as a teacher educator and curriculum consultant. She is currently Associate Professor in the School of Education at the University of New England (UNE), Armidale, NSW, coordinating TESOL/EALD and Languages education programs as well as the Bachelor of Education (Early Childhood and Primary).

Susan’s research interests centre on English language education, from the early years to tertiary, as well as the history and practice of Montessori education. Susan is also interested in the development of textbooks and teacher handbooks as a means of fast tracking into classrooms educational innovation derived from research. This has been the motivation for a series of educational publications she has contributed to over recent years.

Mardi Gorman, Dip Teach (ACU), BEd (Ballarat Uni), MEd (Uni of Melb)

Mardi Gorman is an experienced educator who has worked within a range of educational contexts both in Australia and overseas in New York and London. Mardi manages her own education consultancy in Melbourne, focusing on building educator’s pedagogical knowledge and instructional practice on effective literacy practice. She is part of the team who has developed the University of Melbourne’s Network of Schools project, where she plans and presents professional learning seminars, leads focus groups and supports schools in connecting research to the practicalities of school action planning and professional learning.

Mardi strongly believes that quality teachers and leaders remain pivotal to driving a positive impact on student learning. This drives her passion for, and focus on, professional learning for educators.

Pauline Jones

Pauline Jones, Ph.D. (UNSW)

Pauline Jones has over 20 years' experience as a tertiary teacher educator specialising in language and literacy research, curriculum and pedagogy. Having completed her PhD on oral language in 2005, Dr Jones' current research is in the use of student generated multimodal texts in Science, and language and literacy transitions across schooling years. Dr Jones has written extensively for teachers (in- and pre-service) in language and literacy and most recently completed co-editing of a book on dialogue in teaching and professional learning for the PETAA book — Talking the Talk.

Helen Kenworthy

Helen Kenworthy, Grad Dip (Applied Linguistics), BEd, Dip Ed Primary

Helen has been an educator in Queensland for more than 30 years and is currently an Assistant Regional Director for Queensland Department of Education and Training.

Helen is very passionate about her work and strives to make a difference in the lives of the students in all her schools. She is an instructional leader working closely with leadership teams and teachers in implementing the Australian Curriculum, developing a deep understanding of effective practices in the teaching of reading and writing, and using data to ensure every student is learning.

Bronwyn Parkin

Bronwyn Parkin, PhD (University of Adelaide), Master of Education (UniSA)

Bronwyn Parkin has 30 years' experience in supporting language and literacy teachers beginning in Aboriginal Education, remote and metropolitan through the South Australia Accelerated Literacy program focused on disadvantaged schools; through the recent PETAA research grants investigating academic language pedagogy with educationally marginalised students; and as a consultant working in disadvantaged contexts. Dr Parkin has been a member of the Literacy Education Advisory Committee of South Australian Department of Education.