Our principal and staff

Jenna Lees, Bachelor Education (Primary)

Assistant Principal,

Since beginning my career in 2012, I have worked as a dedicated classroom teacher and, since 2021, as an Assistant Principal. I have a strong passion for supporting students in their early years, recognising the importance of infants and the transition to school in shaping confidence, curiosity, and a love of learning. I am committed to creating engaging, supportive environments where every student feels valued and encouraged to achieve their best. My interests include mathematics, where I foster critical thinking and problem-solving, and the creative arts, which inspire imagination and self-expression. As Assistant Principal, I support high-quality teaching and learning while building strong relationships with students, families, and colleagues to ensure every child thrives.

Tamie Miller, Bachelor Education (Primary)

Assistant Principal Curriculum Instructor

As Assistant Principal, Curriculum and Instruction, I am passionate about helping every child succeed. In this role, I work closely with teachers to support curriculum planning, strengthen teaching practices, and create consistent, high-quality learning experiences across the school. I believe strongly in fostering a safe and inclusive environment where students feel confident, supported, and inspired to do their best. I enjoy working in partnership with staff, students, and families to build a culture of collaboration and high expectations, ensuring our school is a place where every child can thrive and develop a love of learning.

Sharon McCudden, Masters of Education

Assistant Principal, Curriculum Instructor

As an Assistant Principal and instructional leader, I am passionate about ensuring every child has opportunities to grow, learn, and thrive. I work closely with teachers to implement high-quality teaching practices, differentiated learning, and evidence-based strategies that support each student’s unique needs and strengths. I believe in fostering a positive, inclusive, and engaging school culture, where students are encouraged to take risks, develop confidence, and embrace learning. Beyond the classroom, I support a wide range of extracurricular programs, providing students with additional avenues to explore their interests, develop skills, and build resilience. My focus is on collaboration, innovation, and creating meaningful opportunities that enable all students to achieve their potential.

Rennae Vicary, Assistant Principal

As an Assistant Principal, I am committed to leading with a focus on student learning, wellbeing, and inclusion. I work collaboratively with staff, students, and families to create a positive and engaging school environment where every child feels valued and supported. I believe in high expectations, explicit teaching, and evidence-based practices to ensure all students can achieve their potential. My leadership encompasses mentoring teachers, coordinating programs, and fostering a culture of continuous improvement. I am passionate about building strong community partnerships, promoting equity, and ensuring that every decision I make contributes to the growth, success, and wellbeing of our students.

Michelle Meehan, Bachelor of Education K-6, Bachelor of Aboriginal Education K-12, Kindergarten

I am a proud Ngiyampaa woman from the Wongaibon nation and have more than 20 years of service in the NSW Department of Education. My teaching is guided by the belief that every student is unique, so I create a safe, positive, and engaging learning environment that nurtures students’ physical, mental, emotional, and social growth while celebrating their individual strengths, backgrounds, and learning styles. I am committed to high expectations, explicit teaching, clarity, and structured learning, as all students are capable of success. My career has included diverse roles in Aboriginal education, underpinned by a commitment to community engagement and culturally responsive practice. As an Anti-Racism Contact Officer Network Co-ordinator, I support schools to strengthen cultural understanding, build respectful relationships, and ensure every student feels valued and included. I am dedicated to professional growth, collaboration, and empowering all students to reach their potential.

Stephen Tredinnick, Year 1

I am a dedicated classroom teacher with a strong passion for explicit teaching and mathematics. My approach is grounded in clarity, structure, and high expectations, ensuring that all students are supported to achieve success. I believe explicit teaching provides the foundation for deep understanding, as it allows students to see concepts clearly modelled, practise with guidance, and then apply their knowledge independently with confidence.

Mathematics is an area of particular interest to me. I design lessons that build sequentially on prior learning, using concrete materials, visual models, and purposeful practice to strengthen number sense and problem-solving skills. By embedding opportunities for reasoning and real-world application, I aim to make mathematics meaningful, enjoyable, and accessible to all learners.

As a reflective practitioner, I actively seek opportunities to refine my teaching, drawing on professional learning and collaboration with colleagues to continually improve outcomes for students in my care.

Tom Barber, Master of Teaching (Primary) Year 2

I am a passionate teacher committed to helping students enjoy their learning and develop confidence in their abilities. I particularly enjoy teaching mathematics, where I focus on making concepts clear, practical, and rewarding so that every student can experience success. Sport is a personal strength of mine, as I recognise the important role it plays in building teamwork, fostering inclusion, and promoting healthy, active lifestyles. Above all, I strive to create a positive and supportive classroom environment where every student feels encouraged to try their best, take pride in their progress, and celebrate their achievements.

Rennae Vicary, Bachelor of Teaching, Bachelor of Education Year 3

I have been teaching in primary schools for the past 15 years, working with students from Kindergarten to Year 6. My teaching strengths are in English, Science, STEM, and the Creative and Practical Arts. I am passionate about helping students build strong literacy skills, explore the world through science, and express creativity through art, drama, and music. I design engaging STEM experiences that foster problem-solving, critical thinking, and teamwork. Student welfare and wellbeing are central to my practice; I prioritise positive relationships and a calm, supportive learning environment where every child feels valued. I established our school’s Eco Warrior team, enabling students to care for gardens and sustainability projects, building both responsibility and environmental stewardship.

Aleisha Alford, Year 4

I am a proud Biripi woman. As a classroom teacher, I believe children should always be at the centre of all learning. Every child is unique, and I am passionate about catering for their individual needs so that each one feels supported, challenged, and inspired. I am committed to creating an inclusive classroom where every student feels valued, capable, and motivated to achieve their best. My focus is on nurturing curiosity, confidence, and resilience, while helping students grow academically, socially, and emotionally. I aim to empower learners to take ownership of their learning journey, ensuring they develop the skills and attitudes needed for success both now and in the future.

Blake Ingram-Dobell, Bachelor of Teaching, Bachelor of Arts, Year 5/6

I am a dedicated teacher who loves learning and sharing that passion with my students. I believe learning never really ends, and I encourage my students to stay curious and keep asking questions. In my classroom, I use technology to make lessons exciting and to help students learn in different ways. Whether it’s using apps, games, or online tools, I show students how technology can be a powerful way to learn and create. Giving feedback is also very important to me. I always try to give clear and helpful advice so students know what they are doing well and what they can do to improve. Outside of teaching, I have many interests that I bring into the classroom. I enjoy music and play the guitar, and I also like coding and design. These hobbies give me lots of ways to connect with students and show them that learning new skills can be fun and rewarding. My goal is to build a classroom where students feel confident, creative, and ready to take on challenges, not just in school but in their everyday lives.

Robyn Rose, Release From Face to Face

With over 36 years of teaching experience from Kindergarten to Year 6, I am dedicated to fostering students’ holistic development through engaging learning and sport. I believe participation in sport builds confidence, teamwork, and wellbeing, while hands-on, experiential learning ensures students enjoy the process and develop essential skills. I actively engage with the Macleay Valley community, valuing strong partnerships with families and local organisations to enrich student opportunities. Collaboration with colleagues is central to my practice, as I strive to create inclusive, supportive, and challenging environments. I am proud to contribute to the community and inspire students to achieve their best.

Julie Donnelly, LAST

I have been a dedicated member of Frederickton Public School since 1992, contributing across a wide range of roles including Literacy/Numeracy Teacher, Classroom Teacher, Reading Recovery specialist, and currently as Learning and Support Teacher (LaST). In my current role, I lead the school’s Learning and Support Team (LST), coordinating weekly meetings to implement effective support for students with learning, behavioural, and disability-related needs. I also play a key role in managing the Nationally Consistent Collection of Data (NCCD) and work closely with teachers and parents to develop Individual Education Plans (IEPs) and Personalised Learning Plans (PLPs).

My expertise includes the Ongoing Adjustment Review (OAR) process, Integrated Funding Support, and Support Class placement applications. I collaborate with staff and families to design and implement Behaviour Support Plans, Risk Management Plans, SMART Goals, and monitoring tools. I am committed to ongoing professional learning, particularly in areas such as Autism, ADHD, Speech and Language, Mental Health, Dyslexia, and Motor Coordination. Passionate about inclusion, I work alongside school staff, counsellors, regional services, and external health agencies to ensure every student is supported to thrive both academically and emotionally. My leadership, expertise, and unwavering commitment are central to the school’s inclusive and student-centred approach.

Julie Eden, Wellbeing and Health In-Reach Nurse

As a Wellbeing and Health In-Reach Nurse, I am passionate about supporting students, families, and schools to build stronger connections between health and education. My role allows me to work across school communities, providing early intervention, health promotion, and individualised support to ensure the wellbeing needs of children are met. I work closely with families to navigate health systems, access services, and feel supported in addressing the challenges that impact their child’s learning and development. By collaborating with teachers, school staff, and external health professionals, I aim to create a holistic network of care that empowers students to thrive both academically and emotionally. I am deeply committed to fostering positive relationships, breaking down barriers to access, and ensuring every child has the opportunity to reach their full potential.

Elisha Stackman, Student Learning Support Officer

As a Student Learning Support Officer, I am passionate about helping students engage in their learning and feel confident in the classroom. I work closely with teachers to provide targeted support, adapt resources, and assist students with individual needs. I enjoy building strong relationships that encourage trust, belonging, and resilience. My role allows me to celebrate student progress, no matter how small, and to make learning accessible for every child. I am committed to creating an inclusive environment where all students are supported to develop their skills, grow in independence, and reach their potential.

Julie Williams, Student Learning Support Officer

In my role as a Student Learning Support Officer, I focus on supporting the diverse needs of students so they can actively participate in their learning. I assist teachers by providing one-on-one and small-group support, adjusting tasks, and helping students remain engaged and on track. I value working collaboratively with staff and families to ensure consistency and care across learning and wellbeing. I am passionate about fostering a positive environment where students feel safe, included, and encouraged. Helping children grow in confidence, independence, and ability is the most rewarding part of my work.

Coralee Rumble, Student Learning Support Officer

As a Student Learning Support Officer, I am dedicated to providing practical and emotional support to students so they can succeed in their learning. I assist with classroom routines, adapt activities, and provide encouragement that helps students build confidence and resilience. I value working closely with teachers and families to ensure students’ needs are understood and supported. Every day, I strive to make learning a positive experience by creating an environment where students feel safe, capable, and motivated. I am committed to inclusion and believe every child deserves the opportunity to shine.

Helen Fitzgerald, School Administrative Manager

As our School Administration Manager, I play a vital role in supporting the smooth and efficient operations of the school while ensuring families feel welcomed and cared for. I am often the first point of contact for parents and carers, assisting with enrolments, managing financial processes, and providing clear and timely communication. I work closely with the principal and staff to coordinate administration, compliance, and resource management, ensuring systems run effectively to support teaching and learning. I am passionate about helping all families, offering guidance and support with warmth and understanding, and creating a positive experience for every member of the school community. My commitment is to ensure our school office is a place of professionalism, inclusion, and genuine care.

Megan Johnston, School Administrative Officer

As a School Administration Officer, I am committed to providing friendly, professional, and efficient support to students, families, and staff every day. I take pride in being a welcoming first point of contact for parents and carers, assisting with enquiries, enrolments, attendance, and a wide range of administrative tasks that help the school run smoothly. I work closely with the leadership team and teachers to ensure accurate records, effective communication, and well-organised systems that support both learning and wellbeing. I am dedicated to making the school office a warm and approachable space, ensuring all members of our community feel valued and cared for.

Paul Hollis, General Assistant

I am a General Assistant at a NSW public school, where I play an important role in supporting the daily operations of the school. My work involves maintaining the school grounds and facilities so that they are safe, clean, and welcoming for students, staff, and visitors. I assist with a wide range of practical tasks, including carrying out repairs, managing equipment, and setting up for events. By helping to create a well-maintained environment, I contribute to the smooth running of the school and support the learning and wellbeing of every student in our community.