Reconciliation beyond recognition: how one exceeding service continues to learn and lead

When our service was rated Exceeding in all seven quality areas, there was a sense of pride across the team. Yet, amid the celebrations, we found ourselves asking an important question:

What comes next?

For us, achieving an Exceeding rating did not signal the end of the journey. Rather, it reinforced something we had always believed that quality is never static. It is built through curiosity, reflection and a commitment to continually learning alongside children, families, educators and communities.

That mindset has shaped many aspects of our work over the years, including our approach to reconciliation.

Like many services, our early efforts focused on significant events and celebrations. They were meaningful, but over time we found ourselves asking a different question:

"How do we ensure children experience reconciliation every day, rather than only during special events?"

The answer didn't come from a new program or a checklist.

It came through relationships.

Over the years, those relationships have taken us on unexpected paths. There have been National Sorry Day Bridge Walks, Yarning Circles, murals created with children and families, and opportunities to connect with Country alongside Aboriginal community members and organisations that have generously shared their knowledge and challenged our thinking.

One of the most meaningful developments was the creation of our 8 Ways Aboriginal Pedagogy Learning Map. What began as a practical guide for our own educators became a way of encouraging deeper conversations about teaching, learning and the many ways children make meaning.

Perhaps one of the biggest lessons we learned was that reconciliation could not depend on the passion of a few individuals. If it was to become part of everyday practice, it needed to be shared and sustained across the whole team.

With this in mind, we established a RAP Champion role as part of our distributed leadership approach.

What made this particularly special was that the role was embraced by one of our trainee educators.

At the time, he was still early in his professional journey. Rather than waiting until he had years of experience or a leadership title, we chose to invest in his passion, strengths and cultural knowledge. Through mentoring, professional learning and opportunities to lead, his confidence gradually grew.

As relationships with Elders, community members and organisations deepened, knowledge and stories generously shared with him were thoughtfully brought back to the team and woven into everyday experiences for children. 

In many ways, the RAP Champion became a bridge between community knowledge and daily practice, helping to ensure greater consistency and authenticity across the program.

More importantly, he became a mentor for others. Educators who once worried about saying the wrong thing felt more comfortable asking questions, seeking guidance and learning together.

Watching that leadership journey unfold has been one of the greatest privileges of my career.

One educator who stepped into the RAP Champion role went on to receive the 2025 Koori Curriculum Educator of the Year Award. More recently, the same educator became a finalist in the 2026 ACT Training Awards for Trainee of the Year.

While these recognitions have been wonderful moments of celebration, they were never the goal.

They were simply the by-product of investing in people.

Recently, while reflecting on our journey, I realised that some of the most meaningful changes had been the ones we never set out to achieve.

What began as conversations about reconciliation gradually influenced the way we worked together as a team. Educators grew in confidence. Conversations became richer. New leaders emerged. Relationships with families and community deepened. Small ideas evolved into meaningful practices that continue to shape our thinking and open doors to further learning.

None of this was part of a grand plan.

It simply grew from relationships.

And perhaps that has been one of our greatest lessons.

Influence doesn't begin when we consider ourselves experts.

It begins when we are willing to listen, to learn and to walk alongside others with humility.

Looking back, I have come to realise that reconciliation is not measured by the number of events we hold, the awards we receive or the plans we publish.

It is measured in relationships.

In trust.

In humility.

And in our willingness to keep listening and keep learning.

Because reconciliation was never meant to end with recognition.

Perhaps that is where the real work begins.

Author

Farah Junaid is an award-winning Centre Director at an exceeding-rated service in the ACT. She is recognised through honours such as ECA Director of the Year, the Reimagine Australia National Inclusion Award, and the NEiTA National Excellence in Teaching (Team) Award across Australia and New Zealand. Farah is passionate about distributed leadership, supporting educator growth, and creating environments where every child and family feel a true sense of belonging.