Dale Neill

‘If you’re short on talent, make up for it with tenacity.’  

Born Anzac Day 1944 Dale Neill (1961) spent his formative years at St Brigid’s in West Perth and Our Lady of Victories in Cambridge Street, Wembley and, on 7 February 1954, he was among the founding cohort of St Joseph’s Marist Brothers in Salvado Road, Subiaco.  

At 13 Dale had a brief but serious flirtation with the notion of becoming a Marist Brother. An even briefer flirtation with a Brigidine Convent girl in the back row of the Piccadilly Theatre put paid to that idea! 

Dale’s favourite subject at St Joseph’s was Physics with Br Ernest, particularly the study of light and lenses and, in the 1959-1960 holidays, Dale started a serious ‘summer romance’ with photography. While Dale’s mates were swimming and surfing, Dale sweated and sweltered, spray painting caravanettes for seven weeks at £3-10-00 ($7 today) a week. With his hard-earned pay he bought a Hanimex C35 rangefinder camera for £24, and started shooting on film. Incredibly, he still has all those negatives today.  

After leaving school Dale went for a job as cadet photographer with The West Australian, but the jobs were eliminated due to budget cuts, so he and everybody else who’d applied missed out.  

After two years studying at Graylands Teachers’ College Dale was posted to remote Aboriginal communities in the Kimberley, starting in Halls Creek.  

It was there in August 1964, in Australia’s most remote area, in the desert halfway between Halls Creek and Alice Springs, Dale used up one of his nine lives. He set off with three other young male teachers from Balgo Mission. On their return from Alice Springs across the Tanami and Great Sandy Deserts, their Holden EJ station wagon bogged and jammed in second gear, 60 miles east of the Northern Territory border. Three inches of unseasonal rain then caused a lake to rise, for as far as the eye could see, around their car.  

Dale and his three teaching mates knew this was it. There was no panic; just no way out. Resigned, they stayed with the car and wrote last letters home to their mums. Three days later a geo-survey group in 4WDs happened to pass by. With one seat spare, they left food for the others and took Dale with them to Balgo to raise the alarm.  

Back in Perth Dale read the ad for a lecturer in Photography at TAFE. A panel of five professional photographers grilled him unmercifully for 20 minutes before the chairperson summed up the interview, saying 

‘Mr Neill, you shouldn’t be lecturing this course, you should be doing it’.  

So, Dale enrolled in the TAFE photography course. He flourished, achieving straight ‘A’s. Two years later Dale applied for the lecturing job again, and got it. He had found his niche. He taught photography, trained new TAFE teachers, set up TAFE’s first TV station and Audio-Conferencing Centre, and progressed to be an Associate Director. He never regarded it as work for it was fun. He had fun every day.  

Then, at 53, Dale was redundant because he was ‘too old’.  

After a brief emotional wave receded, he took stock, and set up three small businesses. FACEZ studio in East Fremantle, teaching at UWA, and WILDHEART Tours. He estimates it cost him in income, but rewarded him in quality of life by 200%. 

Twice or three times a year for the next 20 years, Dale led photography tours around the world.  

On 26 December 2004, an undersea earthquake with a magnitude of 9.1 struck off the coast of Indonesia. A few days later Dale joined a group of seven Perth volunteers to rescue newly-orphaned children on the east coast of India, where 15,000 lives had been lost.  

Dale’s job was to photograph the rescue of orphans from four villages and their relocation to Hebron orphanage. It was the early days of digital photography, and Dale dutifully burnt all images to CD. On return to Australia he felt utterly sick when he discovered he had a faulty batch of CDs and no images. He called his videographer who also backed up, and saved the cause. Those images, and the video, raised enough money to buy new land on which to build a new orphanage. Dale’s images also won him the WA Professional Photographer of the Year Award in 2005.  

Dale’s next best love was cycling. He cycled anywhere and everywhere, raced professionally for ten years and toured for 40, much of it on a tandem with his wife Margaret. They’ve pedalled through France, Germany, the British Isles and Indonesia, as well as numerous trips through Kalgoorlie and Tasmania. He loved cycling so much that, in 1974, he co-founded the Cycle Touring Association of WA which is still active today.  

Another love is flying and, in 1992, he qualified as a private pilot. Besides local ‘overseas’ flights to Rottnest, he flew up the Murrumbidgee in the ACT and down the Rhone in France.  

Of the hundreds of thousands of images Dale has taken over the years (including around 60 wonderful images of his friends, classmates, events and buildings from his time at St Joseph’s and beyond, which he kindly donated to our Archives in 2021) is ‘The Wounded Princess’, one of his favourites, of a troubled, young Fremantle girl, whose life changed dramatically for the better after Dale took her portrait. The band The Zimmer’s Apprentices wrote a song of the same name in 2021 (available on Spotify and YouTube).  

As Dale reflects on his life, he realises success is not measured by traditional metrics like money or fame, but by the joy he feels every single day. Part of that joy is in coming along to our annual Year 12 Career Breakfasts where he inspires our youngest, soon-to-be alumni with his amazing accomplishments and his life’s motto:  
“If you’re not having fun, you’re not doing it right.” 

To that end Dale, who turned 80 this year, and his wife Margaret took a trip up to the Kimberley in May. They went by bus up to Broome, glamped at Cygnet Bay, sailed through the Buccaneer Archipelago, and visited the Horizontal Falls, enjoying “the most exciting two weeks an 80 year old can have!” 

Alessandro ‘Alec’ Epis

Raised in the dusty streets of Boulder and educated at St Ildephonsus College in New Norcia, Alec Epis carved out an extraordinary path—from homesick schoolboy to VFL legend with Essendon. Along the way, he picked up a memorable nickname, found joy in vineyards, and never forgot the school footy jumper he longed to wear.

Newman College Teacher takes out the Australian Council for Educational Research (ACER) Teacher Award ‘Improving Student Learning and Progress’

Beth MurphyAndrew WatsonDr Lucie McCrory GAICDRyan von BergheimJustin KirrySimon Martino

Catherine Young – WINNER Teacher Awards 2023 ‘Improving Student Learning and Progress’

Newman College Perth is thrilled to announce and celebrate the outstanding achievement of one of our own, Catherine Young Leader of Learning PK-6, who has been announced as the recipient of the inaugural National Teacher Awards 2023 in the category Improving Student Learning and Progress.

The Teacher Awards have been developed by the Australian Council for Educational Research (ACER), to recognise and commend the exceptional contributions of educators, school leaders, and support staff in K-12 school settings across Australia. Catherine, nominated by our Deputy Principal Teaching and Learning PK-12, Beth Murphy, has made numerous contributions and taken various initiatives in the field of education, with a particular focus on data literacy and enhancing student progress. This award highlights the significant impact of her work for educators, students, and the broader educational community. The award recognises Catherine’s leadership abilities, collaborative endeavours, dedication to data-driven decision-making, reliance on evidence-based practices, and continuous commitment to professional development. It underscores her role in empowering her fellow educators and cultivating a culture of ongoing improvement and professional growth among her colleagues.

The Judging Panel, comprising nine esteemed experts in the field of education, including Professor Geoff Masters, Professor Lyn Sharratt, Professor Pasi Sahlberg, Professor Pauline Taylor-Guy, Associate Professor Marnee Shay, Dr Troy Meston, Ben Sacco, Alex Wharton, and Mali Jorm considered the nominations. Their expertise and rigorous evaluation process make Catherine’s achievement even more remarkable. Professor Geoff Masters, a distinguished member of the Judging Panel, remarked on the exceptional contributions made by teachers like Catherine Young to the teaching profession, student learning, and the overall wellbeing of students. The 2023 Teacher Award applicants showcased the profound passion and dedication that educators across Australia possess, and Catherine’s achievements truly stand out and this award is a recognition of Catherine’s unwavering dedication, exceptional contributions to education, and her profound impact on the lives of the students here at Newman College.

Congratulations Catherine!

The Nomination Criteria

Improving Student Learning and Progress

Every student is capable of successful learning and of making ongoing progress. This award is open to an individual or team of educators and celebrates success in improving learning and progress for students, regardless of their starting point – including those working above or below year-level expectations. Judges will be looking for elements such as:

  • Professional learning to support data literacy of staff
  • Systematic collection and use of data, from different sources, to identify: where individual students are in their learning; gaps in learning and individual student needs; appropriate teaching strategies and interventions (this may include programs to support specific cohorts of students, such as those facing disadvantage)
  • Using multiple sources of data to monitor student progress and evaluate the effectiveness of teaching
  • A feedback and reporting approach that aligns with the school context, teaching approaches, and student/parent needs
  • Teachers clearly explain students’ current knowledge, understanding and skills
  • Communicating student progress and long-term growth, rather than just achievement
  • Students understand the next steps in learning, and receive clear feedback on how to improve
  • Parents understand their child’s learning progress and needs, and how to best support them