Associate Professor William Sultmann - La Salle Academy for Faith Formation & Religious Education (Vice President)
Accreditation in-progress - Supervisor is eligible to co-supervise with another fully accredited supervisor (Principal Supervisor)
William Sultmann AM (Dip T, B Ed St, BA, Dip Psych, Grad Cert Theol; M Ed St, M Ed Lead, PhD (UQ), PhD (ACU), MAPS, ACTA, FACE, FILM)
William (Bill) Sultmann is a teacher, psychologist, practical theologian and leader with senior executive and governance roles in education, health and welfare sectors across Government and Catholic sectors. He has chaired and participated in multiple state and national bodies in welfare and education and consulted nationally and internationally. He has published comprehensively through books, monographs and journals in areas of Special Education, Language and Reading, Interpersonal and Educational Psychology, School Renewal, Christian Leadership, and Catholic School Identity. Qualifications span arts, education, psychology, and leadership with research doctorates in Educational Psychology and Pastoral Theology. Adjunct professorial positions are held with two universities and fellowships exist within education, management and leadership professional bodies. Current responsibilities include university teaching, professional writing, and community engagement in not-for-profit governance boards. Bill holds the position of Associate Professor and Director of Catholic School Identity and Mission within ACU with responsibilities as Deputy Dean within the La Salle Academy. He is married to Noelene, lives in Noosa Heads, Queensland and delights in the association with his family Clare and Cam Stewart, and grandchildren William, Joseph and Amelia. In 2019 Bill was honored in the Queen's Birthday Honors as a Member of the Order of Australia.
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- The renewal of Catholic school systems (PhD) (Associate Supervisor)
- Psychology of Catholic School Renewal - University of New England (PhD) (Associate Supervisor)
- Catholic School Renewal (PhD) (Associate Supervisor)
- An exploration of how teachers in Catholic schools understand their roles (PhD) (Co-Supervisor)
- What do Religious Education Teachers need to successfully lead the integration of Catholic Social Teaching principles across the middle secondary school curriculum? (Master) (Co-Supervisor)
- The use of Socratic circles as a discussion methodology, with a particular reference to its application in intercultural contexts (PhD) (Co-Supervisor)
- The transmission of the MacKillop charism in the absence of the Sisters of Joseph's governance (PhD) (Co-Supervisor)
- Student experiences in First Year at ACU (PhD) (Co-Supervisor)
- Impact of a reflection retreat on the engagement of male adolescents in an Australian Anglican school (PhD) (Co-Supervisor)
- Teachers in Catholic Secondary Schools and the New Evengelisation (PhD) (Co-Supervisor)
Catholic School Formation Index (CSFI): Development of a self-assessment tool for formation planning, in International Studies in Catholic Education
Ways forward in Religious Education: Reflections on an Australian colloquium, in eJournal of Catholic Education in Australasia
Mission and teacher identity: A case for relationships, in Journal of Religious Education
Constants in context: Conciliar and post-conciliar documents on the Catholic school, in Journal of Religious Education
Leadership and identity in the Catholic school: an Australian perspective, in International Studies in Catholic Education, 8 (1), 73-90.
Catholic school identity and the new evangelization, in Journal of Religious Education, http://link.springer.com/article/
Magisterium Perspectives on Catholic School Identity, in Journal of Religious Education, 61 (1), 4-14)
Modelling pillars of Catholic school identity: an Australian study , in International Studies in Catholic Education, 3 (1), 73 a?? 90)
Social and Emotional Learning: Reporting a system approach to developing relationships, nurturing wellbeing and invigorating learning, in Education and Child Psychology. 27 (1), 143 a?? 155.
A system's journey in renewal, in Orbit, Ontario Institute for Studies in Education, Special Edition, 6 (1), 29-31.
Validation of similar and dissimilar orthographic and semantic relationships, in Social and Behavioural Sciences Documents, 16 (2), 1-86.
Linguistic awareness and early reading, in Reading Psychology, 4, 327-335.
Congenital Ocular Motor Apraxia. An interdisciplinary approach to education, in (The Exceptional Child. 28 (2), 133-145
Readiness Assessment and Early Reading: A multiple regression analysis, in Reading Education. 7 (1), 39-46.
Relevant writing also includes -
6 Text books - mixture of system and university course contributions
13 Monographs - relevant to areas nominated
5 Book Chapters
Other Journal articles (17 in all)
12 major system reports - Church and Government
HDR Student Information
Examination of doctoral theses (2015, 2014,2013)
External panel member of pre-submission of doctoral theses (2013, 2012, 2007)
Successful ARC Linkage grant with major national education provider ($250k)
Existing student - doctoral interest - from consultations associated with new course development