K12 Digest – December 2023 – 10 Must-Watch Schools in Australia and New Zealand – 2023

K12 Digest December 2023

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K12 Digest December 2023

K12 Digest December 2023

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December 2023

Managing Editor Sarath Shyam

Vol - 4 Issue - 14

Free Subscription

Consultant Editors Dr. John Andrews Naomi Wilson Emma James Stanly Lui Andrew Scott Joseph Alex Art & Design Charlie Jameson Sales & Marketing Jennifer Anderson Monica Davis Alice Smith Anna Elza Enquiry

DECEMBER 2023

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K12 Digest December 2023

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MANAGING EDITOR’S NOTE

Celebrating Global Perspectives

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nternational schools serve as bridges that connect students to a global perspective, fostering an environment where diverse backgrounds are celebrated and cultural exchange is embraced. The experiences gained in such institutions go beyond textbooks, providing students with the tools they need to navigate an interconnected world with cultural sensitivity and a broad worldview.

In this edition of K12 Digest, we delve into the vibrant educational landscapes of Australia and New Zealand, exploring the dynamic world of international school education. Down under, these countries not only boast breathtaking landscapes but also offer a diverse and enriching experience for students seeking an international education.

Australia and New Zealand have long been recognized as hubs for world-class education, attracting students from across the globe. The international school system in these countries is a testament to their commitment to fostering a global perspective.

From cutting-edge curricula to a rich tapestry of cultural exchange, these schools provide a unique platform for students to thrive academically and personally.

Our cover story spotlights St. Andrew’s Grammar, a beacon of excellence in the heart of Western Australia. Established in 1990 by the Hellenic Community, this institution has become synonymous with quality Greek Orthodox education. Beyond its academic prowess, St. Andrew’s Grammar stands as a testament to the preservation of language and culture, welcoming families of Greek heritage and nurturing a diverse student body.

With over 30 years of dedication to education, St. Andrew’s Grammar has not only achieved remarkable enrollment numbers but has also become a melting pot of cultures, with students from over 45 nationalities contributing to its vibrant community.

In an increasingly interconnected world, the significance of studying in an international school cannot be overstated.

As we explore the stories of these ten must-watch schools in Australia and New Zealand, let us celebrate the institutions shaping the next generation of global citizens. Education transcends borders, and in the pages that follow, you will discover the unique narratives of schools that are not just imparting knowledge but are also fostering a sense of global community.

Enjoy Reading.

Sarath Shyam

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CONTENTS

COVER STORY

ST. ANDREW’S

GRAMMAR WHERE DIVERSITY, EXCELLENCE AND TRADITION CONVERGE

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ALL SAINTS’ COLLEGE

GREEN SCHOOL NEW ZEALAND

Shaping a Diverse and Empathetic Generation

Nurturing Tomorrow’s Sustainable Leaders

MUST-WATCH

SCHOOLS IN AUSTRALIA AND NEW ZEALAND 2023

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QUEEN MARGARET COLLEGE

RANGITOTO COLLEGE

Empowering Excellence in Girls’ Education Since 1919

Where Dreams Soar and Leaders Emerge

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ADMIN PERSPECTIVE

UNLEASHING THE POWER OF AI Dr. Susan Borden, Head of School, ACS-Doha

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ACADEMIC VIEW

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THINKING ABOUT BEING A SCHOOL PRINCIPAL? WHAT ARE YOU WAITING FOR? Alejandro Rivera, Principal, Jericho School District

CONTENTS

UNLOCKING THE POWER OF ENTREPRENEURIAL-STEM LEARNING: ESSENTIAL TIPS FOR SCHOOLS TO SHIFT STEM PARADIGMS FROM INVENTION TO ENTREPRENEURSHIP Dr. Marwa Eltanahy, Lecturer, Higher Colleges of Technology

INDUSTRY PERSPECTIVE

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BUILDING DIVERSE TEACHER POPULATIONS: PATHWAYS TO EQUITABLE EDUCATION Dana Bryson, SVP of Social Impact, Study.com

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Amazing Opportunity for Teachers and School Leaders to enhance their knowledge through FREE Teachers Academy masterclasses from international education experts !!!

For more details and registration www.teachersacademy.com

Higher EducationK12 Digest Digest November 2021 December 2023

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COVER CRAIG MONAGHAN PRINCIPAL

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STORY COVER STORY

ST. ANDREW’S

GRAMMAR WHERE DIVERSITY, EXCELLENCE AND TRADITION CONVERGE

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ounded in 1990 by the Hellenic Community of Western Australia, St. Andrew’s Grammar has been a symbol of quality Greek Orthodox education, preserving language and culture for families of Greek Heritage. Key community figures, such as Mr. Emanuel Petrelis, Mr. Athanasios Limnios, and Mr. Tony Missikos, played pivotal roles in securing land for the school.

In 1991, with just eight pupils, the school began its journey, and by 1998, it was incorporated,

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solidifying its connection to the Hellenic Community. In 2005, it expanded to become a Kindergarten to Year 12 institution, fulfilling state requirements. Fast forward to 2019 where the school had been in roll decline for a period of eight years, Mr. Craig Monaghan started as the school principal. Since then, the school has experienced remarkable growth, projecting 760 students by 2024. “We are strategically planning to cap this enrolment at 850-870 and, in doing so, expect to establish

Over 30 years, St. Andrew’s Grammar has reached enrolment numbers of over 700 students with over 45 nationalities represented in the student body

significant waitlists from 2025 and beyond,” says Mr. Monaghan.

Over 30 years, St. Andrew’s Grammar has reached enrolment numbers of over 700 students with over 45 nationalities represented in the student body. Mr. Monaghan shares, “We remain the only Greek Orthodox School in Western Australia. Our traditions remain Hellenic, but we are known for embracing diversity and inclusivity, for our outstanding academic results and a strong focus on the well-being of the individual. We are

very proud of our Hellenic background but also our multicultural identity and the resultant diversity” Nurturing Culture and Values As the sole Greek Orthodox School in Perth, St. Andrew’s Grammar holds a profound connection with the Hellenic Community of Western Australia. It stands as an integral part of their celebrations, both in Perth and as a part of the broader Hellenic diaspora. The school’s close ties extend to the Greek Consulate in Perth, where

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Recognising the timeless influence of the Greek language, culture, and values on the world, St. Andrew’s Grammar ensures that its students not only value their own heritage but also appreciate the rich tapestry of cultures around them

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it actively participates in formal and informal celebrations and ceremonies with visiting dignitaries and special Greek National events.

St. Andrew’s Grammar actively engages in state celebrations and remembrance ceremonies, including significant occasions such as Greek Independence Day, OXI Day (World War II), and the Battle of Crete.

Recognising the timeless influence of the Greek language, culture, and values on the world, St. Andrew’s Grammar ensures that its students not only value their own heritage but also appreciate the rich tapestry of cultures around them. They witness the traditions, customs, beliefs, and rituals of the Greeks in various national and religious events both within and outside the school. Hellenic Cultural Studies serve as a cornerstone, deeply embedding students in Hellenic culture, religion, heritage, customs, and language. This comprehensive understanding, coupled with an appreciation for universal ideals and Paideia, creates a unique and rewarding educational experience.

St. Andrew’s Grammar, as a Christian School under the Greek Orthodox tradition, blends faith with cultural celebration. It’s renowned for nurturing honourable, compassionate, and community-minded individuals who embody Christian values. “We have a unique Greek heritage; however, we are welcoming to students of all backgrounds and faiths who wish to be educated if they accept and adopt our values.

In doing so, we have an inclusive multicultural disposition,” affirms Mr. Monaghan.

In addition to classroom Religious Education, students are encouraged to attend church and participate in national and historically significant remembrance celebrations of both Australia and Greece.

This holistic approach to education aligns with Aristotle’s wisdom: “Educating the mind without educating the heart is no education at all.” At St. Andrew’s Grammar, the focus on Christian values plays a vital role in students’ spiritual and personal development, helping them become good-hearted individuals ready to shape a brighter future.

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Developing Academic Excellence Nestled in Dianella, just 11 kilometres north of Perth’s bustling CBD, St. Andrew’s Grammar boasts an expansive campus spanning over 9.5 hectares, offering a seamless educational journey from Pre-Kindergarten to Year 12.

“We prioritise integrating cutting-edge technology into the classroom. Interactive learning spaces equipped with Smart Boards and interactive televisions define our classrooms.

Moreover, every student from Year 1 to 12 possesses their own Microsoft Surface laptop,” elaborates Mr. Monaghan. Specialist classes in Visual Arts, Music, Science, and Food Science and Technology have dedicated learning spaces, fostering creativity and innovation.

St. Andrew’s Grammar maintains an unwavering commitment to upholding high academic standards through a comprehensive array of educational methods and practices.

These include well-structured programs, high-quality teaching, a robust teacher appraisal policy, ongoing program reviews, and a continual feedback model. “We prioritise professional development, offering opportunities for staff to stay updated on educational advancements. Differentiated programs and clear learning intentions guide student learning, while a structured Assessment and Feedback schedule measures progress,” states Mr. Monaghan.

Data-driven decision-making and a focus on student and staff wellbeing are central to St. Andrew’s Grammar’s educational approach.

Excellent classroom management and parental involvement further contribute to the school’s success. Through these educational methods and practices, St. Andrew’s Grammar ensures a learning environment that consistently upholds

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and enhances academic standards, enabling students to reach their full potential.

Our NAPLAN data is second to none and the School’s recent results for 2023 being the best the school has ever achieved. “With 20 from 20 scores across all NAPLAN Testing conducted being above state and national averages as well as 19 from 20 results superior to our competitor schools, we are fast becoming known as a highperforming academic school. This is made even more impressive by the fact that we currently are non-selective on academic entry standards of prospective students. This shows what an amazing job our teachers do,” states Mr Monaghan.

Hiring Exceptional Teaching Staff When hiring teaching staff, St. Andrew’s Grammar values qualities such as a passion for teaching, a

Nestled in Dianella, just 11 kilometres north of Perth’s bustling CBD, St. Andrew’s Grammar boasts an expansive campus spanning over 9.5 hectares, offering a seamless educational journey from Pre-Kindergarten to Year 12

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positive outlook, strong curriculum knowledge, pedagogical skills, adaptability, effective communication, patience, empathy, collaboration, and a commitment to professional ethics. These qualities shape a vibrant and effective teaching team, creating a nurturing learning environment.

“The goal is to have enthusiastic, studentcentered, and flexible staff who foster a culture of positivity and collaboration. They should excel in content knowledge, classroom and behaviour management, and various pedagogical approaches, however, also love children and want the best for them across all realms of school life” states Mr. Monaghan.

When hiring teaching staff, St. Andrew’s Grammar values qualities such as a passion for teaching, a positive outlook, strong curriculum knowledge, pedagogical skills, adaptability, effective communication, patience, empathy, collaboration, and a commitment to professional ethics

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To keep educators effective and updated, St. Andrew’s Grammar offers diverse professional development avenues. In-house workshops are conducted aligned with the strategic plan, and staff are encouraged to attend external workshops and conferences to bring new ideas to the team. The school promotes mentoring, coaching, and regular classroom observations with constructive feedback, fostering continuous improvement.

Mr. Monaghan emphasises, “This combination of support mechanisms motivates our teachers to enhance their skills continuously, benefiting our students and the educational community.

We want to attract the best, retain the best and ensure that our teachers, if they do leave us, leave as even better teachers” In the Senior School, staff access external professional learning opportunities from associations like AISWA and ACER. Whole School Meetings and Teacher Only Days cover a range of topics, from specific content applications to inclusive learning, classroom management, IT integration, and best practices. At St. Andrew’s Grammar, the commitment is to cultivate a skilled and dynamic teaching team that directly contributes to the student’s success and overall educational excellence.

Fostering Wellbeing and Inclusivity At St. Andrew’s Grammar, the commitment is to foster an environment where members experience safety, respect, and fairness. The school recognises the importance of wellbeing in students’ ability to thrive and succeed. Various strategies are employed to enhance the physical, mental, and emotional health and well-being of all students.

“Since 2022, we proudly embrace the ‘Be You’ initiative, a collaborative effort between mental health support agencies Beyond Blue, Early Childhood Australia, and Headspace,” Mr. Monaghan affirms. This initiative supports educators in cultivating a positive, inclusive, and

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resilient learning community. Staff members at St. Andrew’s Grammar engage in evidence-based online professional learning and utilise a variety of resources and strategies to support the mental health of the entire school community.

In addition to the ‘Be You’ initiative, age and stage-appropriate strategies are employed to promote and enhance student wellbeing. These strategies include the use of tools like Zones of Regulation, Problem-Solving Wheels, Calm Down Corners, and the teaching of Social and Emotional skills. The school places a strong emphasis on its values program and instilling a growth mindset, further enhancing this commitment by appointing Kindness Ambassadors who actively promote a positive inclusive environment. The school also emphasises Values programs and a Growth Mindset and has Kindness Ambassadors to encourage a positive, supportive atmosphere The well-being roles differ between the Primary and Secondary Years. “In the Primary Years, the Head of Primary and the Wellbeing Coordinator work closely with classroom teachers and education assistants to monitor student wellbeing,”

explains Mr. Monaghan. In the Secondary Years, the Head of Wellbeing 7-12 works in tandem with Heads of Years and Form Teachers, who serve as the primary pastoral carers for students. The School Chaplain, Reverend Father Milan of the Serbian Orthodox Church, is also available for students who need someone to talk to when facing personal challenges or concerns.

St. Andrew’s Grammar is dedicated to maintaining a safe and supportive learning environment where all individuals are treated with respect and courtesy. “Staff well-being is such an important aspect to us. We conduct days targeted to staff well-being where fun and time off are the cornerstones of this effort. We work hard to actively appreciate staff and what they do for our children at school and firmly believe a well-looked after staffwho are happy in what they do, will create a wonderful school” reinforces Mr Monaghan. The school has implemented a comprehensive Behaviour Management Plan that emphasises the rewarding of positive behaviour while clearly outlining unacceptable actions and their consequences. Open communication

St. Andrew’s Grammar is dedicated to maintaining a safe and supportive learning environment where all individuals are treated with respect and courtesy

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Artist impression of future cafe and Performance Arts Area

between parents, teachers, and students helps ensure everyone understands and complies with these expectations.

“Bullying in any form is not tolerated at St. Andrew’s Grammar,” Mr. Monaghan declares.

“No child has the right to take away the happiness or educational experiences of others. Our curriculum includes opportunities for students to explore the nature of bullying through discussions and role-play. We emphasise the development of personal space, interpersonal skills, self-esteem, compassion, and problem-solving abilities, fostering a culture of respect and kindness.”

Encouraging Passions and Personal Growth St. Andrew’s Grammar provides students with a diverse range of co-curricular opportunities, aligning with its mission to help students discover and pursue their passions. The school encourages students of all ages to participate in a wide array of sports, academic, cultural, and arts activities, ensuring there’s something for everyone.

Sports: The school boasts strong programs in various sports, including football (soccer), badminton, netball, volleyball, basketball,

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swimming, athletics, and fitness clubs. St. Andrew’s Grammar was a founding school in the Perth Glory Football Club’s Perth Glory Academy program, offering elite coaching for talented young footballers. In 2022, St. Andrew’s Grammar introduced a Badminton Academy, providing specialised training for students excelling in the sport. The school also offer a Badminton Club open to all students for fun and exercise. Mr. Monaghan acknowledges the importance of specialised coaching. Highlighting the soccer programme as an example, “We have gone from a non-existent football programme to where we are now rated in the top 2 in the state.

This has not happened by accident in that we have strategically managed our Perth Glory Liaison

as well as our liaison with our school club, the Spartans. In 2023 we offered for the first time a West Coast Fury Cheerleading Academy and the school is starting to look at a netball Academy in future years”. The Dianella Spartans Soccer Club and the St. Andrew’s Grammar Spartans Netball Club provide additional avenues for students to explore their athletic potential.

The Arts: For students with artistic inclinations, the school offers numerous opportunities to develop their creative skills. They can participate in activities such as the School Band, Junior choir, Primary Singers, Dance Club, Greek Dance, Drama Club, and Music Lessons. These activities often culminate in public performances, fostering

St. Andrew’s Grammar encourage students of all ages to participate in a wide array of sports, academic, cultural, and arts activities, ensuring there’s something for everyone

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self-esteem and confidence. The Art co-curricular option exposes students to various art mediums, including painting, screen printing, and sculpture.

Other arts-related clubs include the Film Society and Knitting Club.

Academic, STEM, and Humanities: Students interested in academic pursuits can engage in STEM or Humanities-aligned co-curricular activities. This includes options like LEGO clubs, Homework Clubs, STEM club, Debate, Mock Trial, and Creative Writing. For those who enjoy strategic thinking, Chess Club, Backgammon, Card games, Board games, and Dungeons and Dragons (D&D) are available.

Outdoor and Community Activities: In Years 6 to 10, students can participate in full camp experiences or extended teambuilding days, which are memorable and enriching. The school also supports environmental and gardening clubs for students interested in making a positive impact on the physical environment. The Service Committee provides an outlet for students who wish to help others and fundraise for worthy causes in their community. The Duke of Edinburgh’s International Award program combines service to others, skill development, physical activities, and adventurous journeys in an internationally recognised program.

Students can work through the program to achieve their Bronze, Silver or Gold levels.

Mr. Monaghan affirms, “We offer well over 50 co-curricular outside of class activities including sports, music, arts and various clubs to name a few which is testament to our commitment to every child and our amazing staff. We believe in nurturing not just academic but also personal growth through a wide array of co-curricular activities. These opportunities not only help

our students discover their passions but also develop essential life skills and a strong sense of community.”

Helping Community and Celebrating Diversity St. Andrew’s Grammar is more than a school; it’s a close-knit community where students, teachers, and parents form lasting bonds throughout the Pre-K-12 educational journey. As visitors explore the campus, the strong sense of family and genuine care for the students becomes immediately apparent. It’s no surprise that 98% of families who visit choose to enrol their children here. “At St. Andrew’s, we believe that a happy child is a child who learns best. Our focus is on creating robust relationships with our students and nurturing their happiness,” says Mr. Monaghan The school prioritises providing a safe and supportive environment that fosters self-esteem and confidence in students. The dedicated team of educators is committed to helping each student reach their best potential, celebrating their unique strengths and abilities. St. Andrew’s Grammar understands that everyone’s best is different, and the school works diligently to support each student in achieving their full potential. “We follow a simplified education model that places our students at the forefront,” Mr. Monaghan emphasises.

Educators not only know the students but also understand how to support them in achieving their individual goals.

St. Andrew’s Grammar takes a holistic approach to education, enabling each child to excel in co-curricular activities across various opportunities. Experienced staff aim to know each child personally, offering nurturing support throughout their educational journey. The school takes pride in its Hellenic traditions and Christian

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values while embracing diversity. With students from over 45 countries, the community spirit is enriched by this blend of cultures. Every child is the focus of attention, and the school is committed to supporting them academically, socially, and spiritually.

Despite extensive existing facilities at St Andrew’s, there is considerable area within the existing site that can be developed without impacting upon the existing outdoor footprint used by our students and staff daily

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Our Ambitious Future Plans Exciting developments are on the horizon as the school embarks on the first stages of building and improvement works on the campus. The St. Andrew’s Campus is set on a large suburban site which currently provides for generous sized classrooms and specialist teaching areas, as well as ovals, courts, covered areas and outdoor learning spaces. Despite extensive existing facilities at St. Andrew’s, there is considerable area within the existing site that can be developed without impacting upon the existing outdoor footprint used by our students and staff daily.

The construction of a new academic block in the secondary school, housing additional classrooms, science labs, a drama performance space, a state-of-the-art technology art space and a school chapel, will soon begin in 2024 and is opening in 2025. This infrastructure will enable the school to continue delivering excellent provisions in science and the arts while expanding campus facilities for students to gather in landscaped and natural settings.

The initial phase, unfolding from 2024 to 2026, will upgrade administrative and entrance facilities. The goal of this phase is to continue providing the highest duty of care and customer service to the school community, as they enter and exit both the campus from the Primary and Secondary School gates. A new Primary Administrative Block will be located next to the

Artist Impression of future redeveloped Performing Arts Space recently upgraded Primary School carpark with direct access to the Early Learning Centre. The secondary carpark and drop off area will also be expanded considerably, providing a longer kiss and drive facility, as well as additional parking spaces. This development will be utilising campus space that is currently not being used and will complement the new academic block and surrounding outdoor learning space.

Subsequent plans include adding two primary classrooms, expanding its available space for the introduction of Pre-Kindergarten in 2024, and a staff wellness retreat area, extending the front oval with artificial turf, expanding the science and technology building, an undercover vibrant playground and primary physical education area with soft rubberised flooring, and extending the

current gymnasium and changing rooms. A state-of-the-art performance arts area will be the landmark build completed by 2026 with a dedicated meeting/assembly area, a function room, several drama spaces with green rooms as well as specialised music and dance spaces.

All of this will be completed in a 3-year time period illustrating what a vibrant and forward-thinking school advisory board and the SAG INC (the governing board) that the school has supporting Mr Monaghan and his team. “At St. Andrew’s Grammar, our building plans are ambitious. We are absolutely dedicated to providing our students and community with the very best campus available which supports and aligns with our outstanding teaching that takes place every day,” Mr. Monaghan concludes.

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ACADEMIC VIEWS

Thinking About Being A School Principal?

What Are You Waiting For? Alejandro Rivera, Principal, Jericho School District

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hile the world dealt with a pandemic, schools were doing what they could to keep students educated whether it was in person or online. Teachers made magic happen while facing obstacles like never before.

For many schools, they were able to move forward

thanks to the hard work and dedication of all stakeholders. Leading the charge were principals who ensured that teachers, students, and families had what they needed to feel comfortable, safe, and connected to the classroom.

Going into my fourteenth year as principal, I have no regrets about the decision to leave

Working alongside teachers, we play a part in curricular decisions and support them in their own professional growth

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Dr. Alex Rivera is the proud principal of the George A. Jackson Elementary School in Jericho, NY, where he works with a diverse student population of 480 students. The school is recognized as one of the highest-performing elementary schools in New York State, with proficiency on standardized assessments ranging from 88-93%. Prior to his current position, Dr. Rivera served as a classroom teacher, assistant principal, and principal across the New York City Department of Education, Uniondale, and Valley Stream 30 school districts. Dr. Rivera holds numerous educational degrees in the field of education from SUNY Old Westbury, Stony Brook University, and Hofstra University (where he most recently completed his doctoral studies in 2018).

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As principals, we advocate for change, cheer on those in the classrooms doing the work, and collaborate with other administrators to improve the organization as a whole

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the classroom for this role. My journey goes back to my high school days when I was fortunate to have a principal who understood and supported me (even when I was sent to his office for questioning things in the classroom). He took the time to listen and help me see different perspectives. Rather than being angry about being sent to his office, I welcomed our conversations and the insight he offered me about dealing with different people and personalities. His guidance is what ultimately led me to a career in education.

According to a survey from the Rand Corporation, sixteen percent of public school principals retired or quit in the 2021-22 school year. That’s more than double the rate from the year before.

With this number comes the need to find individuals willing to take on the challenges of this role. I’ve heard from teachers and administrators who have expressed little to no interest in becoming a principal. They offer reasons such as long hours, difficult parents, lack of funding, and increasing political issues just to name a few. While I can understand this, there are so many other reasons why you should consider this role.

Let us start with relationships. There is no greater joy for me than being able to work directly with over 100 teachers and staff, nearly 480 students, and approximately 350 families on a daily basis. I get a first-hand look at the successes that are happening throughout the entire school. As principal, we get

to be a part of key decisions that help shape how our school operates. Working alongside teachers, we play a part in curricular decisions and support them in their own professional growth. We get to interact with all students and families. From being one of the first people they see in the morning to one of the last people they see at the end of the day, our interactions with students and families have the power to transcend the culture of our schools. Fostering positive relationships impacts what happens in the classroom and the type of involvement we see from members of our community. As educators, we know from experience that the more connected our students and families are to the school, the better the outcomes.

In his book, Start With Why, Simon Sinek writes about how great leaders inspire action.

He challenges us to start with our why. Why do we do what we do? Why should anyone care?

As principals, we have a direct say in shaping the belief of what teaching and learning look like. How many other professions truly have the ability to positively impact the lives of hundreds and thousands of people each year?

Rather than run from this, we should be quick to run towards it. For anyone who believes that we can take learning to higher levels, this is the position to be in. Our schools are shaping the next generation of people. We get the privilege of creating environments where our youth thrive and become more than they ever imagined. As principals, we advocate for change, cheer on those in the classrooms doing the work, and collaborate with other administrators to improve the organization as a whole.

You might have heard people say, “Be prepared to roll up your sleeves.” In this position, we roll them up every day. We recognize the role of a team in the overall success of our school and work to maintain the positive systems we have in place while seeking to remove any barriers. As someone who loves sports, I constantly lead through the lens of a team. I often ask myself, “How can we maximize everyone’s talent?” While there will be challenges along the way, principals get to help remove those barriers so that the members of the team can maximize their abilities and see their worth to the organization. As principals, we set the conditions for how our teachers and staff learn. We engage in daily conversations with our team to ensure everyone is where they need to be. When something does not go as planned, we can lean on these people for support and guidance. Our team ultimately becomes our extended family. Conversations are backed with openness and trust. It is environments like this where we often find the most success. We get the privilege of leading people (and not numbers as found in some other professions).

In closing, I share these words with the hope of inspiring fellow educators to consider taking that leap of faith into the role of principal. We need people who value the importance of relationships, seek to inspire others, and are not afraid to roll up their sleeves and make tough decisions. In the words of legendary UCLA basketball coach John Wooden, “If you’re true to yourself, you’re going to be true to everyone else.”

Our schools need principals who believe in this. If you are reading this, I ask you, “What are you waiting for?”

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MUST-WATCH

SCHOOLS IN AUSTRALIA AND NEW ZEALAND 2023

All Saints College

Auckland International College (AIC)

Website: https://www.allsaints.wa.edu.au/

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Key person: Belinda Provis, Principal

Website: https://www.aic.ac.nz/

Description: All Saints College is a prestigious co-educational school located in Perth, Western Australia. Known for its commitment to academic excellence, the school provides a nurturing environment for students to thrive. With a strong emphasis on values and character development, All Saints College offers a comprehensive curriculum and a wide range of extracurricular activities.

Key person: Mike Parry, Principal

K12 Digest December 2023

Description: Located in Auckland, AIC is known for its rigorous academic programs and diverse student body. The school emphasizes a global perspective in education and offers the International Baccalaureate (IB) curriculum.

Green School New Zealand Website: https://www.greenschool.nz/ Key person: Caroline Rennie, Head of School

Kristin School Website: https://www.kristin.school.nz/ Key person: Mark Wilson.

Executive Principal

Description: Green School New Zealand is an innovative and eco-friendly international school situated in the stunning surroundings of Taranaki. Embracing sustainability and environmental education, the school follows a holistic learning approach. Students at Green School New Zealand engage in experiential learning, connecting with nature while gaining a well-rounded education.

Description: Situated in Albany, Auckland, Kristin School is renowned for its holistic approach to education. The school provides a stimulating learning environment and follows the IB curriculum. It has excellent facilities and a strong focus on extracurricular activities..

Queen Margaret College

Rangi Ruru Girls’ School

Website: https://www.qmc.school.nz/ Key person: Jayne-Ann Young, Principal Description: Located in Wellington, Queen Margaret College is a girls’ school offering a supportive and inclusive environment.

The school provides a range of academic and extracurricular opportunities, and it is known for its commitment to empowering young women.

Website:https://rangiruru.school.nz/ Key person: Dr Sandra Hastie, Principal Description: Situated in Christchurch, Rangi Ruru is a leading girls’ school with a rich history. The school offers a holistic education, focusing on academic excellence, sports, arts, and community involvement.

It provides a supportive and nurturing environment for students.

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Rangitoto College Website: https://www.rangitoto.school.nz/ Key person: Patrick Gale, Principal

Website: https://sag.wa.edu.au/ Key person: Craig Monaghan, Principal

Description: Rangitoto College is one of the largest secondary schools in New Zealand, situated in Auckland. Known for its academic achievements and vibrant campus life, the school offers a wide range of subjects and extracurricular activities. Rangitoto College places a strong emphasis on preparing students for both academic and personal success, equipping them for future challenges.

Description: St Andrew’s Grammar, located in Perth, Western Australia, is a coeducational school with a strong focus on academic excellence and cultural diversity.

The school provides a comprehensive curriculum, including languages and arts, and emphasizes the development of wellrounded individuals. St Andrew’s Grammar is known for its supportive community and commitment to fostering a love for learning.

The International School of Western Australia (ISWA):

Wellington College International

Website: https://www.iswa.wa.edu.au/ Key person: Dr Caroline Brokvam, Principal Description: Located in Perth, ISWA is a leading international school offering a world-class education. The school provides a challenging and inclusive learning environment, following the International Baccalaureate (IB) curriculum. ISWA is known for its commitment to academic excellence, cultural diversity, and fostering global citizenship.

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Website: https://www.wellington-college.school.nz/ Key person: Glen Denham, Headmaster About the School: Based in Wellington, this international school is an extension of the prestigious Wellington College in the UK. It offers a world-class education, blending the best of New Zealand and British educational traditions. The school is known for its academic excellence and emphasis on character development.

Find your future job in school Connecting Candidates and Schools

www.schooljobfinder.com

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MUST-WATCH

SCHOOLS IN AUSTRALIA AND NEW ZEALAND 2023

ALL SAINTS’ COLLEGE Shaping a Diverse and Empathetic Generation

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stablished in 1981 as Perth’s first co-educational independent school in four decades, All Saints’ College has evolved into a national leader in coeducation. What began with a modest cohort of around 100 students in Years 7 and 8 has flourished into a vibrant institution with graduates proudly known as “Old Saints.”

As an institution rooted in Anglican values, All Saints’ College is resolutely non-selective, celebrating the rich tapestry of its student body. Here, diversity is not just a concept; it’s embedded in the College’s DNA. Students of varying genders, abilities, cultures, faiths, interests,

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Ms Belinda Provis, Principal, All Saints’ College and aspirations converge to create a dynamic community that mirrors the world they will eventually serve.

Principal Belinda Provis encapsulates the College’s philosophy: “To this end, and in collaboration with a network of partners, the College curates a rich, ‘personalisable’ learning environment in which students develop a deep and authentic, empathetic and ethical

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perspective.” This vision extends beyond the confines of traditional education. All Saints’ students are encouraged to step into ‘real-world’ settings, co-authoring a future that values creative collaboration and meaningful connections.

In close partnership with families, the community, and the Anglican Church, All Saints’ College empowers students to realise their full potential, fostering confidence, compassion, and

a commitment to meaningful service, both locally and globally. The College’s vision extends beyond its campus, aiming to impact the world positively.

At the heart of All Saints’ College lie its core values: Empathy, Respect, Integrity, and Courage. These values are not just words on paper; they are a way of life for the entire College community. They form the bedrock

upon which the institution stands, guiding its students and educators alike in their pursuit of excellence.

Fostering Positive Relationships: The All Saints’ Way All Saints’ College is a beacon of positivity, nurturing strong relationships from the Early

In close partnership with families, the community, and the Anglican Church, All Saints’ College empowers students to realise their full potential, fostering confidence, compassion, and a commitment to meaningful service, both locally and globally

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Learning Centre to the most senior years. At the core of the All Saints’ philosophy lies an unwavering commitment to student well-being.

Ms. Provis affirms this commitment: “Our dedication to supporting students’ well-being and cultivating well-rounded, empowered, and compassionate individuals is evident through our robust pastoral care, a plethora of peerto-peer learning opportunities, and student leadership initiatives.”

For All Saints’ College, well-being isn’t a buzzword—it’s a way of life. Well-being programs are seamlessly woven into the fabric of daily college life, ensuring that every student feels supported, valued, and heard, regardless of the situation they find themselves in. A

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key component of this supportive ecosystem is the multi-year Tutor Groups, fostering enduring relationships among students of various ages who learn from one another’s experiences. Furthermore, the House system at All Saints’ bolsters a sense of belonging and responsibility that extends across the entire College community.

The transition from Junior to Senior School is a pivotal moment in any young person’s journey, and All Saints’ College has designed a Transition Program that strives to cultivate positive, supportive relationships among students, their peers, and their teachers.

This initiative is geared towards enhancing emotional, social, and academic well-being,

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particularly for Years 7 and 8 students. It empowers them to navigate a world of increased independence, equipping them with the skills to become lifelong learners who embody the College’s values as ethical, compassionate, and empowered global citizens.

Ms. Provis adds, “In alignment with our values-driven philosophy, our coeducational college embraces our unique ‘ATAR Plus’ approach. This approach celebrates the remarkable diversity within our student body, recognising that while the majority of ASC

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students aim for the highest possible ATAR, the College also caters to those pursuing a General pathway, an Enterprise pathway, and/or a Hybrid pathway.” This approach underscores the depth and diversity of learning experiences available at ASC, transcending the traditional confines of academia.

All Saints’ approach to education is firmly grounded in three pillars: connecting learning to the real world, personalising learning to enable student agency, and fostering the development of capabilities that empower students to thrive in our ever-evolving, complex world.

The power of a green and treed environment in promoting learning, mental well-being, and physical and emotional health is well-documented in research. All Saints’ College considers itself fortunate that its classrooms are nestled within 20 hectares of lush, undulating land

Empowering Student Agency with a Unique Approach As All Saints’ College continues to shape the future of education, its ‘ATAR+’ approach stands as a beacon of innovation. This approach empowers students to chart their own distinctive paths through Years 11 and 12. At All Saints’, success is not one-sizefits-all; every student is encouraged to pursue their individual measure of achievement while partaking in a myriad of social enterprise, service, and co-curricular opportunities.

Principal Ms. Provis underscores the importance of relationships within the All Saints’ community, saying, “Throughout all of this, we maintain a keen focus on relationships—with each other and our families—while committing to a culture of innovation and entrepreneurship.

One distinguishing aspect of our college is our unwavering emphasis on student choice and agency, allowing students to be the architects of their educational journey.”

Central to this philosophy is the ‘Stage Not Age’ approach, ensuring that students are not confined by specific choices based on their age

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or year groups. Instead, they are encouraged to explore a diverse range of elective subjects.

All Saints’ unique timetable structure facilitates advanced placement and acceleration, fostering a culture of excellence and adaptability.

The concept of student agency is paramount in today’s dynamic educational landscape. As Ms. Provis notes, “It is vital that students have agency in their learning—co-curating and understanding the relevance of their education. This sense of efficacy and the ability to make a positive difference in the world is pivotal to both the quality of our student’s learning and their overall well-being.”

“We aim to instil in our students the excitement and confidence to navigate this VUCA world, brimming with evolving STEM industries and expanding real-world skills,” Ms. Provis continues. All Saints’ College nurtures entrepreneurially-minded students by providing diverse opportunities both inside and outside the classroom.

The dedicated teaching staff, in collaboration with the College’s Admin and Support teams, lead with unwavering passion, forging unique connections with students that extend far beyond the classroom. They serve as guides, encouraging students to be co-designers of their

All Saints’ College boasts the CAVE (Centre for Audio Visual Experience), complete with a fully equipped recording studio, green screen, and equipment for students to create podcasts, films, and more. Additionally, The Hangar, a hub for innovation and enterprise, serves as a fertile ground for student-led projects

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learning experience, offering choice, voice, and agency. The curriculum is tailored based on the interests of each student, with regular feedback and data collection to inform future planning.

By actively listening to students and making their thought processes visible through routines, staff can personalize each student’s learning journey at the College.

While personalised learning occurs in every classroom, the curriculum is also customised across year levels to meet each child’s unique needs, all while establishing valuable links to partner organisations and networks beyond the College. The innovative delivery of the curriculum ensures students are deeply engaged in their own learning journey.

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The dedicated staff at All Saints’ College extend their engagement with students well beyond the classroom walls. They participate in unique Outdoor Learning Programs, travel with students to explore vast areas of Western Australia and foster daily connections through multi-year Tutor Groups. Additionally, they take on mentorship roles for Senior School leaders and actively support students in co-

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curricular activities. The teaching staff personify the positive energy and community spirit that defines the College, recognising each student as a unique individual.

Creating Pathways to Success At All Saints’ College, the belief is clear: success comes in as many forms as there are students.

The College’s unwavering commitment to

Recognising that every student has a unique learning style and in its unwavering commitment to preparing for an ever-evolving educational landscape, the College has invested in creating flexible multi-use spaces

supporting diverse pathways has empowered students to thrive in their chosen fields. Here, the focus is not merely on academic achievement but on instilling a genuine love for learning, recognising that each student’s educational journey is inherently unique.

As an integral part of All Saints’ College’s ‘ATAR Plus’ approach, Senior School students have the opportunity to embark on a diverse

array of pathways that are highly personalised.

This approach grants students greater agency over their learning, enabling them to unlock their full potential while gaining real-world experience.

Beyond the classroom, All Saints’ College students actively engage in a multitude of academic competitions. From the WA Debating League to the Science Olympiads and the Australian Mathematics Competition, these external opportunities allow students to extend their learning horizons and put their knowledge to the test.

In a remarkable achievement, All Saints’ College attained ‘course leader’ status across five ATAR Science subjects, including Biology, Human Biology, Chemistry, Physics, and Psychology. This recognition is a testament to the calibre of students and educators at the College, with the Class of 2022 achieving exceptional results in these subjects, driven by their unwavering passion and dedication.

The dynamic Sport, Health, and Physical Education program at All Saints’ College has nurtured top-tier athletes who have excelled in various state and national competitions and events, spanning Athletics, Swimming, and Basketball.

Underpinned by a comprehensive Arts program and the innovative Arts hub, HotHouse Company, which collaborates regularly with artists and industry professionals, All Saints’ students have a wealth of opportunities to explore and pursue their artistic passions. Many students seamlessly transition into tertiary studies or industry roles within the Arts, whether taking centre stage or working behind the camera.

All Saints’ College’s emphasis on innovation and entrepreneurship has also birthed a new generation of business leaders. Students have

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ventured into their own business enterprises, creating social impact and contributing positively to the world. Ms. Provis highlights, “Students are encouraged to ‘have a go,’ and their diverse strengths and talents are nurtured, valued, and celebrated throughout the College community. Their involvement in College life greatly enriches their All Saints’ experience, nurturing well-rounded individuals who exude confidence and capability.”

The rich array of cocurricular offerings at All Saints’ College empowers students to not only pursue their existing interests but also to acquire new skills and explore uncharted ventures, from Circus to Robotics to diverse sporting programs and abundant Arts opportunities.

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A Green Oasis of Learning The power of a green and treed environment in promoting learning, mental well-being, and physical and emotional health is welldocumented in research. All Saints’ College considers itself fortunate that its classrooms are nestled within 20 hectares of lush, undulating land.

Recognising that every student has a unique learning style and in its unwavering commitment to preparing for an everevolving educational landscape, the College has invested in creating flexible multiuse spaces. These spaces are designed to stimulate creativity and serve various purposes, ranging from project-based learning to collaborative work, mentorship

This year, in collaboration with the University of Melbourne, All Saints’ College has embarked on an Action Research program with Year 8 students. The New Metrics for Success project seeks to align the learning ambitions of 36 of Australia’s ‘first-mover’ schools with metrics used to measure success

from industry professionals, and workshops featuring guest speakers.

The expansive 20-hectare campus allows for a seamless blend of students of all ages, from three years old (soon to be as young as 12 months with the completion of the childcare centre) to 18. This unique setting fosters an environment where students interact and learn from one another, providing a smooth transition from one phase of their College journey to the next.

All Saints’ College takes immense pride in its exceptional facilities, which reflect decades of careful stewardship of the College’s resources. These facilities send a powerful message to students that the College values their diverse pursuits and interests, whether they lie in aquatic activities, on the stage, in a science laboratory, or in the kitchen. Access to these

high-end, safe facilities empowers students to learn, grow, and thrive in ways they may have never imagined, offering a multitude of opportunities to develop new skills or hone existing strengths. Having these facilities on-site eliminates the need for students to travel off-site for sporting activities and facilitates connections with other schools, enriching the learning experience.

The campus also boasts the CAVE (Centre for Audio Visual Experience), complete with a fully equipped recording studio, green screen, and equipment for students to create podcasts, films, and more. Additionally, The Hangar, a hub for innovation and enterprise, serves as a fertile ground for student-led projects.

In addition to specialised spaces like these, the College features an on-site café.

Here, staff, students, parents, and members

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of the wider community can come together to socialise, study, hold meetings, and more, all while enjoying a cup of coffee and a muffin.

Ms. Provis emphasises the intangible quality that truly sets All Saints’ College apart. “There are many tangible factors to consider when choosing a school – the number of subjects offered, class sizes, and more. Yet, often, the most important factor is the intangible, how it feels for the young person and their family,” says Ms. Provis.

She goes on to say, “We often speak about ‘that All Saints’ feeling.’ Families who tour the campus often mention it. There’s something special about walking through the campus and experiencing the daily vibrancy of College life. Experiencing a school first hand, both its tangible infrastructure and the intangible ‘feeling,’ allows families to discover the uniqueness of the students and staff and what life at ASC is truly like.”

Nurturing Tomorrow’s Leaders As All Saints’ College continues to evolve, two significant developments stand as a testament to its commitment to nurturing young minds and preparing them for a changing world. One of the most noteworthy developments is the establishment and construction of All Saints’ College’s new Childcare Centre. Nestled in the heart of the wider College campus, the Childcare Centre will provide a nurturing and engaging environment for children from 12 months to four years old. With a capacity for approximately 90 children per day, this facility will be open to all families within the community once completed in mid-2024.

The innovative design, a creation of Godden

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Projects architects Matthew Crawford and Tom Godden, draws inspiration from the natural landscape. It seamlessly blends with the College’s ethos and the land upon which it stands, creating a welcoming space that embraces the play-based nature of ASC’s Early Childhood philosophy.

Furthermore, in an ever-changing and increasingly uncertain world, developing an innovative and entrepreneurial mindset in young people has never been more crucial. This year, in collaboration with the University of Melbourne, All Saints’ College has embarked on an Action Research program with Year 8 students. The New Metrics for Success project seeks to align the learning ambitions of 36 of Australia’s ‘first-mover’ schools with metrics used to measure success.

The Year 8 program promotes crosscurricular collaboration, where learning areas combine into teams to cover content and develop complex capabilities through rich, project-based learning experiences. Students undertake a project each term, focusing on critical skills like critical and creative thinking, problem-solving, communication, collaboration, resilience, and perseverance.

This holistic approach prepares students for the future by instilling a deep understanding of these essential competencies. Teachers from multiple academic disciplines collaborate to design programs that broaden students’ perspectives and facilitate authentic, realworld connections.

These developments underscore All Saints’ College’s unwavering dedication to providing an exceptional educational journey nurturing young minds to become future leaders, thinkers, and innovators.

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INDUSTRY PERSPECTIVE

Building Diverse Teacher Populations: Pathways to Equitable Education Dana Bryson, SVP of Social Impact, Study.com

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n the dynamic landscape of education, where students from diverse backgrounds fill classrooms, it is crucial to have a teaching force that reflects this diversity. Within districts and schools across the country, we know that the existing demographics of the teaching profession reveal a glaring disparity. The statistics demonstrate the urgent need for a more diverse teacher population that can cater to the varied needs and experiences of students.

Adding to this concern is the challenge of teacher certification exams, which disproportionately negatively affect teachers of color.

On a national scale, less than half (46%) of teacher candidates pass the Praxis on their first attempt, with even lower rates for Black (38%) and Hispanic/Latino (57%) candidates. These exams serve as barriers for teachers of color to enter the profession, contributing to the shortage of educators of all backgrounds.

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Dana Bryson’s desire to improve urban life has shaped her career. With over 25 years in public, start-up, and non-profit sectors, she has advocated for communities of color working to increase social sector outcomes and shareholder value. In her current role as Senior Vice President of Social Impact at Study.com, she oversees the company’s equitable education initiatives, including the Working Scholars program, a debt-free accelerated degree pathway for working adults, and Keys to the Classroom, which helps aspiring educators prepare for and pass their teacher certification exams.

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The research underscores that students benefit immensely from teachers of color, both academically and emotionally.

Innovative Pathways: Grow Your Own Initiatives Grow Your Own (GYO) programs are designed statewide to recruit, prepare, and retain teachers from underrepresented communities and have a proven track record of ensuring that more diverse teachers get to the classroom. As the SVP of Social Impact at Study.com, my team developed the Keys to the Classroom program to

donate free Praxis test prep for aspiring teachers to further eliminate barriers into the classroom and partner with dozens of these programs nationwide. Through this work, I’ve witnessed district leaders and school administrators implementing innovative pathways to cultivate a robust and diverse teacher pipeline. Some examples include: ● Tennessee’s Teacher Apprenticeship Model has been pioneering the GYO movement for years by embedding on-the-job with learning.

This groundbreaking program creates partnerships between Educator Preparation

Grow Your Own (GYO) programs are designed statewide to recruit, prepare, and retain teachers from underrepresented communities and have a proven track record of ensuring that more diverse teachers get to the classroom

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Providers (EPPs) and Local Education Agencies (LEAs), establishing cost-free pathways into teaching. By aligning teacher preparation with national apprenticeship standards, this initiative secures sustainable funding for teacher pipelines, encouraging aspiring educators from underserved communities to pursue teaching careers. The focus is not only on addressing shortages but also on promoting equity, training, and up-skilling residents, and revitalizing underserved areas. ● Another noteworthy approach is the high school Cadets program in South Carolina, led by the Center for Educator Recruitment, Retention, and Advancement (CERRA). This experiential learning initiative targets academically talented high school students, many of whom are interested in attending a Historically Black College or University, offering them insights into the teaching profession through dual-credit accrual courses. By engaging future community leaders in the field of education, this program aims to inspire young minds to develop a passion for teaching at an early age to increase their chances of success in the profession.

Beyond these initiatives, there are national programs supporting recruiting, tracking, and testing; as well as providing mentoring to navigate the teacher to licensure. National organizations like Teach.org and TNTP are playing a vital role in recruiting and retaining teachers. The TNTP Teaching Fellows programs provide career changers and recent graduates with deeper integration and expedited paths to teacher certification through practical, job-embedded training and personalized coaching. TEACH partners with states and metropolitan areas to establish

sustainable teacher talent pipelines, offering free resources and services to overcome barriers faced by prospective teachers.

Best Practices for Implementation Drawing from successful GYO models and initiatives, several best practices emerge for schools and districts to consider: 1. Recruit from Within: Identify potential educators from within your support staff, including paraprofessionals and students, early in their career exploration journey. Building on existing familiarity with the school community, these individuals can be groomed to become effective teachers.

2. Embrace Public/Private Partnerships: In the quest for a more diverse and equitable teaching profession, strong and collaborative partnerships between districts, educator preparation programs, and community-based organizations are essential. These partnerships can provide financial support, mentorship, and resources to aspiring educators. By leveraging the unique strengths of each partner, a seamless pathway can be created that guides candidates from recruitment to successful employment.

3. Plan for Long-Term Pathway Programs: Design pathway programs that span from early recruitment to ongoing support during licensure.

Consider embedding the test prep curriculum into the program as additional support. Data from our recent Keys to the Classroom report shows that teacher candidates in GYO programs, especially those from more diverse backgrounds, are more likely to attain teacher licensure and

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achieve higher pass rates when provided guided pathways and access to resources and support for their certification exams.

4. Employ a Data-Driven Approach: Set quantifiable goals for the percentage of your workforce that should come from these pathway programs. Regularly analyze data to track progress and refine strategies accordingly.

In the quest for a more diverse and equitable teaching profession, strong and collaborative partnerships between districts, educator preparation programs, and community-based organizations are essential.

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5. Engage Diverse Stakeholders in Planning and Design: Partnerships should engage a diverse range of stakeholders to design GYO programs that meet local teacher workforce needs. These stakeholders could include teacher preparation program leaders, district superintendents, human resource staff, education service districts, teacher unions, and advocacy groups. By involving various voices and perspectives, the program’s design can be enriched, and potential gaps can be identified.

This collaborative approach ensures that the GYO program aligns with the community’s vision and requirements.

The journey toward a more diverse and equitable teaching profession requires collaborative efforts at every level. GYO programs, driven by strong partnerships, are a powerful tool to achieve this goal.

By strategically defining roles, formalizing agreements, engaging diverse stakeholders, and championing equity-centered approaches, these partnerships can create pathways for individuals from underrepresented backgrounds to enter and thrive in the teaching profession. As the education landscape evolves, the impact of these partnerships will be felt not only in our schools but in the lives of students and communities they serve.

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MUST-WATCH

SCHOOLS IN AUSTRALIA AND NEW ZEALAND 2023

GREEN SCHOOL NEW ZEALAND Nur turing Tomorrow ’s Sustainable Leaders

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magine a school where the architecture breathes with the rhythm of nature, where every corner is bathed in the soft glow of natural light, and where the very design of the buildings sparks curiosity and creativity in every student, parent, and teacher who walks through its doors. Welcome to Green School New Zealand, where the journey towards a brighter, more sustainable world begins.

In 2018, Green School embarked on a transformative journey, converting a dairy farm into a thriving, regenerative campus. Local artisans, driven by respect, passion, and grit, worked hand in hand to bring this vision to life. Caroline Rennie, the Head of School at Green School New Zealand, affirms, “When designing the school, we endeavored to have the lightest environmental footprint possible, employing sustainable

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Caroline Rennie, Head of School materials, regenerative design principles, and local labor to support our community.”

What sets Green School apart is its commitment to inspiring awe and wonder in learners. The school’s buildings intentionally curve and flow, inviting abundant light and offering captivating views of the surrounding nature from every classroom. Take the award-

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winning Kina building, for instance, inspired by the sea urchin. It’s a biophilic-inspired masterpiece designed to enhance cognitive function and emotional well-being – a pioneering benchmark for the future of learning facilities.

Caroline Rennie explains, “We could have built it out of traditional materials, but then, what are we modeling for the future? Our campus is

intentionally different to help our learners break free from conventional thinking about schools or buildings.” She envisions a future where every aspect of Green School, from sourcing food to energy generation, demonstrates a more hopeful path.

Green School understands the science behind our surroundings, employing principles of environmental psychology. As Rennie puts it, “Every shape, pattern, and texture in our environment influences our thoughts and

actions.” The round shapes and open spaces at Green School make everyone feel safer, more relaxed, and infinitely more creative – a perfect environment for the Green School way of learning.

Blending Nature and Education Nestled on what was once grazing land just outside New Plymouth, Green School is a vibrant tapestry of nature and education. The campus, meticulously replanted with native species,

The round shapes and open spaces at Green School make everyone feel safer, more relaxed, and infinitely more creative – a perfect environment for the Green School way of learning.

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is crisscrossed by the Ōakura River, offering students a unique opportunity to connect with the natural world. It’s a place where the environment isn’t just a backdrop; it’s an integral part of the curriculum.

The school boasts native forest areas (ngahere), a small wetland, lush gardens, and even a tropohouse (greenhouse). Caroline Rennie emphasizes, “We make the most of our natural surroundings with our nature immersion program, Taiao Rumaki. On these special days, our youngest learners spend their entire school day outdoors, engaging in structured activities and free play. It’s all about nurturing our innate connection with nature and embracing the Te Ao Māori concept of tuakana teina.”

At Green School, each term revolves around a unique theme, from “Awakening Sensory Awareness” to “Restoring the Bond Between People and Nature.”

These themes are inspired by the works of environmental educator David Sobel, particularly his stages of environmental readiness and Native American wisdom from “The Coyote’s Guide.”

The campus isn’t just a passive backdrop; it’s a living laboratory for students of all ages. Middle and High School learners engage in planting and growing, exploring

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Recognizing that impact is subjective and deeply personal, Green School tailors learning experiences to be as personalized and studentcentered as possible

natural science, native flora and monitoring river water quality. The outdoor education program, known as Hikoi, culminates in the prestigious Duke of Edinburgh Programme (DOE), guided by Matua Damian Firth. Paddling along the Ōakura River, venturing into the native bush, and exploring the nearby Kaitake and Mount Taranaki areas are all part of this enriching experience.

However, the daily interaction between students and nature truly sets Green School apart. From tending to gardens and animals to playing in the gentle embrace of the campus river or embarking on nature hikes, every day is an immersive journey. Through their five senses, students develop a profound connection with the environment, nurturing a biocentric and empathetic worldview. Caroline Rennie

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pinpoints, “Nature has much to teach us, and when learners regularly interact with nature, they develop a relationship with it.” This immersion in nature not only holds therapeutic value but also enhances learner well-being, instilling in them the spirit of Earth’s guardianship.

Empowering Students the Green School Way At the heart of Green School’s educational philosophy lies a sincere commitment to the environment. The school aims to nurture learners for life, fostering curiosity, well-being, and a

Green School’s graduates are not just educated; they are empowered to actively participate in green economies, advocate for sustainable development, and drive positive change toward a more environmentally conscious and socially responsible world

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deep connection with our planet. It’s an approach that empowers students to uncover their agency and purpose. Caroline Rennie describes, “We offer a comprehensive curriculum that weaves sustainability into every subject, equipping our learners with 21st-century skills to drive positive change and sustainable solutions for our world.”

The Green School Way centers on education that’s not just impactful but also purpose-driven.

The school firmly believes that education should make a difference, both in the lives of students and in the world around them. Caroline Rennie explains, “The impact of learning experiences

should be immediate, an integral part of the learning journey, but also enduring, influencing a student’s life well beyond their time at school, ultimately contributing to a more positive, sustainable future.”

Recognizing that impact is subjective and deeply personal, Green School tailors learning experiences to be as personalized and student-centered as possible. Here, students engage through their passions and interests, ensuring that learning is effective and deeply meaningful.

One remarkable aspect of Green School’s approach is how its primary learners actively collaborate with the broader community, particularly in conservation.

This collaboration has inspired numerous year-6/grade-5 capstone projects dedicated to protecting local flora and fauna. Students enthusiastically participate in predator trapping, kiwi conservation efforts, wetland regeneration, and the creation of educational spaces and walkways for others to explore.

Caroline Rennie states, “These children

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learn firsthand about the importance of biodiversity and food security. They plant, grow, and sometimes face the challenges of cultivation all across our campus. They share this knowledge with their families, sparking a ripple effect that leads parents to attend workshops on permaculture alongside their children. This is a tangible change in action.”

Preparing Graduates for a Sustainable Future Green School’s vision extends beyond the school gates. Graduates are not just educated; they are empowered to actively participate

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in green economies, advocate for sustainable development, and drive positive change toward a more environmentally conscious and socially responsible world. Caroline Rennie envisions schools as centers of innovation, where environmental and community issues find solutions and where an everexpanding community learns, shares, and celebrates together.

High school learners at Green School have embarked on various sustainable business ventures, from eco-friendly lip balms to herbal teas, beeswax wraps, essential oils, homegrown honey, community food bags,

handmade natural soaps, and even clothes swaps. These ventures instill in students the understanding that for their generation to be true environmental changemakers, sustainability must be accessible to all.

They grapple with challenges, from higher production costs to the importance of local sourcing, and they learn the value of grit and determination in product design and prototype development. The ultimate success lies in creating viable businesses that consider people, the planet, and profit, akin to the B-corporations that serve as their models.

An Ever-Evolving Curriculum Green School’s approach to education is refreshingly dynamic, designed to continuously evolve and adapt to stay relevant in our everchanging world. Caroline Rennie explains, “Our cornerstone is the Green Literacies Framework, the foundation of every Green School education. This framework nurtures the fluency required for success in a world transitioning toward sustainability.”

This interdisciplinary framework is deeply rooted in real-world sustainability challenges, offering forward-looking and ambitious academic pathways. When complemented by

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Green School welcomes learners from around the world and encourages them to immerse themselves in their local environments

the Green Skills and I-RESPECT values, the Green School curriculum shapes individuals who are exceptionally prepared to navigate life beyond the school’s confines.

“We take joy in engaging students through high-quality, solution-based learning experiences,” Caroline Rennie shares. Green School students are encouraged to confront realworld problems in their immediate communities, allowing them to witness the positive impact they can have, regardless of age or experience level. This empowerment instills confidence, motivating them to continue taking positive action in their futures.

For instance, when New Zealand faced recent flooding and cyclones that disrupted

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Michael and Rachel Perrett, Green School New Zealand’s Co-Founders

the food supply chain, Green School students assembled and shared food packages from the school gardens, toys, and other donations with affected communities. This experience not only taught them about kindness and sharing but also illustrated the far-reaching effects of climate change on critical supply chains, emphasizing the importance of transitioning to local food sources.

Local to Global Engagement Green School welcomes learners from around the world and encourages them to immerse themselves in their local environments. This approach enables students to interact with local communities, gain insights into local culture and traditions, and collaborate on solving

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Excitingly, the next chapter in the Green School journey is set to unfold in Tulum, with the anticipated opening of a new Green School campus in 2026

environmental and social challenges that impact those communities directly. This firsthand experience of making a difference empowers students to extend their impact globally. Caroline Rennie dubs this approach as “local to global,” where students realize the potential of being global citizens through localized engagement.

At Green School, students of all ages are not passive recipients of knowledge but active co-creators of their learning journey. They work alongside teachers, sharing their passions, exploring their curiosity, and rolling up their sleeves to devise creative solutions to realworld problems. This process instills in them a great understanding that their ideas and unique perspectives hold value, nurturing a lifelong love for learning.

“As we prepare for our first graduating cohort this year,” Caroline Rennie proudly shares, “each student will present their Greenstone project.”

Greenstone, a Grade 12/Year 13 capstone project, involves students presenting their worldshaping ideas in a TED-style talk. Through these projects, students embark on a transformative journey, discovering self-worth, validation as critical thinkers, confidence as communicators, and lasting connections to their passions, causes, partners, and potential career pathways.

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The Way Forward Caroline Rennie’s vision for Green School New Zealand extends beyond its own campus.

She states, “As part of the global network of Green Schools, we are eager to bring the Green School model to learners worldwide.”

Green School New Zealand is dedicated to supporting the establishment of new Green School campuses across the globe, all built upon the foundation of the Green Literacies Framework and the local-to-global approach to community engagement.

These future Green Schools will be uniquely tailored to their specific geographies, native cultures, and histories while upholding the core values and principles that define the Green School experience. It’s about fostering a global network of schools united by a shared commitment to sustainability and holistic education.

Excitingly, the next chapter in the Green School journey is set to unfold in Tulum, with the anticipated opening of a new Green School campus in 2026. This expansion marks a significant step toward realizing the vision of empowering learners everywhere to become stewards of a more sustainable and interconnected world.

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MUST-WATCH

SCHOOLS IN AUSTRALIA AND NEW ZEALAND 2023

QUEEN MARGARET COLLEGE Empowering E xcellence in Girls’ Education Since 1919

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n the heart of Wellington, New Zealand, there exists a prestigious institution with a rich history and an unwavering commitment to girls’ education. Queen Margaret College (QMC), founded in 1919 by the visionary Scottish Presbyterian leaders, The Hon. John Aitken and The Very Rev. Dr. James Gibb, has remained steadfast in its mission to provide not only sound intellectual and moral education but also to build strong character on a broad religious foundation.

Jayne-Ann Young, the dedicated Principal of Queen Margaret College, encapsulates the essence of the institution when she declares, “Today, we are Wellington’s leading independent girls’ school, providing a world-class education for girls from Year 1-13. We believe in the importance of girls’ education; we inspire

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Jayne-Ann Young, Principal every girl to challenge the status quo and be a fearless architect of her own future.”

QMC’s commitment to excellence is not just a statement; it’s a living reality. The college constantly strives to develop the skills and dispositions necessary to remain leaders in girls’ education, challenging itself to evolve consistently, inspire innovation, and create

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endless possibilities for all who learn and work within its hallowed halls.

One of the most remarkable aspects of Queen Margaret College is its embrace of diversity. With open arms, it welcomes students from over 50 different nationalities. Principal Young emphasises, “Diversity is an integral part of our life here. We offer both boarding and

One of the most remarkable aspects of Queen Margaret College is its embrace of diversity. With open arms, it welcomes students from over 50 different nationalities

homestay options, which enable us to invite a large cohort of international students into our college community. We also provide exceptional support, including the guidance of our Director of International Students, Soraya Rigney.”

Located in Aotearoa, Queen Margaret College understands the significance of prioritising the diverse communities within a multicultural nation. Principal Young adds, “We are very proud of our Māori and Pasifika performing arts group, Te Whānau o Kuīni Mākareta. Recently, we celebrated our inaugural Rā Haka house competition, during which our school houses showcased their rendition of the Kuīni Mākareta haka.”

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Nurturing Holistic Education and Leadership At QMC, the pursuit of holistic education and the cultivation of leadership are more than just lofty ideals; they are woven into the very fabric of the institution. As soon as students step through the college’s doors, they embark on a journey that emphasises the importance of becoming well-rounded individuals. This

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journey is anchored in the belief that academic excellence should go hand in hand with a rich tapestry of extracurricular experiences.

From day one, students are encouraged to take ownership of their thoughts and actions, a fundamental aspect of personal development.

The college’s ethos is underpinned by numerous avenues for students to develop leadership, resilience, and compassion skills, helping them

become not only proficient in their studies but also empathetic and responsible individuals.

A striking example of QMC’s commitment to leadership is the formation of the Kura Council and the tradition of electing class leaders, which begins as early as Year 3. The college offers a multitude of opportunities for students to step into leadership roles. Whether it’s sports coaching, prefect positions, student ambassador

roles, QMC ensures that students have ample chances to develop their leadership potential.

Principal Young underlines this commitment, saying, “We have a strong emphasis on service learning. Students engage in service as an extension of their studies, furthering their understanding of how their learning connects to the real world.” In 2023 alone, QMC has witnessed inspiring

A striking example of QMC’s commitment to leadership is the formation of the Kura Council and the tradition of electing class leaders, which begins as early as Year 3

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initiatives such as clothing and food donations to Women’s Refuge, collecting sports equipment for local schools, wig donations, community libraries, and much more. These initiatives beautifully illustrate how QMC’s approach to education connects students with the real

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world, fostering empathy and a profound sense of responsibility.

The college’s dedication to holistic development extends to the realm of sports. QMC offers a diverse and robust selection of sporting options that cater to every student’s interests

From Year 12, students have the freedom to curate their educational journey with a dual pathway choice between the national qualification NCEA and the globally recognised IBDP, a testament to QMC’s commitment to tailor education to the individual student

and abilities. These sports programmes not only offer a platform for skill development but also provide opportunities for socialising, enhancing personal discipline, and improving mental and physical health. Principal Young explains, “We offer two sporting pathways for students no

matter their skill level or ability: participation and performance.” The performance pathway is designed for students who aspire to make the school’s premier teams, represent New Zealand at various levels, or engage with age group and development teams. It’s a philosophy underpinned by support, growth, and empowerment, which has yielded remarkable results, such as QMC’s recent triumph at the National Tennis tournament.

Beyond sports, QMC nurtures students’ confidence and connections through a vibrant performing arts programme. Options include Music, Speech and Drama, Choirs, instrumental groups, Te Whānau o Kuīni Mākareta (the Māori and Pasifika Performing Arts Group), and participation in Shakespeare Festivals. An annual House Performing Arts Day and bi-annual productions add to the rich cultural tapestry that defines the QMC experience.

A Pinnacle of Girls’ Education in Wellington Nestled in the heart of cosmopolitan Wellington, QMC offers an educational environment that strikes the perfect balance. It’s small enough to ensure that every student is recognised as an individual, and yet it’s large enough to provide a comprehensive range of subjects, multiple language options, and a top-tier Sports and Arts Programme.The central location of the campus adds to the appeal, providing students with a unique opportunity for contemporary learning.

Principal Young proudly highlights, “We are the only all-girls education provider in Wellington that offers the International Baccalaureate Diploma Programme (IBDP).” The IBDP curriculum, with its emphasis on holistic learning, self-management, and participation in

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a global community, equips students with the skills to engage in a growth mindset. It encourages them to take risks and become adventurous learners. From Year 12, students have the freedom to curate their educational journey with a dual pathway choice between the national qualification NCEA and the globally recognised IBDP, a testament to QMC’s commitment to tailor education to the individual student.

Student wellbeing is at the core of QMC’s ethos, and it’s a commitment that the college excels in. The bespoke Wellbeing Programme is designed to adapt to the evolving needs of students as they progress through the stages of adolescence.

Additionally, the college provides onsite support through two psychologists, offering comprehensive wellbeing care to its students.

However, what truly measures the impact of an educational institution is the success stories and achievements of its students and alumni. QMC has a rich history of producing remarkable individuals, and one recent example is Lilly Taulelei, the Head Prefect of 2022. Lilly’s journey at QMC was a testament to the college’s commitment to balancing academic excellence with extracurricular achievements. A star basketball player, she excelled in the demanding IBDP programme while serving as an exceptional Head Prefect.

Principal Young shares Lilly’s remarkable journey, saying, “Since departing our college, Lilly has continued to thrive as she received fifteen Division 1 and Ivy League offers to Universities in the United States, including over $6 million

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QMC doesn’t just embrace change; it thrives on it. With a progressive tradition deeply ingrained in its core, the college is committed to staying at the forefront of education

in scholarship offers. She has committed to the University of Massachusetts, where she will continue to pursue her educational and sporting dreams.”

A Vision for the Future of Education QMC doesn’t just embrace change; it thrives on it. With a progressive tradition deeply ingrained in its core, the college is committed to staying

at the forefront of education. Principal Young emphasises, “Progressive is our tradition. We are committed to the constant advancement of our staff and practices in line with developing technology and educational practices.”

QMC stands as a beacon of forwardthinking education, acknowledging the rapid technological advancements shaping our world and understanding that many of its students

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At the heart of QMC’s approach is its “one size fits one” model; rather than forcing students into rigid moulds, the college tailors learning to the individual

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will embark on careers that don’t yet exist. To prepare them for this uncertain future, the college is dedicated to providing a holistic education that equips students with the skills to adapt and continue learning throughout their lifetimes.

At the heart of QMC’s approach is its “one size fits one” model; rather than forcing students into rigid moulds, the college tailors learning to the individual. This personalisation, combined with close relationships between students and staff, ensures that every student can thrive, regardless of their talents or needs. Principal Young elaborates, “We have a global perspective with an emphasis on adventurous learning, encouraging students to think critically and build passionate views inside of our holistic approach to education and focus on wellbeing and community.”

The Proactive Wellbeing Strategy implemented

by QMC is a testament to its commitment to helping students respond to the challenges of life.

Central to this strategy is the unique Wellbeing Programme called THRIVE, designed for students

in Years 7-13. This programme incorporates activities, discussions, and reflection, all aimed at building upon the pillars of wellbeing. It’s not just about academic excellence but also about ensuring that students can thrive in all aspects of their lives.

One of the distinctive features of QMC is its co-educational Preschool, which provides young learners with an exceptional start to their educational journey. This prepares them seamlessly for their transition to Year 1, ensuring that they can progress into Junior School with confidence and readiness.

Additionally, the college’s boarding facility plays a pivotal role in offering a QMC education to a diverse range of students. With a substantial cohort of international students, QMC celebrates the rich diversity of knowledge and experiences they bring to the college, enhancing the educational experience for all.

Empowering Girls In an era where the opportunities for girls in society are expanding rapidly, the significance of girls’ education cannot be overstated. QMC stands as a steadfast champion of this cause, dedicated to empowering young girls to excel academically and reach far beyond. Principal Young eloquently articulates their mission, stating, “We are proud of our academic programme and the all-girls advantage we provide. We believe in tailoring education for girls. That means championing their learning needs, building resilience, and supporting leadership and academic success.”

Research unequivocally supports the effectiveness of all-girls education, especially in fields like STEMM (Science, Technology, Engineering, Math, and Medicine). A study of

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Queen Margaret College’s unwavering commitment to girls’ education and its innovative approach to curriculum and student support make it a trailblazer in empowering young girls to excel academically and beyond

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nearly 6,000 incoming female university students revealed that graduates of all-girl schools are more likely to exhibit higher levels of science selfconfidence, consider themselves critical thinkers, score higher on measures of academic habits of mind, and demonstrate stronger study habits.

This highlights the remarkable impact an all-girls educational environment can have on shaping young girls into confident, capable individuals ready to conquer the world.

QMC doesn’t rest on its laurels; it continuously adapts to the evolving landscape of education. The college has introduced forward-thinking initiatives like “ELEVATE Year 11,” which empowers students to gain a full NCEA Level 1 qualification while also preparing them for NCEA Level 2 or the International Baccalaureate Diploma Programme (IBDP). This innovative approach ensures that students are wellequipped to meet the challenges of their final years of college with an eye on the future.

A standout initiative at QMC is “Set up for Success,” designed for Year 6 students. Principal Young elaborates, “Students will spend alternate weeks in the senior school, allowing them to become familiar with new classrooms, routines, and the expectations of being a Year 7 student. Importantly, students remain with their current and specialist teachers, who continue to deliver the Year 6 curriculum.” This approach is carefully crafted to instil enthusiasm and confidence in students as they embark on their Year 7 academic journey, making the transition smoother and less anxiety-inducing.

In a nutshell, Queen Margaret College’s unwavering commitment to girls’ education and its innovative approach to curriculum and student support make it a trailblazer in empowering young girls to excel academically and beyond. It is a beacon of hope and progress for girls, inspiring them to reach their full potential and break barriers in all aspects of life.

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ADMIN PERSPECTIVE

Unleashing the Power of AI Dr. Susan Borden, Head of School, ACS-Doha

Dr. Susan Borden has been serving both public and private schools in the USA, Middle East and Japan. She will be starting her 30th year in education this fall. She has consistently served as a change agent leading schools to perform at higher levels during periods of enrollment growth. Her new love is the digital transformation revolutionizing education today. With her AI assistant, she shares her insights about the true hope of creating a symbiotic relationship of AI and talented educators. She is currently the Head of School at ACS-Doha.

“E

ducation is the most powerful weapon which you can use to change the world.” - Nelson Mandela Education has always been a foundational pillar of society, progress and for human development. Education, whether formal or informal opportunities, creates individuals with knowledge, skills, problem-solving and critical thinking abilities necessary to shape a better future as part of a community. As

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technology continues to revolutionize every aspect of our lives, Artificial Intelligence (AI) is emerging as a powerful tool in the realm of education. This article, in fact, was shaped by an AI tool to highlight AI’s potential impacts on the future of education. From personalized learning experiences to intelligent tutors or changing how we assess, AI holds the potential to transform education, making it more accessible for millions of children, more engaging, and more effective than ever before.

By leveraging the productivity of AI, educators can focus on what they do best - inspiring and mentoring students or in my case, developing teachers and leaders

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Of course, AI is not here to replace educators or our thoughts; rather, it is here to augment and enhance the learning process. By leveraging the productivity of AI, educators can focus on what they do best - inspiring and mentoring students or in my case, developing teachers and leaders. But, how can AI create a symbiotic relationship that maximizes growth in our sector where learning is the work, together?

One of the most significant contributions of AI in education is personalized learning.

Because every student is unique, with different strengths, weaknesses, and learning styles, AI-powered adaptive learning platforms can tailor educational content and pace to match the individual needs of each student, ensuring a personalized learning experience including gamification and other tools. Through continuous analysis of data, AI algorithms can identify areas where a student may struggle, provide targeted interventions, and offer customized feedback.

This level of personalization enables students to learn at their own pace, fostering a deeper understanding of concepts and increasing overall academic achievement.

Furthermore, AI can facilitate the creation of intelligent tutoring systems that provide individualized guidance and support. Imagine having an “always-on” virtual tutor that is available to answer questions, explain complex topics, and provide additional resources. AI-powered tutoring systems can analyze student interactions, identify misconceptions, and adapt their teaching strategies. Our recent ACS-Doha EdTech Conference 2023 reminded us all to “get ready for a world where intelligence isn’t just

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human” and virtual tutors may demonstrate intelligent skills.

In addition to personalized learning, AI can also revolutionize the assessment process.

Traditional exams and standardized tests often fail to capture the true capabilities and potential of students. AI-driven assessment tools can evaluate student performance through a variety of methods, including natural language processing, computer vision, and machine learning algorithms. By analyzing patterns in student responses and behavior, AI can provide comprehensive feedback, enabling educators to gain deeper insights into student progress and adapt their teaching strategies. Imagine the impact this may have for all students, but assessment with AI can also offer opportunities for schools to measure their impact. ACS Schools sets clear targets to measure the impact of our interactions, digital learning tools, community engagement and much more. We use AI tools to improve, plan, and assess ourselves as an organization.

Our growth has a direct relationship with student growth.

While the potential of AI in education is vast, it is crucial to address potential concerns and challenges. One major concern is the ethical use of student data. As AI systems collect and analyze vast amounts of data, it is essential to ensure student privacy and data protection. Transparent policies and robust security measures must be in place to safeguard student information and prevent any misuse. Several educational organizations have moved through these challenges.

Moreover, AI should not be seen as a replacement for human interaction. The role of educators remains irreplaceable in

With the power of AI, educational resources can be made more accessible, affordable, and inclusive, ensuring that every individual has the opportunity to acquire knowledge and unlock their full potential

fostering critical thinking, creativity, new solutions, and emotional intelligence. AI should be viewed as a complementary tool that empowers educators and amplifies their impact. We know from our recent Future Skills report developed by ACS in collaboration with several educational partners that businesses want schools to develop students as human beings who are open-minded and culturally competent with an international mindset as well as exceptional communication skills.

Looking toward the future, AI has the potential to democratize education on a global scale. In many parts of the world, access to quality education is a luxury. AIpowered platforms and digital learning tools can bridge this gap, bringing education to remote areas, underserved communities, and marginalized populations. With the power of AI, educational resources can be made more accessible, affordable, and inclusive, ensuring that every individual has the opportunity to acquire knowledge and unlock their full potential.

In conclusion, as Nelson Mandela eloquently stated, education is a powerful weapon for changing the world. AI has the potential to revolutionize education by providing personalized learning experiences, intelligent tutoring, and comprehensive assessment tools.

However, it is crucial to navigate the ethical challenges and strike a balance between human interaction and technological advancements. By harnessing the power of AI in education, we can shape a future where knowledge knows no bounds and every learner can thrive.

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MUST-WATCH

SCHOOLS IN AUSTRALIA AND NEW ZEALAND 2023

RANGITOTO COLLEGE Where Dreams Soar and Leaders Emerge

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estled on the stunning North Shore of Auckland, Rangitoto College has been shaping young minds since 1956. Picture this: a sprawling 23-hectare campus with breathtaking views of the Hauraki Gulf. It’s a place where students from 13 to 18 years old come together to embark on a remarkable educational journey.

With a whopping 3,350 students, Rangitoto College proudly stands as the largest school on a single site in Australasia. But it’s not just about the numbers; it’s about a grand vision. Their motto? “A place where we will empower each student through unrivalled opportunities, exceptional support, and challenging academic experiences to make a positive difference in the world.”

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ABOUT

PATRICK GALE , PRINCIPAL, RANGITOTO COLLEGE Patrick joined Rangitoto College as Principal in July 2017. Prior to joining, he was Principal of Kaipara College, Helensville, having previously been Associate Headmaster at the Catholic boys’ school, Rosmini College.

Rangitoto College is the largest school in New Zealand, with 3350 students; it is a high-performing, co-educational state school with panoramic views over the Hauraki Gulf.

Patrick completed a Masters in Educational Leadership at AUT following his initial degree studies in Geography at University College, London and his teacher training at the Institute of Education, London. Patrick arrived in New Zealand on a Commonwealth exchange scholarship in 2001 and moved permanently to New Zealand in 2003. He has a keen interest in curriculum design and strongly believes that the culture created within a school shapes the outcomes for those within it. Patrick is a keen sportsman who now spends much more time on the sidelines than on the pitch. Patrick and his family have lived in Mairangi Bay for the past 20 years. His wife Kate is also a teacher, and their two daughters are currently at university and high school.

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With a global outlook and a diverse community of over 50 different ethnicities, Rangitoto College is a magnet for international students from 23 different countries

Now, let’s talk about its vision: ‘Great Opportunities, Great Students.’ Rangitoto College doesn’t just boast its size; it harnesses it to provide an extraordinary range of opportunities to its students. And the results speak for themselves. With a global outlook and a diverse community of over 50 different ethnicities, the school is a magnet for international students from 23 different countries. Why? It’s not just about the stunning location; it’s the exceptional academic results and the wide range of IB Diploma and NCEA courses.

Patrick Gale, Principal of Rangitoto College, says, “As a school with a global outlook and over 50 different ethnicities, we host international students from 23 different countries around

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The heart of Rangitoto College’s success isn’t just its stateof-the-art facilities; it’s the teachers who go above and beyond

the world who choose to attend the College due to the exceptional academic results and wide range of IB Diploma and NCEA courses on offer.”

But it’s not just about size or diversity.

Rangitoto College believes in quality education.

They’ve undergone a strategic review of their curriculum and teaching methods. “Using global best evidence,” says Principal Gale, “we’ve crafted a knowledge-rich curriculum that guides students from Year 9 to 13. Our teachers follow five teaching principles to ensure our students are both challenged and engaged in their learning. We set the bar high and provide individual support every step of the way, promoting not just academic success but overall well-being.”

Fostering Excellence, One Student at a Time At Rangitoto College, each student isn’t just a face in the crowd; they’re a unique individual.

This is a place where teachers not only inspire but also challenge every student. With high expectations and a warm approach, Rangitoto ensures that each student is known and supported.

Principal Gale emphasises the importance of clear communication with families. It’s like a safety net that’s always there when needed.

Principal Gale proudly shares, “Our purpose-built facilities mirror our educational philosophy. They create a plethora of positive learning environments, and we’ve made strategic investments to connect our students to the wider world. As a state school, this is something we’re incredibly proud of.”

But the heart of Rangitoto College’s success isn’t just its state-of-the-art facilities; it’s the teachers who go above and beyond. “Great teachers are the cornerstone of our students’

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Rangitoto College isn’t just about academics; it’s a hub of diverse opportunities. With a whopping 30 different sporting codes to choose from, students here have the chance to explore, excel, and reach new heights

success and the school’s warm and collaborative atmosphere,” Principal Gale affirms.

The college isn’t just content with local talent; it reaches across borders to find the best educators. A comprehensive professional development program supports and elevates the entire staff. Rangitoto encourages leadership development and curriculum innovation. Principal Gale adds, “We cherish the achievements of our staff. Our social and well-being programs bring our educators together outside the classroom. We also offer opportunities for overseas professional development.”

Rangitoto College isn’t isolated; it connects with successful schools worldwide, incorporating timetested approaches into its educational practices.

Unleashing the Champion in Every Student Rangitoto College isn’t just about academics; it’s a hub of diverse opportunities. With a whopping 30 different sporting codes to choose from, students here have the chance to explore, excel, and reach new heights. Recent years have seen the college bag national titles in volleyball, water polo, and swimming, and

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numerous students have proudly represented New Zealand in various sports, some even venturing into successful professional sports careers.

What’s the secret behind this sporting success? It’s a combination of dedicated coaches, state-of-the-art facilities, and an inclusive environment that encourages every student to dive into the world of sports.

Principal Gale highlights their commitment to innovation, saying, “We’re always exploring

new ways to keep our students active. Our ‘pick up and play’ program during summer lunchtimes introduces them to new sports, boosting confidence and participation.”

But that’s not all Rangitoto offers. The college boasts a vibrant performing arts scene.

With a curriculum rich in creative programs and an impressive 75 co-curricular performing arts groups, students have the perfect platform to shine. Talented and dedicated staff nurture these artistic passions, adapting to the

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student’s interests and encouraging them to explore their talents safely.

Principal Gale shares his excitement about the newly refurbished visual arts and performing arts facilities, stating, “They provide the perfect stage for our students to showcase their talents.” Rangitoto College has a longstanding tradition of excellence in the performing arts, consistently winning national recognition. This year, their students have dazzled audiences with sell-

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out productions of Shrek the Musical and the captivating stage play Puffs. The college’s dance teams have claimed multiple national titles, and their choirs, orchestras, and rock bands have hit the right notes in the world of music.

Empowering the Leaders of Tomorrow Rangitoto College isn’t just about academic success; it’s about nurturing the leaders and changemakers of tomorrow. Their vision is

Rangitoto College’s strength lies in its diversity. It’s a melting pot of cultures, and they celebrate it with open arms

clear: empower students to make a positive impact on the world. How do they achieve this? Through a range of programs that promote social responsibility and leadership across all year groups.

One notable initiative is the Summit Diploma, a journey that all students in Years 9 and 10 embark on. Drawing inspiration from the IB program, it’s a celebration of success both in and out of the classroom. Leadership, community service, and participation in cocurricular activities are at the heart of this program. And the best part? It’s student-led.

Principal Gale emphasises, “Leadership is cultivated during a student’s time at the school.

We’ve recently expanded the structured leadership opportunities, giving students more ways to get involved and lead.”

But Rangitoto College’s strength lies in its diversity. It’s a melting pot of cultures, and they celebrate it with open arms. The College Board has a strategic plan to support and enrich cultural diversity. Principal Gale explains, “For our Māori students, we’ve created curriculum courses

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in Whakairo (carving) and Kapa Haka. We’ve extended this to culturally responsive pastoral and leadership programs, along with co-curricular opportunities like waka ama and kapa haka.”

And it doesn’t stop there. Pasifika students receive mentoring and performance support, while Chinese and Korean students run committees that culminate in community cultural showcases. The Globalisation Committee works to embrace a wide range of cultures and promote diversity across the school. Principal Gale adds, “Crucially, our staff make it a point to understand each student’s background, ensuring an inclusive educational experience during their time at Rangitoto.”

Building a Bright Future, Together At Rangitoto College, the bond with the community is a source of strength and gratitude. The students and families here share a collective aspiration and have unwavering confidence in the College’s ability to provide a world-class education. Principal Gale emphasises their unique advantage, saying, “Our size allows us to explore educational territories that other schools might not reach. We aim to ignite a passion in every student, helping them find their purpose and a meaningful path into the future.”

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What’s truly remarkable about Rangitoto College is the harmony and support within its diverse student population. They understand that every individual brings different strengths to the school. It’s a community where differences are celebrated, and everyone is united in the pursuit of excellence.

Increasingly, Rangitoto students are setting their sights on international tertiary education.

In the past year alone, they’ve secured places at outstanding universities across the world, from the US to the UK, Australia, Canada, Holland, and France.

But at the core of this success are the remarkable staff who personify the values of the College. Principal Gale acknowledges the dynamic nature of education, stating, “We know that no school should ever remain stagnant.

Each one of us has room to grow and adapt to the changing needs of society. Our students are, therefore, not just educated but challenged to become responsible, innovative, and considerate contributors to our society.”

In the end, Rangitoto College is more than an educational institution; it’s a vibrant community that shapes the leaders and change-makers of tomorrow, empowered to make a positive impact on the world.

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K12 Digest istockphoto.com/DanielBendjy 99 December 2023

ACADEMIC VIEWS

Unlocking the Power of EntrepreneurialSTEM Learning: Essential Tips for Schools to Shift STEM Paradigms from Invention to Entrepreneurship Dr. Marwa Eltanahy, Lecturer, Higher Colleges of Technology

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n our current, technologically advanced world, learning about incorporating entrepreneurial practices into the STEM fields (E-STEM) has increasingly become an essential strategy for equipping students with the abilities they need to meet future challenges. This article aims to explore the key elements that positively impact the effective implementation of E-STEM learning in secondary education by providing guidance

to leaders interested in adopting innovative practices in their schools.

Involve Business Teachers Integrating entrepreneurial practices into the STEM context adds an additional layer of complexity for STEM teachers. To ensure the successful implementation of E-STEM practices, it is crucial to foster collaboration between business teachers and other disciplinary STEM

Bridging the gap between students’ outcomes and market needs will create a new suited learning platform for students to expand their professional networks and develop meaningful relationships which promote their potential career paths in both entrepreneurship and STEM-related fields 100

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Dr. Marwa Eltanahy is an assistant professor in the field of science education and works currently in the Higher Colleges of Technology as a faculty in education. She has an extensive experience in the educational field with specific expertise in teaching, coordination, training educators, and accreditation. In addition to her long experience as a researcher, reviewer, and editor in academia. She has 7th years of experience in conducting research studies in the field of entrepreneurial- STEM learning (E-STEM), resulting in developing the first E-STEM model in the international field. The implementation of this model won one of the best 10 research papers in the international conference on Education (ICEDU) in 2022 and all her series of E-STEM research was published in very highranked journals. In addition to her research interest and publications in leadership, teaching and learning, professional development programs, assessment, and practices. She works with schools, governors, and senior leaders to enhance research-based practices. She is a writer for different magazines and acts as a coordinator, a judge, and a participant in several national and international conferences and competitions.

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teachers. This joint effort will facilitate the integration between STEM and entrepreneurial principles to give students a thorough understanding of entrepreneurial concepts that can be deepened gradually. Moreover, the inclusion of business teachers will ensure the incorporation of real-world examples, industry connections, and insights into current market trends which enhances the authenticity of the learning process. Hence, E-STEM practices provide students with meaningful learning opportunities that allow them to apply their STEM knowledge in practical situations while giving them valuable exposure to the business world. Sharing industry needs and relevant case studies can make learning experiences more applicable for learners to examine their learning and understanding of entrepreneurial theoretical concepts in the real world. Internships, mentorship programs, and project partnerships are just a few of the ways that business teachers can accommodate to help STEM students get valuable entrepreneurial experiences. Bridging the gap between students’ outcomes and market needs will create a new suited learning platform for students to expand their professional networks and develop meaningful relationships which promote their potential career paths in both entrepreneurship and STEM-related fields.

Establish E-STEM Committee Establishing a robust committee for E-STEM learning within schools is a crucial step toward supporting the implementation process and monitoring students’ work. The committee plays a vital role in fostering a culture of innovation and collaboration among participants, driving the success of E-STEM initiatives. Ensuring students are equipped with the skills and mindset

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Competencybased learning (CBL) is the main approach adopted to incorporate entrepreneurial practices into STEM education

necessary for future entrepreneurial -STEM endeavors. The following tips are essential to help schools set up an effective E-STEM committee: 1. Define the Purpose and Scope: Clearly articulate the goals and objectives of the E-STEM committee. Determine the scope of its responsibilities, which may include STEM curriculum development, instructional

strategies, professional development, potential industry partnerships, and project monitoring.

2. Create a Diverse Team: Form a committee that includes passionate and creative representatives from various disciplines, such as STEM teachers, business teachers, administrators, and industry professionals who are willing to collaborate. This diversity

ensures a well-rounded approach and promotes interdisciplinary collaboration.

3. Assign Roles and Responsibilities: Clearly define the roles and responsibilities of committee members. Designate a coordinator to facilitate meetings, communication, and coordination of activities. Assign specific tasks to individuals based on their expertise and areas of interest.

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4. Establish a Regular Meeting Schedule: Set a regular meeting schedule for the committee to maintain momentum and ensure consistent progress. Meetings should be frequent enough to address ongoing needs and challenges but not overly burdensome on participants.

5. Collaborate with stakeholders: Engage relevant stakeholders such as school administrators, teachers, students, and parents in the E-STEM committee’s work. Seek their input, feedback, and support to create a collaborative and inclusive environment.

6. Develop Action Plans: These plans should outline the steps and timelines for implementing E-STEM initiatives. Identify resources required, and activities selected to scaffold the learning process.

7. Evaluate Students’ Outcomes: Develop a framework for monitoring and evaluating students’ E-STEM performance and progress.

Establish criteria for assessment, feedback, and recognition of student’s achievements.

Regularly review students’ projects to ensure constructive alignment with E-STEM goals and provide support where needed.

8. Seek Professional Development Opportunities: Encourage committee members and teachers to participate in professional development programs focused on E-STEM education. This will enhance their knowledge, skills, and pedagogical approaches, enabling them to effectively guide students and stay updated with best practices.

9. Foster Industry Partnerships: Promote partnerships with local businesses, industry professionals, and community organizations.

Collaborate with them to provide mentorship, guest speakers, and internship opportunities.

Project partnerships are also recommended to add real-world context and enhance the authenticity of students’ E-STEM experiences.

10. Celebrate and Share Success: Recognize students’ achievements in E-STEM projects.

Showcase exemplary work through exhibitions, competitions, or presentations. Share success stories within the school community and beyond to inspire others and promote the value of E-STEM learning.

Adopt a Competency-Based Learning Approach Competency-based learning (CBL) is the main approach adopted to incorporate entrepreneurial practices into STEM education. It shifts the focus from contentoriented to process-oriented, where students progress at their own pace by demonstrating their understanding of a selected set of entrepreneurial competencies that form the student-competency profile.

This constructivist approach is crucial because it enhances Individualized and self-directed learning as well as real-world connection. For example: CBL recognizes that each student has unique strengths, interests, and learning styles, and it allows students to advance as they demonstrate mastery of the required qualities, and ensure personalized and tailored learning experiences. Additionally, it encourages students to take ownership of their learning which fosters self-directedness, selfmotivation, and the ability to set and pursue individual learning goals. By identifying the student-competency profile that is aligned with E-STEM goals, students will be engaged in practical learning experiences, and develop

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essential skills that are directly transferable to real-world entrepreneurial and STEM contexts. Project-based problem-solving strategy (PjBPS) forms the cornerstone of E-STEM implementation in secondary education because it enables students to think creatively, design and develop innovative solutions as they learn to generate ideas, experiment with different approaches, and take calculated risks in a safe learning environment.

Professional Development for Teachers Teachers require continuous professional development programs (PDPs) to effectively guide students toward the best practices in E-STEM learning. These PDPs should focus on Curriculum Alignment and Instructional Strategies: PDPs equip teachers with the knowledge and skills to align their curriculum with E-STEM goals effectively. They learn instructional strategies that promote projectbased problem-solving to design STEM projects that tend to be business-driven.

Technology Integration: E-STEM learning often incorporates the use of technology tools and interactive platforms.

PDPs provide teachers with training on utilizing these tools effectively, enabling them to integrate technology into their teaching practices and enhance student learning experiences.

Assessment and Feedback: Effective assessment methods in E-STEM education focus on evaluating students’ mastery of competencies and their ability to apply knowledge and skills in practical contexts.

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PDPs train teachers to develop authentic assessments and provide meaningful feedback that guides student growth and informs instructional strategies.

Reflective Practice and Continuous Improvement: PDPs create a culture of reflective practice among teachers. They encourage self-assessment, collaboration with peers, and opportunities for sharing best practices. This enables teachers to continually refine their instructional approaches, incorporate new pedagogical techniques, and adapt to evolving educational trends.

Implementing E-STEM education through competency-based learning and project-based problem-solving empowers students with the skills they need for success in infusing entrepreneurial principles into STEM practices. Collaborative efforts between disciplinary STEM teachers and business teachers, as well as the establishment of an E-STEM committee in each school, are highly needed to enhance the interdisciplinary nature of E-STEM learning and provide students with realworld insights and connections to make use of all STEM efforts by delivering students’ outcomes to the market. Additionally, PDPs for teachers will ensure that they are equipped with the necessary knowledge and skills to guide students toward best practices to design what adds value to the community.

By embracing these approaches and fostering collaboration, schools can create a robust E-STEM ecosystem that prepares students to thrive in the entrepreneurial and technological landscape of the future.

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