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H I L L B R O O K A N G L I C A N S C H O O L N E W S L E T T E R • VO L U M E 1 • A P R I L 2015

The Art & Science of Teaching

In Balance We Grow Teaching and learning have always been at the centre of Hillbrook, along with a focus on adolescence, thinking skills and community. We continue to measure our efforts through these four themes and our motto ‘In Balance We Grow’.

In conjunction with this, teachers have also undertaken to observe each other’s teaching. Research says that along with targeted professional development, this is one of the best ways to implement whole-school improvement in teaching and learning.

In 2012 we began developing our thinking around ‘Being a Learning Community’ and what that meant for teachers and students. Our journey took us to schools across the country and around the globe, to report on best-performing school systems, research into the brain and how best to learn, and what really makes a difference to student learning in the classroom from people like Marzano, Hattie and Danielson et al.

We’re excited about the effect this focus is already having on student learning and in this edition (the first of a two-part series) teachers will share their perspectives. We will also explore ‘ The Art and Science of Teaching’. The ‘Art’ tells us ‘How best to deliver the knowledge, ideas and concepts’ so that real and lasting learning happens and the ‘Science’ tells us ‘Why and What’ we should do as teachers. Our focus as a learning community is ‘what we want students to know, understand and be able to do’. The articles in this edition highlight these important aspects of our learning community.

The focus of this research is to establish a framework of teaching within which all teachers can express their own individual talents, rather than a one-size-fits-all straight jacket. As a result teachers embarked on a two-year project, using Marzano’s ‘Art and Science of Teaching’ design questions to build that framework.





“ I realized if you can change a classroom, you can change a community, and if you change enough communities you can change the world.” ERIN GRUWELL


Being a learning community... What does that actually mean? “Is being a learning community a term that was coined at Hillbrook? Is it simply a neat amalgam of two concepts central to the identity of Hillbrook? Is it different to being a community of learners, or is there something more to it? These were some of the questions I had when I first heard the term at Hillbrook some years ago.” ANDREW DEVENISH, OUTDOOR EDUCATION CO-ORDINATOR

While we definitely want students to feel they belong in a community of learners, it turns out a learning community is more than the sum of individual learners. There is considerable thought and research that examines learning communities as distinct entities and powerful vehicles for school improvement. Leadership in learning communities is diffuse and inclusive. By definition, learning communities have capacity to adapt to change, and should be able to use challenges as opportunities for growth and learning. But it is not all leadership. What follows is a brief examination of some other characteristics, and what it means to be a learning community. Thomas Sergiovanni, a leading thinker and researcher within the field of educational leadership and learning communities, believes that what binds a community together is shared ideas and beliefs (Sergiovanni 2014, p.15). Operating as a community, a school will have a “social covenant” as the “glue” that holds it. This in turn leads to an ethical driver of educational purpose rather than a transactional driver of teacher motivation. Teaching is a noble profession. Practising, collaborating and reflecting to educate better, in a community of educators and learners who want to do better, is together more effective. When you consider this very simplistic way of looking at what a learning community can facilitate it really makes sense.



Being a Learning Community... Not a new concept at Hillbrook… Hillbrook has strategically pursued and nurtured inclusive leadership and the development of shared ideas and beliefs. Norm Hunter, one of our founding Principals in his final Foundation Day address, articulated this when he outlined his hopes for the school. One of these hopes was specifically about leadership: “I hope that our students and teachers will be leaders in the new sense of it; where everybody takes responsibility for making a positive difference in the lives of others” (Hunter, 2007, p.161). Geoff Newton, Hillbrook’s current Principal, supports this notion by saying, “If understanding and cooperation are practised daily, without formal distance of position and hierarchy, then relationships will be even more immediate, powerful and real for students and staff” Newton (n.d, para 8) (in HAS n.d)

Structure Stewart (2001) highlights through literature that an impediment for organisations trying to move toward becoming a learning organisation (or community) was their structure. Hillbrook has planned to avoid many of these impediments. Structures of the school could be considered enablers of a learning organisation. They need to support collective and servant leadership. Consider the following examples:

> teacher representation at a governance level, with the constitution requiring the board to be composed of a teacher majority.

> a flat management structure with an open door policy to the leadership group. There is opportunity for teacher leadership across many areas including curriculum, student management and strategic planning.

> a model of student leadership that requires all Year 12 students to take on a leadership responsibility that they negotiate.

Continued on Page 5 >>



Learning Communities

Lachlan, Year 10 To feel like you are a part of a community is one of the best experiences a person can have. A learning community, such as Hillbrook, provides one of the best examples of this. As learning communities are special in that everyone is able to take part and everyone is able to learn from experiences, regardless of who or what they are, teacher and student alike.

Jasper, Year 8 Being part of the learning community at Hillbrook is being part of a great, big, helpful group of people. You feel joyous when engaging in all of the educational activities and you don’t feel left out. You feel as safe and equal as everyone else in the community and you know that you belong here. Most importantly, at Hillbrook you don’t feel as though you have no say because when you speak up, everyone accepts your ideas.



Schools will always be a place of fun and learning, while a true learning community is special as it is able to achieve what any school could and much more. This is due to the bond that forms between those who form the community, one which will always be remembered, treasured and shared. But this bond is further strengthened by the connections made when everyone is always learning, sharing and growing as people together. People will always look back on their times and experiences as a part of a learning community, it is something that cannot be forgotten.

Brooke, Year 12 Something new to learn for our Hillbrook community is what a learning community means. Learning new things and relearning old things with others in our community is a way of life and helps in all aspects because some things you may know, others may not. Learning in a community aspect helps in an academic, career and social day to day way as “Education is the most powerful weapon we can use to change the world”- Nelson Mandela. Learn something new today from someone else and see what the future holds.

“ We do not learn from experience;we learn from reflecting on experience.” JOHN DEWEY

In practice The operations of Hillbrook also appear to support a learning community. There are many processes that value staff and student voice and support the central tenets of communities. Johnstone and Caldwell (2001) offer a model of a learning organisation within schools. Apart from the necessity for a collaborative structure as discussed, their model suggests other necessary aspects, and most importantly:

> effective communication channels; > learning-focused leadership; > integrated and effective professional development. So, what does that look like at Hillbrook? Firstly, the formal leadership groups are approachable and staff meetings with an open agenda, attest to that. There is no formality or need to go through hierarchical channels of communication. Mistakes are occasionally and inevitably made. However, when the community owns decisions and the process that created them through its involvement, these mistakes are better received and allow us to learn more. A strong history and culture of leadership for community building has meant that the teaching staff have high expectations of our formal leaders in this area. This is something important to maintain, as it makes Hillbrook better. In turn, maintaining a high benchmark for shared leadership means that all members of the Hillbrook community have more responsibility toward it. For leadership to be shared, it obviously needs to be shared with people - and that is everyone, and particularly teachers. We can’t expect shared leadership to continue without a collective effort and deliberate continuation of teachers as leaders within our community.

The second aspect Johnstone and Caldwell (2001) identified was a learningfocused leadership. The School Leadership Team model reflective practice and are visibly engaged in professional improvement. Perhaps just as important is the leadership teachers show in their own reflective practice, professional observation and leading of small, and even whole staff, professional development. In turn this leads to the third aspect identified, professional development, which at Hillbrook is undergoing some change. Hillbrook is moving to have teachers’ professional development intentionally and more directly related to their Professional Learning Practice Plans. These Learning Plans are the responsibility of individual teachers to draft, and need to reflect individual priorities, needs of particular subject areas and the overall priorities of Hillbrook. They are then shared with Subject Coordinators and with the School Leadership Team (SLT). In turn the SLT model reflects practice, and are visibly engaged in professional improvement. While measuring the effectiveness of professional development is quite a challenge, the direction we are heading has a strong evidence base. When you step back and take a look at Hillbrook, we can all see a community of learners. A great enabler of this is the fact that we are engaged in growing stronger as a learning community. This is something that is precious, and worthy of all our continued efforts. REFERENCES Hillbrook Anglican School (2014) Informality with Dignity. Retrieved Feb 20 2015, Hunter, N. (2007) If We Build It They Will Come. Hillbrook Anglican School, Enoggera, Qld. Johnston, C. Caldwell, B. (2001) “Leadership and organisational learning in the quest for world class schools”, International Journal of Educational Management, Vol. 15 Iss: 2, pp.94 – 103. Sergiovanni, T. (2014) The story of community. In Cocklin, B. Coombe, K. Retallick, J. Eds. Learning Communities in Education. Taylor and Francis. Stewart, D. (2001) “Reinterpreting the learning organisation”, Learning Organization, Vol. 8 Iss: 4, pp.141 - 1



Learning Communities The Art and Science of Teaching JASON SHARLAND, TEACHER

Over the last 18 months Hillbrook teachers have embarked on a journey studying ‘The Art and Science of Teaching’. Far from being some revolutionary new fad in education, has been designed as a framework for ‘what works’ in teaching based on the extensive examination of meta-studies of educational topics over much of the last fifty years. It is the work of Dr Robert Marzano and his eponymous research institute in the United States. During eight sessions we have examined our practice through the lens of ‘The Art and Science of Teaching’, we’re now challenged to look at what we do in light of research, look at new strategies and reminders about old ones.

LESSON SEGMENTS Involving Routine Events DESIGN QUESTION 1: What will I do to establish & communicate learning goals, track student progress, & celebrate success?

We’ve been excited to have the opportunity to spend extended time to help embed a common framework for education and reflective discussion. We see it as a chance not to revolutionise what we do, but to help focus, refine and enhance in a consistent manner.

‘The Art and Science of Teaching’ is based on some simple concepts. There are ten design questions, arranged into three types of lesson segments, namely those involving routine events, those addressing content and those which are enacted on the spot. As a learning community we are focusing on these as a framework to improve student learning.

LESSON SEGMENTS Involving Routine Events Design Question 2: What will I do to help students effectively interact with the new knowledge?

Design Question 6: What will I do to establish & maintain classroom rules & procedures?

6. Identifying Critical Information 7. Organsing Students to Interact with New Knowledge 8. Previewing new Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording & Representing Knowledge 13. Reflecting on Learning

4. Establishing Classroom Routines 5. Organising Physical Layout of the Classroom for Learning

Design Question 3: What will I do to help students practise & deepen their understanding of new knowledge?

1. Providing Clear Learning Goals & Scales to Measure those Goals 2. Tracking Student Progress 3. Celebrating Student Success

14. Reviewing Content 15. Organising Students to Practise & Deepen Knowledge 16. Using Homework 17. Examining Similarities & Differences 18. Examining Errors in Reasoning 19. Practising Skills, Strategies & Processes 20. Revising Knowledge Design Question 4: What will I do to help students generate & test hypotheses about new knowledge? 21. Organising Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generating & Testing 23. Providing Resources & Guidance

LESSON SEGMENTS Involving Routine Events Design Question 5: What will I do to engage students? 24. Noticing & Reacting when Students are Not Engaged 25. Using Academic Games 26. Managing Response Rates 27. Using Physical Movement 28. Maintaining a Lively Pace 29. Demonstrating Intensity & Enthusiasm 30. Using Friendly Controversy 31. Providing Opportunities for Students to Talk about Themselves 32. Presenting Unusual or Intriguing Information Design Question 7: What will I do to recognise & acknowledge adherence & lack of adherence to classroom rules & procedures? 33. Demonstrating “Withitness” 34. Applying Consequences 35. Acknowledging Adherence to Rules & Procedures Design Question 8: What will I do to establish & maintain effective relationships with students? 36. Understanding Students’ Interests & Backgrounds 37. Using Behaviours that Indicate Affection for Students 38. Displaying Objectivity & Control Design Question 9: What will I do to communicate high expectations for all students? 39. Demonstrating Value & Respect for Low Expectancy Students 40. Asking Questions of Low Expectancy Students 41. Probing Incorrect Answers with Low Expectancy Students



Mindfulness At Hillbrook, we place a lot of emphasis on a balanced education. Our motto “In Balance We Grow” epitomises the fundamentals of our core beliefs that a balanced life is a rich and meaningful life. This focus on balance, combined with our current focus on being a learning community, means that it is important that we not only help our students develop academic, sporting and artistic skills, but also lifelong strategies on ways to approach mental health and wellbeing. CATIE DUNLOP, TEACHER

To do this, our school Counselling Team and a number of teachers, have been integrating Mindfulness as well as Acceptance and Commitment Therapy (ACT) into the culture at Hillbrook. Mindfulness is a hot topic in Western psychology: increasingly recognised as an effective way to reduce stress, enhance emotional intelligence, increase self-awareness, and effectively handle painful thoughts and feelings (Harris, 2008). We were all born as a “physical” being and as a baby we were completely mindful and in the moment. We noticed what was around us, the sights, smells, sounds, colours, tastes and we reacted to the moment. We cried when we felt hungry, laughed when someone popped bubble wrap or reappeared from behind their hands. We reacted to everything in the moment with openness and curiosity. We were all born as experts in mindfulness. So, what happened? During our childhood we moved from being a mindful, “physical” being to also a “symbolic” being. We moved from being present in our lives to also being present in our heads. When we learnt language we learnt that there are two worlds; the physical world and the symbolic world. The physical world is everything around us, and the symbolic world is created through our thoughts, language, understanding and labelling of emotions. The two can be very different. Most of us never stop to think about the world like this. We are so immersed in both worlds that we can’t seem to separate the symbolic from the physical. That’s why mindfulness is so important. It gives us the ability to step back and notice. To notice not just what is going on around us but also what is going on within us. REFERENCES: Ciarrochi, J., Hayes, L. & Bailey, A. (2012) Get Out Of Your Mind And Into Your Life For Teens. Oakland; CA, Raincoast Books. Harris, R. (2007). The Happiness Trap. Sydney, Australia: Exisle Publishing Limited.

Therefore, Mindfulness means being present in the moment, fully conscious of your experience in the here and now. It is based around the belief that a lot of suffering is created by our constant habit of ruminating about the past or being anxious about the future.

Mindfulness allows people to get “out of their heads and into their lives” (Ciarrochi, Hayes & Bailey, 2012) and thus enables them to spend time doing the things that matter to them. That’s why it’s very important that we start retraining when we are younger. Adolescence is the perfect time to try it. Students at Hillbrook have been exposed to Mindfulness presentations in Chapel, workshops, activities in their classrooms, one-on-one work with the counsellors, and while participating in designated programs. One such program, Be.Here. Now is designed for Year 11 students who wish to prepare themselves for the inevitable stress that senior school brings. The Be.Here.Now program aims to use Mindfulness and ACT to enable its participants to develop a number of tools and skills to use in times of high stress and to help them to live more presently in the moment. By embedding Mindfulness into our culture, we can help our students enhance their resilience, concentration, attention, empathy, cognitive flexibility and self-awareness. There are also some simple ways that you can help to embed this same culture at home to become a more “mindful” household. Firstly, try mindfulness yourself! You can visit to find out more information and by trying some of their mindfulness meditations. Some other simple mindfulness techniques also include; focusing on your breathing as a way to get present in the moment, noticing your senses (what can you hear, see, feel, smell and taste), participating in mindful conversations (where you really listen), or mindful activities where you focus on your senses (such as while having a shower, walking the dog or doing the housework). Together, if we create a shared language around Mindfulness, we can hopefully empower our students to live rich, full and meaningful lives, whilst being present in the moment.




DATE CLAIMERS EDUCATIONAL ADVISORY COMMITTEE (EAC) PARENT INFORMATION EVENING 2 JUNE NAVIGATING THE TEEN EXPERIENCE Respected author, social researcher and publisher Maggie Hamilton is coming to Hillbrook on Tuesday evening, 2 June. Maggie’s work and publications aim at encouraging and equipping our young people to live meaningful lives in a fastpaced world. Maggie will address the important question of what’s happening to our girls and boys in light of current media and social trends. It will be a great opportunity to hear her insights first hand. This evening event is open to current and future parents. More details to follow in the Hillbrook newsletter, website and Facebook page.

SUSTAINABILITY DAY 15 AUGUST COMMUNITY SOLUTIONS TO GLOBAL PROBLEMS On Saturday 15 August the Hillbrook P&F will be hosting our third Sustainability Day. This biennial event joins with the wider community to celebrate, share and explore ways we can all live more sustainably. It’s a day of inspiration, information, entertainment, stalls and delicious food! Further information will be available via our website, Facebook page and school newsletter.


Philosophy aims at the logical clarification of thoughts. LUDWIG WITTGENSTEIN

We have our first 120 Year 7 students, our four Year 7 teachers, and we have all of them engaging in weekly Philosophical Inquiry (PI) lessons. Initially ‘curious, intrigued, unsure, super-excited and nervous’ (and that’s not just the students!), they are now well into their stride. So far we’ve talked about philosophy, about community, and about inquiry, hence the ‘philosophical community of inquiry’ in which we engage. We have thought about thinking itself, ‘Thinking is what makes you, you’ (Daniel 7W), about different types of questions and how to identify those all-important open intellectual questions. We have also thought about identity; what makes us who we are, about the importance of listening carefully to the ideas of others, about building on those ideas, about exploring disagreement respectfully and about being prepared to change our mind. Some elements of PI are also being used to a greater or lesser degree in all year levels at Hillbrook, in many subject areas, including Religious Studies, Outdoor Ed, Personal and Spiritual Development, Science and Maths with other teachers asking for information to enable them to incorporate PI into their own subject areas. We are excited about how PI will deepen and extend student thinking.

MADDIE & TARA HINCHLIFFE Maddie and Tara Hinchliffe (Year 12) have been selected to play in the Queensland Under 17s State Netball team following three months of trials. The girls and their team mates are competing at the National Netball Championships to be held at Sydney’s Olympic Park in April. Congratulations and good luck girls!

WELCOME TO OUR YEAR 7 & 8S The start of the 2015 school year was a much anticipated and exciting time at Hillbrook with the arrival of both Year 7 and Year 8 students, increasing our student population from 600 to 720. The students have settled in well and are making good use of their new classrooms and outside spaces. Both groups attended their first Outdoor Ed camps early in the term at Borumba Dam.



...achievement ...challenges ...friendship ...balance ...confidence ...growth

SWIMMING CARNIVAL Our swimming carnival was held in February at the Ferny Hills Public Pool, a fantastic day of competition, fun and laughter. Congratulations Blue (the overall winners), and to all students for their enthusiasm and commitment, and to those who achieved personal bests. A big thank you also to our Physical Education teachers and Student Sports Council for their hard work and zeal ensuring the day was enjoyable for everyone.

2014 RESULTS We congratulate the Class of 2014 on their excellent results, strong leadership, and positive involvement in all areas of our school; they have left us with a very positive legacy. We would like to congratulate their primary school teachers for setting the foundation of our students’ successes and their parents for their ongoing support and encouragement. STUDENT RESULTS ARE AS FOLLOWS: * 25% of our students received an OP in the range 1 to 5; * 64% of our students received an OP in the range 1 to 10; * 88% of our students received an OP in the range 1 to 15;

* 98% of applicants for further study received an offer from QTAC; and * 83% of applicants have been accepted to study an undergraduate degree. We also congratulate students who have successfully been placed in apprenticeships or traineeships, have found employment or who have embarked on a gap year of work or travel.

QORF AWARD Late in 2014 Hillbrook had the honour of being named the winner of the Qld Outdoor Recreation Foundation’s Excellence in Outdoor Education award. Congratulations to our tireless Outdoor Education staff (Andrew, Simon and Sally) for their passion and commitment to our Outdoor Education program.

BUILDING OPENING On 20 March our school community and guests gathered together to celebrate the opening of our completed $16.5m campus development. This included the newly constructed B Block and the refurbishment of C, E and F Blocks and our Admin Foyer. Kate Jones (our local member and Minister for Education) officially opened the six buildings which were then blessed by Bishop Jonathan Holland. A stunning tree drawn in chalk by our Art Department onto a giant blackboard included the names of students and staff and provided a wonderful back drop for the proceedings.


YEAR 8 HISTORY Year 8 students have been studying the Middle Ages and castles have been an exciting part of their study. To bring learning to life Year 8 students took on the challenge of defending and besieging a castle. 1000 boxes became the castle walls, blankets became the mortar, balls became the catapults and trebuchets and all kinds of scrap became armour, shields and swords. We declared the result a pyrrhic victory, while the castle was destroyed the besiegers were unable to hold onto it.


Last November five members of the SRC Executive had the privilege of attending an address by United States’ President Obama at the University of Queensland as part of the G20 Summit. His speech covered pressing topics; relevant now and in the future. The speech revolved around the idea of connections; foremost the connection between the USA and Australia, but also the relationship with other first-world and developing countries. “It is vital”, he said, “that communication stays open and objectives are completed with respect, so common goals can be achieved.” This is especially important with developing countries as a small amount of assistance can make an incredible difference. President Obama also addressed climate change, emphasising the need for a strong relationship between the USA and Australia for any critical and effective change to be made. And if these positive connections can be made with other countries then the effects of climate change can be greatly reduced. He announced the Climate Change Fund, a $3 billion dollar fund to assist developing countries to address climate change, proving that the USA is serious about their initiatives and wanting to make a change as soon as possible. His final topic was the importance of youth; that it is genuinely possible for young citizens and adults to have a positive impact in the lives of others, both nationally and internationally. It is essential that connections are made independently of gender, race, sexuality or religion and nurtured through great communication and positive relations for our world’s future.



PARENT OUTDOOR PROGRAM (POP) Seventeen parents, accompanied by two Hillbrook Outdoor Ed teachers, experienced the highlight of Year 7 and 8 camps, exploring tranquil Yabba Creek. Their journey involved paddling canoes about six kilometres along Yabba Creek to Imbil in the Mary Valley. Their paddle was followed by lunch, a caffeine fix, and a rainforest hike into Kondalilla Falls. Our POP program is a great opportunity for parents to connect with each other, experience the outdoors and compare and share their Outdoor Ed experiences with their children.

Year 11 Technology students worked in collaboration with the Queensland Police Commissioner Ian Stewart (AFM) and his staff to design and produce a range of 3D-printed prototype business card holders. One design was selected for production on our 3D printers and these holders were subsequently presented as gifts to visiting Police Commissioners at their recent Australia New Zealand Commissioners’ Forum. Congratulations to Kayd on your winning design.


Design and Technology in Germany is quite different to Hillbrook. When I came into the workshop I was pretty impressed by all the machines and technology. The main design problem for me was to develop a table you can use as a coffee table but be able to fold it up to a normal table as well. We used the CNC router to carve out the logo on the table tops and the design of the table sides. I would recommend DT to everyone who is interested in developing and building a project in a great workshop with the help of all the nice teachers.

...achievement ...challenges ...friendship ...balance ...confidence ...growth

Past Connections





Kellie and her husband Jayden are spending 2 years exploring the UK and Europe enjoying new cultures and making some amazing friends along the way.

After completing a university degree in 2005 Doug took over the reins of his family’s school photography business and has recently purchased Streets Imaging (one of Australia’s best and oldest pro labs). Doug is also the proud father of two children.

After graduating Architecture at QUT in 2003 Samantha moved to the UK working on a variety of multi £m developments. Samantha married in Scotland and returned to Brisbane in 2009 where she worked on some new hospitals and had baby daughter, Eilidh. Currently based in Edinburgh, Samantha is enjoying building new schools whilst exploring Scotland with her family.

Nadine is a Kindergarten Teacher, working just outside Melbourne co-ordinating and creating kinder programs. Nadine previously taught Years 3 to 6 in Proston, Queensland, enjoying a rural lifestyle and has also been able to enjoy holidays travelling through Europe and New Zealand.

CLARE O’BRIEN (GRAD 13) During 2014 Clare travelled on the Antipodeans GapBreak Program to Borneo, and volunteered teaching English and building projects in some awe-inspiring locations. Clare was an integral part of a small group of volunteers, who lived with local families whilst contributing to the community in a real and meaningful way.

ELSA & KRISTEN LARSEN (GRAD 04. 09) Elsa and Kristen are currently living in the UK, devoting much of their time to raising funds and awareness for ovarian cancer following Kristen’s diagnosis with the illness in late 2013. You can follow Kristen’s journey and support her fund raising efforts on https:// com/CICD__Fundraise?id= 701G0000001AJJj

PHILLIP HAY (GRAD 94) ELOISE MCNEE (GRAD 09) Eloise is currently working as a Media Adviser to Brisbane’s Lord Mayor. In her spare time Eloise is planning an overseas trip and saving to buy her first home.

Phil is currently Associate Director, Marketing at CQ University, where he is responsible for strategic planning, development, implementation and review of local and national student recruitment strategies for domestic students. Phil worked hard last year as organiser of his alumni’s 20 Year Reunion and a great night was had by all who attended.

SENIOR MUSIC CAMP BROOKFIELD More than 80 students enjoyed 3 days of music, swimming, laughter and table tennis at this year’s Senior Music Camp. HILLBROOK.QLD.EDU.AU



Staff News David Gravino is a specialist secondary Art educator with a passion for helping adolescents develop and deepen their artistic talents and understanding by encouraging student involvement in Visual Art programs and extending their learning through involvement in events such as the Festival of Fashion, the Minister’s Awards for Excellence and various state and national competitions. Miriam Kroker joins us as the Leader of eLearning and IT Teacher. Miriam has previously been instrumental in the implementation of a range of whole-school initiatives designed to provide students with rich learning opportunities using technology as an enabling tool. Miriam is an unashamed champion of the contribution that technology can make to improving learning outcomes across all subject areas. Michelle Faherty joins our Enrichment Centre as Joint Coordinator. Michelle has vast experience as a Learning Support Teacher in private and state schools. Michelle is an enthusiastic facilitator of Artefacts Box Exchange, Natural Maths Challenge, Minecraft CCA, Future Problem Solving, and Chess. In 2013 Michelle accompanied a team to the Community Problem Solving Nationals in Perth.

Patrick Standfast and wife Casey have welcomed their first born, a son named Sebastian, who arrived in November last year.


Congratulations to Glenn Stevenson and wife Sarah on the safe arrival in March of baby daughter Madeleine Claire, a beautiful baby sister for Henry.

Joshua Taylor is an experienced Drama and English teacher who is passionate about providing students with a genuine, well-rounded education, including co-curricular opportunities such as Drama clubs, Theatre sports, debating, OPTI-minds, musicals and community service programs. Joshua also enjoys being involved in all aspects of community theatre.

Nyssa Murphey recently joined the school admin team working in Accounts Payable, and will also be assisting Reception and Enrolments. Nyssa has recently returned to Brisbane after living in Newcastle and recently married her partner Matt at the historic Hemmant Community Church.

Kristin Mason and husband Jamie welcomed their second child, baby Iris Olive in March. Big sister Amity was relieved they were home just in time for the Easter bunny.

Late in 2014 Hillbrook welcomed Wendy O’Shea, Stephen Driver, Ginnese Johnston and Tegan Baumgart as our Year 7 Home Class teachers, whose profiles were included in the previous edition of Connections.

We do things differently. We care about our environment. By printing on EcoStar 100% Recycled, the environmental impact was reduced by:


European car




We are very pleased to welcome back teachers Nicole Tate and Sally Thatcher. Nicole and family have returned to Brisbane after 2-and-a-half years living in Denver, Colorado, and Sally returns after enjoying 12 months maternity leave following the birth of her second child, Jonah.



25, 26, 27 AUGUST YEAR 7 2018 INTERVIEWS

Sally Barnes has completed a Graduate Certificate in Indigenous Education over the summer break. This course is to inspire engagement of indigenous students with education, and the engagement of indigenous ideas and concepts for others. Sally has been introducing more indigenous perspectives and concepts to the programming of our Outdoor Education Department. Sally is also involved in the Balaangala Reconciliation Group, and their garden project. Sally is hoping to encourage our Duke of Edinburgh participants to become involved as well.

• 233 kg of landfill • 34 kg CO and greenhouse gases • 344 km travel in the average

Important Dates 2015

• 4,838 litres of water • 446 kWh of energy • 378 kg of wood


“Schools can only be as good as the people within them.” RICHARD DUFOUR & ROBERT MARZANO

HILLBROOK ANGLICAN SCHOOL 45 Hurdcotte Street Enoggera QLD 4051 PO Box 469 Everton Park QLD 4053 T: +61 7 3354 3422 F: +61 7 3354 1057 E:

Connections Vol. 1 April 2015  

Part 1 of The Art & Science of Teaching

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