Howqua Leadership

Reflecting on its conception, beginning and evolution

MICHAEL AND HELEN HENNESSY, CO-DIRECTORS OF HOWQUA 1993-1997

Before you set foot on the Howqua campus what expectations did you have?

It’s difficult to answer as we were involved in the initial stages before it became a ‘campus’. I recall the very first meeting on 31 August 1990 with the Headmistress, Ruth Tideman AM, and great support from Nigel Creese who was incredibly passionate about education and the outdoors, to discuss investigating sites for a regional ‘camp’ style outdoor education program. A few other sites around Victoria had been considered, and I believe Nigel had a fishing shack not far from Howqua, so my proposal of the site was presented and accepted by the Board following that meeting.

With our backgrounds in running Duke of Edinburgh programs and experience at Timbertop, the School tasked us with researching other similar experiences, and the the Old Lauristonian Association (OLA) funded some of the travel to achieve this exploration of other long term outdoor programs across Australia and New Zealand. There were years of planning, architectural drawings, pre-cost estimates, earthworks and even some time spent in court when the project was challenged by locals, before we moved into our almost complete Director’s house with our young children in early 1993. When we welcomed the first group of students in June 1993, there had already been so many small but fundamental steps taken.

In that first year – what were your observations of the cohort at the beginning versus how they were at the end of their time?

Even though the groups weren’t there for the full year, they were so important to the success of the program. We immediately noticed that even with the groups who only spent six months there, they went back to Melbourne with many personal growth gains. And importantly, they didn’t lose those gains, they continued to be selfconfident young people. Our last group was the first time that the students spent the full year residing there, which only showed greater growth. The success of the program was largely down to the students, and their parents, appreciating how special, unique and different it was –there was a great deal of enthusiasm.

Over your tenure at Howquawhat evolutions to the program did you experience?

Much of the heart of the program is still there, but of course it has changed over the years. We trialled subjects that were specific to the region, in some instances combining subjects that are separated to meet the curriculum needs of today. Back then, for example, we ran Mathematics very differently and it was quite successful. Of course, we had a much smaller setup, less staff, so many of the operations were different – we couldn’t always count on a day off!

You both conducted research around Australia that underpinned the proposal that School Council eventually approved. What were the key findings of this proposal stage?

The key findings were really that they improved their self-esteem and we saw solid growth in their selfactualisation. Of course, those initial few weeks saw a drop in self-confidence due to homesickness, but once they realised they were safe and happy, they really grew as people. Right from the outset, there were clear gains at Howqua that were not being achieved at Armadale, and then the other half of the year level who were there in the second half of those years mirrored those gains.

What single piece of advice would you give a family nervous about attending Howqua?

It provides a genuine opportunity for kids to make real decisions about aspects of their lives – when they have this power of decision making, kids learn to build selfreliance and problem-solving skills – that is where the real growth occurs. Do they have this opportunity to make decisions in Melbourne? Of course, but perhaps not always in as safe or as controlled environments such as a residential experience like Howqua.

SAM RIDLEY, VICE-PRINCIPAL HOWQUA 2012-2022

Before you set foot on the Howqua campus what expectations did you have?

I had worked at Howqua previously between 2008 and 2010, then spent 2011 at the main school before returning as the Assistant Principal in 2012. My wife and I were very excited about the role and working with a great group of staff who were committed to the program. I had high expectations from previous experience and wanted to tweak some areas of the program that I thought we could improve for a better experience for the students.

In that first year – what were your observations of the cohort at the beginning versus how they were at the end of their time?

The girls arrived very much as a young and enthusiastic group of students who had just finished Year 8. By the end of the year, they had grown in so many ways; physically they were stronger and more independent, their resilience and perseverance had markedly improved, their levels of communication were clearer and more pronounced, their ability to acknowledge strengths and weaknesses, to acknowledge one another’s capabilities had changed, they were more inclusive and thoughtful of one another, having grown and matured together through various challenges and experiences throughout the year.

It’s common to hear how Howqua has imprinted on the students for their years going forward. How has Howqua impacted your own way of being, or what skills did you build that you carry with you today?

Howqua has had a profound impact on myself and our family. We have been impressed with the capabilities that the girls have; their energy and enthusiasm is contagious, their ability to grow through the year and meet adversity never fails to amaze me. Every year group included our children, Will and Maggie, and made them feel so special – we are forever grateful. Howqua has also taught me to listen to our students as we often learn as much from them as they do from us.

Howqua would not exist without the staff – in many ways, they are the fabric of Howqua. What attributes makes a Howqua staff member so special?

Howqua staff are unique, and this is not to take away from staff in other schools or areas. Many of the staff have a sense of adventure, are outgoing, capable in a variety of fields, can multitask and enjoy a good challenge. Howqua staff are required to be teachers, take part in a rigorous Outdoor and Fitness Program, offer Pastoral Care support in a 24/7 capacity and manage everything in between. It is more of a lifestyle than a job!

What are your hopes for Howqua in the next 10 years?

At present it appears that our society is becoming more risk averse and the continued trend of making our lives easier continues. I would hope that Howqua does not modify its programs in any way that negates the student experience. While some aspects of the program are challenging, this allows for a good deal of extrinsic and intrinsic growth, adaptability, independence and understanding of both self and others. I see this as only benefitting our students in this continually changing climate that we are in.

What single piece of advice would you give a family nervous about attending Howqua?

Speak to some of the students and parents who have experienced Howqua and listen to what they have to say! Undertaking Howqua is a big step for the whole family. It is not unusual at all to feel a sense of nervousness, sometimes parents are more worried than the girls! It is a big step and not for everyone; however, those girls who undertake Howqua will take away a lifetime of experiences, memories, friendships and learning, aspects that carry them well beyond their future schooling and university years. It is an incredible experience, a once in a lifetime!