The Heart of Pembroke: Celebrating Our Staff

The Heart of Pembroke

Celebrating Our Staff

Acknowledgement of Country

We pay deep respect to all Aboriginal and Torres Strait Islander people; to their Elders past, present and emerging; and to all cultural ambassadors. In particular, we acknowledge the Kaurna people on whose traditional lands Pembroke was founded, the Ngarrindjeri and Ramindjeri people as custodians of the land where Pembroke’s presence extends to the Finniss River at Old Watulunga, and the many other groups around the country with whom we also enjoy close and respectful ties.

Welcome from Our Principal

Schools are all about people and relationships and the lifelong learning journey we share together. Our people – our teachers and our professional services staff – are the backbone of our beloved School, working in partnership with families to shape young hearts and minds. At Pembroke, this is fuelled by a staff culture of learning and caring and the pursuit of professional excellence, underpinned by our School Values.

Mark Staker Principal

Our people exhibit bravery through their steadfast approach to continuous improvement, their innovation in the classroom and their unwavering commitment to inspiring every student to not only reach but exceed their potential.

They demonstrate kindness at every turn, fostering a love for learning and a foundation for personal growth and development, all the while empowering our students to share their own kindness in the wider world.

This is magnified by service as our staff uphold a duty to and care for others – whether through charitable endeavours or the sharing of professional knowledge –crucially, instilling this imperative in our students.

Curiosity is at the forefront of our approaches to teaching and learning where our people are not afraid to challenge the status quo and seek new possibilities while also further igniting curiosity in our learners.

We have a commitment to honesty in all of our interactions, knowing that this is a core value to impart to our students and one that speaks to Pembroke’s celebrated nature as a grounded, open and authentic community.

At the heart of our staff culture is respect – for each other and for our families as we acknowledge that we all walk alongside one another in our collective calling to educate and embolden the young people in our care.

Similarly, Pembroke’s inclusivity as a diverse, warm and welcoming community is a hallmark of our School where every individual is free to be themselves and find their place.

And uniqueness – in character, expertise and even in how we deliver our lessons and projects is what weaves our rich tapestry together, creating an environment for all of us to thrive as individuals, in teams and as a whole.

These values are enshrined by our people across every aspect of Pembroke – from the classroom to the stage, from the sporting field to Old Watulunga, and beyond. They can be found in the playgrounds, in the Home Groups, in the Boarding Houses, in the offices, and most notably, in our own hearts and minds.

It is an honour and a privilege to lead you and to learn from you, and I am incredibly proud of the people of Pembroke. As we celebrate just some of the stories of our teachers and professional services staff within these pages, I want to take this opportunity to thank each of you for the impact you make daily. A quality education is a gift like no other, and by harnessing your unique gifts, you are part of a remarkable legacy – a legacy that has and will continue to shape a hopeful future for us all.

Elevating Professional Growth at Pembroke

I am thrilled to introduce our Pembroke community to the first edition of The Heart of Pembroke. I strongly believe Pembroke’s greatest asset is its people, and as the Dean of Professional Growth and Development, I am privileged to work across our campuses, supporting the aspirations and practice of over 350 professional services and teaching staff.

Simon Miller Dean of Professional Growth and Development

We have great ambitions to ensure Pembroke retains and enhances its reputation as a career destination of choice, with all the associated benefits this brings to our students.

Our Strategic Plan 2030: Stronger Together emphasises Pembroke as a destination of choice for excellent, expert staff. As part of our culture, our professionals work relentlessly to improve their own practice, and also share their expertise through research and service to the wider community.

Pembroke maintains a wonderful reputation as an employer of choice across the educational landscape of South Australia and beyond. Our high levels of staff retention reflect both the excellent conditions and raft of opportunities our staff access for their own development and career progression. We believe strongly in investing in staff at all levels of experience on their career journey, allowing them to shape their futures in the workplace.

The newly launched Didi Medlin Centre for Professional Growth is Pembroke’s parallel school for the development of our staff, and provides a vast range of opportunities to our staff, along with support in sharing our research and expertise with others. One of Pembroke's co-founders, Didi possessed a formidable intellect, having studied at Cambridge University and continuing into research under Nobel Prize winner Lord Todd, before pursuing her love of teaching back in South Australia. As Principal of Girton Girls' School from 1971, she was a driving force in its merger with King’s College, serving as Co-Principal alongside John Moody from 1974 to 1978, then as Principal until 1990. Didi was a trailblazer in co-educational and educational settings, attracting the highest quality of academic staff to assist her in introducing the International Baccalaureate to Pembroke, creating South Australia's first IB School, and supporting

the programme's growth across Australasia. She also believed in the importance of giving back, influencing and serving on a wide range of boards and educational bodies. This legacy of excellence in education, research, innovation and service is honoured in the work of the Didi Medlin Centre, which supports our staff in several ways.

The Centre recognises and supports a wide range of professional learning for all of our staff. The School has a rich and varied professional development schedule, with curated opt-in sessions run on a weekly basis by teachers and professional service staff to meet needs identified through our individual professional growth planning process. Our major professional development days often feature keynote addresses from key figures in education. Recent visitors to Pembroke include Laureate Professor Jennifer Gore, Professor Donna Cross and Professor Glen Savage, ensuring all of our staff engage with the very latest educational research.

The Didi Medlin Centre also supports the work of our Instructional Coaching Program, with six instructional coaches working across all areas of the School. This program, accessible by all teaching staff, provides our teachers with bespoke, intensive support to work on their goals. Instructional coaching has been proven to improve teacher quality, levels of teacher self-efficacy and student outcomes, along with associated benefits for teacher wellbeing.

The Quality Teacher Rounds program is another initiative the Centre facilitates, providing time and opportunities for teachers to collaborate and reflect deeply on their practice, using the research-backed Quality Teaching Model. You can read more about this popular offering on pages 16-19.

One unique initiative offered by Pembroke is our Sabbatical Program. This offers all permanent staff the chance to apply to take leave to carry out research in an area of school life of interest to them, resulting in outcomes that provide benefits to the School. The Didi Medlin Centre supports with workshops providing advice on applying for sabbaticals, and ongoing meeting and mentoring throughout the sabbatical process. These studies have resulted in meaningful and lasting impacts at Pembroke in areas as diverse as our Athlete Development Program, the effects of different classroom layouts on teacher practice and our use of digital technology. Some of our latest sabbaticals are featured in this publication on pages 34-42.

In addition, the Didi Medlin Centre provides support and guidance, including financial support, for staff completing further study. There are over 30 staff supported by the School currently completing further studies in a vast range of undergraduate, Masters and other tertiary courses. The Centre has also developed a partnership with the University of Adelaide to provide convenient delivery and support in completing a Master of Education, allowing teachers to collaborate and attend intensive sessions at the university.

The School, through the Didi Medlin Centre, continues to look at ways it can further develop our staff and support educational research, and has a range of exciting plans for the rest of 2025. Work continues on our revamped Leadership Program, designed to support aspiring and current leaders, along with plans for targeted support to attract the best early career teachers in the state. Models to support Action Research in the classroom have already begun, and plans for a Teacher Conference to showcase teaching excellence are well underway.

This valuable work could not occur without the incredible support from our School leadership, donors and the Pembroke Foundation, and we thank them for their ongoing generosity. We have great ambitions to ensure Pembroke retains and enhances its reputation as a career destination of choice, with all the associated benefits this brings to our students.

As a school, we believe strongly in modelling the premise that we are all lifelong learners.

The Heart of Pembroke: Celebrating Our Staff

40, Not Out

Celebrating Pembroke’s longest-standing current staff member:

Peter Sulicich, Building and Grounds Manager

Back in the 80's, when Pembroke hired Peter Sulicich to help maintain the lawns, there was no restaurant-grade dining hall for the boarders, no design space so impressive that it lured an old scholar to switch careers to work there, and certainly no on-site café serving quality coffee to both the School community and members of the public. 40 years in and he now plays an essential part in Pembroke’s ongoing transformation.

Peter spoke with old scholar Kate Holland (1992) about how he arrived here and why he’s stayed.

Born in Broken Hill, Peter spent some time living overseas before moving back to Adelaide to find work. Growing up, he loved hands-on work, gardening and horticulture. Being a keen cricketer, he developed the code-specific fascination with pitches and lawn. His interests combined when he started taking care of pitches for a living.

'I worked through a whole lot of organisations when I applied to Pembroke, hoping to work on ovals and grounds. I reckon I’ve still got my handwritten application which is in cursive. The plan was to work here seasonally then spend the next six months overseas. I did that a couple of times where I would take leave over winter when work was quieter on the ovals, but things developed after I undertook some study, and I stayed here full time.'

Throughout our conversation, Peter reiterates how Pembroke has consistently supported his professional development. He’s been able to complete horticultural courses, an apprenticeship in horticulture and undertake study in natural resources. When the department evolved and new positions became available, he obtained a Project Management Degree through the School of Natural and Built Environments at the University of South Australia, which helped lead him to the position he has now, Building and Grounds Manager.

Peter’s gone from perfecting the behaviour of tufts of grass (and Pembroke has a wonderful reputation thanks to this work) to managing a department of 16 staff. Predicting what an average day might hold is now impossible.

'There are always things to organise or problems to solve. Sometimes we’re working on a small renovation of a room, others we’re planning or working through designs for a whole new building. I have a great team working with me on the day-to-day matters, and many of them have their own interests and specialties which I love to encourage. Thanks to online systems and processes, we’re more efficient than we used to be back when it was word of mouth, handwritten notes or a phone call indicating that something needed fixing. Although it is less personal.

Working on significant upgrades involves liaising with a lot of stakeholders to develop a project brief, which I find really interesting. I think Kensington Oval is such a beautiful communal space and great place to play sport on. Bringing that project to life was a win for Pembroke and the Burnside Council who we worked with. Building the bridge across to our magnificent building on Shipsters Road involved liaising with not one but two councils because the councils' boundaries are in the middle of the road. And managing the Girton Arts Precinct project meant keeping things operating without impacting on the rest of the campus for over 14 months.'

As Peter points out, trying to satisfy the needs of the department and of the School and then to work within the constraints of the budget available is a balancing act. He says he is grateful that with every new Principal, innovation has always been supported, but he is equally as proud of the enduring environmental philosophy.

'The School has a solid history of reviving and refurbishing buildings rather than demolishing, and being able to retain buildings has been such a positive experience. It enables us to maintain a piece of history, like the old Art rooms, for example. The iconic wisteria remains, twice the size it used to be, because we persisted until we found an engineering company that was keen to work with us and save it.

And the project that has given me the most personal satisfaction was spending the day with all our professional services staff revegetating a paddock at Old Watulunga a few years back. Everyone was in there working together, no hierarchy, boots and all, getting stuck in planting thousands of trees and shrubs. The revegetation is an ongoing project that we’ve been able incorporate with the School curriculum and Outdoor Education Program and I’d love to get those staff who were involved with this project back to see how much the trees have grown.'

While the diversity of his work and the support of his professional development are both key reasons why Peter has stayed at Pembroke so long, so is the atmosphere.

'It’s always been a really positive place to work. A friendly and welcoming place where everyone treats each other with respect. Current Principal Mark Staker is so keen, energetic, enthusiastic and positive about improving the physical environment as well as the rest of the School. Since his arrival, there have been some really good success stories.'

If Peter ever seems slightly less positive on the other side of school holidays, he’s probably just tired. Holidays are his busiest time.

'We’re almost like a building site when the kids and teaching staff aren’t here. It’s when most of our sizeable works happen. We actually look forward to it as there are fewer interruptions – no functions to set up – and we can move from operational mode to project-based mode and continue with ongoing and continuous upgrades.'

They often require casuals, incidentally. So put your hand up if you’re keen.

Given how busy and responsive schools need to be, Peter’s to do list is so persistent that he likens his work to a farm. 'There’s always stuff that needs doing and always something that needs attention. You get to an end but then you start again. It’s not unusual to go through and renovate spaces and then do them again years later.'

While it might sound like a never-ending story, he says it’s always interesting. And that might just be the clincher for his wonderful innings. 40 years, and still counting.

Photos

Peter Sulicich (back left) and students at the Shipsters Road Building construction site.

Peter Sulicich (front right) and Pembroke School Maintenance Staff (1992).

Long-Standing Staff

Pembroke is proud to have many long-standing staff members who have dedicated years, and in some cases decades, to shaping the School community. Their experience fosters a sense of continuity and trust within the School and the wider community, where they contribute to a supportive, caring and egalitarian culture.

40+ Years

Peter Sulicich

Julianne English

30+ Years

Amanda Bourchier

Claire Woods

Meg Oates

Susie Sadler

Tony Mazzeo

25+ Years

Mary-Anne Riley

David Charlesworth

Lenard Nicholls

Shaun O'Neill

Nicolle Somerford

Angela Brewerton

Lih Ling Wong

Kate Hodgkison

Daryl McCann

Chris Baldock

Mee Ching Ling

Emily Davis

Evan Shillabeer

Michael Ferrier

James May

Catherine Newgrain

Katie Westley

Names are in order of years of continuous service, calculated from 31 March 2025.

20+ Years

Wendy Wills

Alison Allan

Darren Miller

Nikki Abdilla

Shane Claridge

Elizabeth Crowhurst

Benjamin Knights

Stephenie Martin

Louise McNamara

Alison Neill

Troy Schroeder

Glen Whiffen

15+ Years

Melissa Battye

Robyn Baker

Gabrielle Corbett

Ben Williamson

Angeline Naylor

Anthony Owen

Kate Krieg

Ty Manning

Rachel Merritt

Mark Reid

Joe Connelly

Michele Bond

Matthew Hopkins

Andrea Schultz

Cecilia Lizzio

10+ Years

Naomi Diggens

Jason Lentakis

Kathryn Schumacher

Sally Fleet

Gabi Walldorf-Davis

Mim Barnard

Luigina Doyle

Simon Miller

Elizabeth Treloar

Alison Dunbar

April Millar

Serena Williams

Catherine Mitchell

Anthony Izzo

Rebecca Ramsey

Andrew Quinn

Peta Harries

Peter Woon

Sebastian Cielens

Andrew Chapman

Chloe Braun

Janet Farnham

Kate Rutherford

Peter Barnard

Scott Carey

Alexandra Piggott

Niall Ward

Liz Webster

Andrea Feldhoff

Andrew Clark

Penny Cowell

Jonathon Fuller

Sally Martin

Nicki May

Luke McCarthy

Donna O'Connor

Martin Roberts

Tim O'Loughlin

Sophie Dearman

Rachel Howard

Catherine Paholski

Rebecca Vaughan

Tracey Bartholomew

Thomas Lodge

Geoff Goh

Ros Sidwell

Lucy Barber

Lauren Malec

Morrison Lygo

Rachel Dalton

Cassa Robinson

Xiuxiang Dunn

Emily Holds

Ashley Remkes

Anna Jones

Jo Nooteboom

It's wonderful to be part of a community of people who have each other’s best interest at heart. At Pembroke, there is a genuine sense of care and compassion for one another, and that extends beyond your time here.

Candace Cox-Tuck Manager, Old Scholar Engagement

Quality Teacher Rounds

Renowned educator Robert John Meehan wrote, ‘The most valuable resource that all teachers have is each other. Without collaboration, our growth is limited to our own perspectives.’

Simon Miller Dean of Professional Growth and Development

Pembroke is blessed with incredible teachers who are committed to developing their craft, and through the Didi Medlin Centre, we are determined to develop time and structures that support collegial reflection and collaboration framed around evidence-based best practice. The Quality Teaching Rounds (QTR) program, introduced to Pembroke in 2024, is a key strategy to support this.

The QTR program has been hugely successful across the country, delivered to over 6000 Australian teachers since 2014. Developed by Laureate Professor Jennifer Gore, the approach is grounded in the Quality Teaching Model, a researchbased framework developed over decades that honours the complexity of teaching and respects what teachers already know and do. It comprises three key dimensions:

Intellectual Quality: Developing deep understanding of important knowledge.

Quality Learning Environment: Ensuring positive classrooms that boost student learning.

Significance: Connecting learning to students lives and the wider world.

As part of our involvement, 16 teachers were provided with online training about the model and how to use it to ‘code’ a lesson, providing a scale to identify evidence of quality teaching occurring when observing. We then formed groups of four teachers, with a blend of experience, subject area and year level, intentionally designed to expose teachers to different contexts within Pembroke.

By deepening my understanding of the core principles that drive effective teaching, I now feel more confident in integrating a broader range of pedagogical strategies into my daily teaching practice.

Michael Knoll Head of Football

A ‘round’ would take place over most of the day and would include a reading that was shared prior to the day and then discussed, an observation of the teacher leading that round and a coding session where the other teachers would use the framework to look for evidence of different aspects of quality teaching. The day would finish with a sharing and discussion of these aspects. There are strict protocols designed to ensure confidentiality and equality in these discussions, providing a trustful and supporting environment. This process was repeated with each teacher leading a round over the course of the program.

Those involved noted significant benefits to their practice, with many reporting changes to their approach. Michael Knoll, an early career Physical Education teacher, outlined how the model increased understanding and confidence: 'By deepening my understanding of the core principles that drive effective teaching, I now feel more confident in integrating a broader range of pedagogical strategies into my daily teaching practice.'

More experienced teachers also changed aspects of their approach through the process. David Freesmith, Head of Languages, identified specific aspects of practice to refine: 'The Quality Teaching Model emphasises the power of narrative in the classroom. This is something I have made a much more conscious effort to include in planning since participating in the QTR.'

Pembroke is blessed with incredible teachers who are committed to developing their craft.

A unique aspect of the QTR process involves the bonds that are formed by participants over the course of the time spent together and rich discussions and learning that occurred as a result. Michele McEvoy, Dean of Learning Cultures and Innovation stated, 'I learnt a lot from my fellow teachers both from watching, but also from talking to them about teaching in the sessions before and after observation.'

The strong bonds created across our campuses were also part of the experience people enjoyed. Alice Duddy, English Teacher and Assistant Head of Reeves House, reflected: 'The most valuable part for me was the relationships I formed across the School. Faces and classrooms I wouldn’t encounter in a school the size of ours became familiar.'

Others felt the intentional structure of the process enhanced relationships. David Freesmith: 'The horizontal model whereby each member of the team took turns to be observed and to observe everyone else equally built strong collegiality and trust between participants.' Others particularly enjoyed visiting other parts of the School. Personally, my practice around routines was certainly enhanced by my visit to Ryan Van Den Brink’s Year 3 class, and I continue to use strategies observed there in the Middle School.

This positive feedback has led to us upscaling the process for 2025 and looking for new ways to engage with the model. At the end of 2024, 40 teachers underwent training delivered at Pembroke by leaders from the Quality Teaching Academy at the University of Newcastle. We currently have 10 rounds formed for the year, amplifying the impact for students across the School.

In our interactions with this process, the strengths of the Quality Teaching Model and the research behind it have led to us adopting this framework to create a shared pedagogical structure for the School. The Pembroke Effective Pedagogies project will provide links to research and ideas for teaching and learning, with Pembroke teachers sharing their practice. The intention of this is to strengthen the quality of teaching by leveraging the expertise of our teachers, researchbacked practice and a shared language and understanding.

I am grateful to the Foundation Board for their support of the program.

We are one of very few schools who have deliberately articulated the inextricable link between learning and caring.

Shaping the Future of Learning at Pembroke

Dr Michele McEvoy serves as the inaugural holder of the new Dean of Learning Cultures and Innovation role, shaping its direction and impact from the outset.

Michele McEvoy Dean of Learning Cultures and Innovation

For most of my career, I have been, in some form or other, a leader of learning, as a Head of the English Department and Senior Years Learning Leader at a previous school, and as the Head of SACE at Pembroke School since 2020. As someone with a lifelong love of learning myself, I have relished the chance to work with young people to shape learning programs that address learners’ and the wider community’s needs. So, when the opportunity came to work in a role focusing on the breadth of learning from our very youngest students in ELC to those who are facing the end of formal schooling in Year 12, I jumped at it.

The Dean of Learning Cultures and Innovation is a new senior leadership role at Pembroke, created in recognition of the considerable work needed to realise the aspirational vision of Pembroke's Strategic Plan 2030 in particular, alongside the changing nature of education more generally. The role, which I have been in since January 2024, exists in order to address the needs of the 21st century learner, to drive innovation and change within teaching and learning at Pembroke, while also continuing to honour our history and the significant contributions to education made by the likes of Didi Medlin and John Moody more than 50 years ago, when they joined forces to merge Girton and King’s into the extraordinary place that is Pembroke School today.

But what, you may ask, does a Dean of Learning Cultures and Innovation actually do? What is a learning culture and what really is innovation?

Firstly, you’ll notice that it is ‘Learning Cultures’, the plural. This is an acknowledgement of the fact that each Sub-School within Pembroke (Junior, Middle, Senior and Boarding) has its own particular and unique culture, such that it is its own distinct village, with a culture that we wish to honour and preserve, and that serves the needs of its specific learners, appropriate for their age and cognitive development. My role is to build upon and strengthen each of these learning cultures so that they are inclusive of all students, providing them with opportunities to feel that they are collectively working towards something bigger than themselves, while also knowing that the journey is personalised for each one of them.

But how do we build and strengthen culture? Ron Ritchhart, retired Senior Research Associate at Harvard Project Zero and current Fellow at the University of Melbourne, has said that 'Culture lies in the messages we send.' I believe that such messages are formed in a variety of ways including through the informal interactions we have each day with students, the learning programs we design and their emphasis on the development of student understanding, student agency and student efficacy, and within formal policies and procedures that direct students regarding how best to engage with their learning.

My work in 2024 was largely focused on creating the Pembroke Learning and Caring Framework, the first initiative within the Strategic Plan, in close collaboration with Rebecca Forrest, the Dean of Student Wellbeing. The Pembroke Learning and Caring Framework recognises that learning extends beyond the classroom and is something that can only occur in a place of psychological safety and academic wellbeing. We are one of very few schools who have deliberately articulated the inextricable link between learning and caring, and I am proud to have been involved in such an ambitious and rewarding project. The framework is, then, the expression of an overarching Culture of Learning across the whole School. While aspects of this look different in each Sub-School, there is commonality in the pursuit and love of learning, as experienced through a range of learning opportunities, which prioritises the importance of learning over a narrow focus on grades alone. The next step, and my work for 2025, is to see the framework clearly manifested within our learning and caring programs.

Innovation in pedagogy and development of a culture of learning are aspects of this role that I absolutely relish, yet I am greatly aware that such things must be underpinned by foundations of policy, research and good practice. Indeed, I am not alone in thinking so, as the International Baccalaureate assesses the culture of its schools through the strength of its policies. A lot of my time, therefore, is spent engaging with the latest research or developing policy that is related to learning, whether it be to do with deadlines, the use of generative AI and other aspects of academic integrity, or an overarching Assessment Policy to articulate the School’s philosophy in relation to the place assessment has within teaching and learning.

None of this sounds particularly innovative, does it? Innovation is, I believe, a shared responsibility within a school. My role, as the Dean of Learning Cultures and Innovation, is less about being innovative myself (although I am always keen to try new things), but rather to promote and facilitate innovation within the School, done so through using research to guide staff in relation to pedagogy. Innovation in technology is one facet of this,as Pembroke develops its use of technological tools to assist in the delivery of engaging learning opportunities. But innovation also comes in nontechnological forms – particularly in relation to pedagogy, curriculum and assessment. It is these aspects of innovation about which I am especially interested.

What I particularly enjoy about such innovation is the collaborative nature of it. I am currently engaged in the development of our bespoke Pembroke Graduate Qualities, in collaboration with our Dean of Studies Clark Roberts-Thomson, and in the development of Pembroke Effective Pedagogies, a ‘playbook’ of pedagogical innovations to support teachers in the development of their practice, in partnership with our Dean of Professional Growth and Development Simon Miller.

Since assuming the role of Dean of Learning Cultures and Innovation, I have also led a number of other initiatives focused upon creating a stronger culture of learning through the articulation of why we want students to learn what we want them to learn (curriculum), how we want them to learn it (pedagogy) and how they are progressing towards that learning (assessment). This work, and much more, will help Pembroke to continue to be a leading educational institution within Australia and the world.

But most importantly, my role, alongside those of others, is to ensure that each Pembroke student is given the opportunity to achieve to their potential. I believe in the importance of differentiation, whether for support or for extension, to allow each student to experience success, in whatever form that takes, on their personal learning journey. My focus is on the development of the necessary breadth and depth of knowledge and understanding in students, helping to mould them into the ‘T-shaped’ learners described by Alan Finkel, Australia’s former Chief Scientist, as well as to foster those skills of resilience, rigour, intellectual curiosity and empathy that are essential for our young people if they are to become the upstanding citizens of our world that we hope they will be.

It is exciting, invigorating and important work, and I absolutely love it!

People don’t give to organisations with needs. They give to organisations that meet needs.

Funding the Future

In January, Vincent Ciccarello was awarded the Medal of the Order of Australia (OAM) in the General Division for his outstanding service to arts administration.

Old scholar Kate Holland (1992) spoke with him about his role as Director of Development and Philanthropy at Pembroke.

'People don’t give to organisations with needs. They give to organisations that meet needs.' At a recent presentation on giving, this was one of several sentiments that stuck out to Vincent Ciccarello, our Director of Development and Philanthropy. It reminded him how lucky he is to be working in an environment that aims to not just meet needs, but to consistently exceed them.

Vincent joined Pembroke in April last year, bringing with him close to a decade of experience as Managing Director at the Adelaide Symphony Orchestra and a swathe of insight from his time as Head of Philanthropy and Enterprise at the Art Gallery of South Australia. Both roles taught him a great deal about what motivates people to give and the importance of building relationships with those who might.

'I think if you were to go to the dictionary definition of it, philanthropy means for the love of humanity,' he says. 'From a practical perspective, philanthropy is the willingness or ability to give with no expectation of anything in return. What motivates people to give varies and in the case of Pembroke, I’m so impressed by the number of people with connections past and present who are willing to give to ensure that future generations can have the same experience. It speaks volumes about the enduring spirit and standards of the School.'

Vince is a proud father of three including Mia who attended Pembroke, commuting all the way from Henley to tap into the environment and values that he believes still exist to this day. And while this makes promoting the School beyond the immediate community and to potential partners relatively straightforward, he is far from resting on this reputation.

'Working on the inside, I see how seriously Pembroke takes its responsibilities and the professionalism that supports it. There are so many aspirations and ambitions to create the very best environment for its students, teachers and professional services staff.

These are now my responsibilities too: looking at the immediate pressing issues like ensuring that the facilities are up to date but also looking ahead to make sure we’re consistently offering an environment that makes everyone – students, parents and staff – feel good about being here and able to be their very best. Then working out how to achieve that financially through both philanthropic and commercial means.

If we want members of the Pembroke community to give, they need to feel a connectedness to the School, have an interest and belief in what we’re doing and have the capacity to give.

I have a five-year plan which I’ve presented to the Board and Foundation Board and will continue to roll out to the community. It includes changes to our Indigenous Education Program, the creation of new scholarships, an expansion of our professional development for staff, ongoing campus renewal projects, an amplified focus on connecting with former staff and family members of students, the introduction of bequests and legacy gifts, and the single biggest capital project – possibly in the history of the School – on Haslam Oval where the whole School can finally meet as one.'

Balancing these ambitions with a sensitive approach to building a culture of giving is something Vince takes very seriously.

'Another great quote I heard about giving spoke of the importance of not just recognising amounts but also recognising behaviour. It really resonated with me as I think that goes to the heart of generosity. We should never take for granted that the $10 that someone donates could be the last $10 in their wallet.'

And that, I think we would all agree, is perfectly Pembroke in spirit.

Making Boarding Better

To the side of Haslam Oval is the same multi-storied building that this writer remembers from the ’80s. I never had a chance to go inside. Beyond the car park, I pass immaculate lawns and discover a flash automatic glass door. The whole entrance is as welcoming and impressive as Doug Fawcett, the new(ish) Head of Boarding, waiting to chat to me inside.

Old scholar Kate Holland (1992) chats with Doug Fawcett, Head of Boarding, appointed 2024

It’s immediately apparent that Doug is happy here. He takes me on a tour like a proud parent, past rooms that are on par with university standards. We share a laugh at how little the students use the lovely living room - thank you, phones. Then we settle down for a chat in a sizeable room where the international students have their tutoring. It doubles as the boys’ laundry area and is surprisingly organised and kind to the nose, considering.

Doug hails from the UK and comes with a long background of teaching and boarding house experience. Some of the latter was as a boarder himself, and while it’s a period of life he holds dear, there are elements he doesn’t wish to repeat.

'I was born in Lancashire and then moved south, to Herefordshire and then Kent. It was a privilege to attend Epsom College as a boarder, and I was determined to make the most of it. It was an outstanding education and I had the opportunity to play rugby, which is my sport, and soccer. But the relationship with my housemaster was very different than the one I like to create. We were much more subordinate and his presence was far less frequent. I’m here every day, present every day and available every day. I want to create an environment that’s nurturing.'

Thankfully for Doug’s family he lives adjacent to the Boarding House, so they still get to see him too. Doug has two children, both day students at Pembroke, and his wife is also a teacher. Since leaving the UK they have worked in Western Australia and in New South Wales, able to promote themselves as a package. Doug is keen to emphasise that he has plenty of support in his role, including an education system that now puts much more focus on helping students transition through new stages.

'Michele Bond is the Assistant Head of Boarding and she’s been here for 17 years. She worked previously as a Boarding Supervisor. Supporting us are six supervisors. There is a supervisor present 24/7 in the Boarding Houses and I can’t overstate their cultural understanding of how we operate. The relationships they create are very strong, both with students and parents.

And then we have a series of Boarding Assistants coming on at different times of the day. One of them helps supervise the Year 11 and 12 boys over in the adjacent DDH Wing, two of them are here in the main building and another is in our recently reopened Turner Boarding House on Girton Campus. Many of our assistants are well qualified academically, and the kids know their specialisms and seek them out.

We also have a series of tutors who come in to support the students across a range of subjects, as well as members of academic staff. Students in Years 7 to 10 do prep in the Middle School Resource Centre with access to academic staff for assistance.'

School is about more than just books, of course, and Doug points out that giving the boarders the same experience that day students have is something he’s very, very mindful of. This includes the opportunity to participate in co-curricular activities like sport and music, as well as getting out and about on weekends. What’s also important to Doug is connection.

'Being a boarder helps you become an excellent communicator. You’ve got to be adept to and accepting of people from different walks of life. It’s certainly a skill that I developed and something that I love to continue exercising. I do it by getting involved, whether it’s cooking a barbecue, doing surf lessons, going rock climbing or any other recreational activities. Taking part in activities that have nothing to do with school and nothing to do with boarding leads to some great conversations, connection and relationships.'

These are exciting times for boarding at Pembroke following the reopening of Turner House at the start of 2025. Doug explains that it provides the chance for the older girls to practice even greater independence.

'We want Turner House to be a stepping stone between secondary school and tertiary education. There are more breakout areas and the girls are able to prepare their own dinners if they want to. Our ambition is to have senior boys join them at some stage. Two of the biggest challenges of being a boarder are being independent and organised. I really hope ours leave with the ability to be both.'

One thing our boarders can all be grateful for is that they’ll never wake in the night freezing and find a complete snowman alongside them in bed. Yes, that very thing happened to Doug.

Back to School

For many schools, the bonds forged during student life extend far beyond graduation, creating a unique community of alumni whose experiences shape who they are.

Candace Cox-Tuck Manager, Old Scholar Engagement

Pembroke’s more than 16,000-strong old scholar community, spread across 58 countries around the globe, is a living testament to Pembroke’s history, mission and the power of education. Our old scholars understand that there is strength in their shared values and the legacy of our antecedent schools.

Pembroke is fortunate to benefit from a significant number of old scholars who have chosen to return as adults, bringing with them a special kind of dedication and understanding that enriches our School community in profound ways.

Old scholars can be found throughout the teaching and professional services staff cohorts, as coaches, tutors, administrators, teachers, counsellors, grounds staff and more. Bringing with them an insider’s perspective on what makes the School unique, they serve as powerful role models for current students, showing them what’s possible. Their stories reflect both pride and commitment; for them, this is more than just a job. Their role contributes to Pembroke’s legacy.

Pembroke students have always been taught to think critically, act compassionately and remain innovative. Our old scholar teachers bring this legacy with them, encouraging their students to do the same. Concurrently, they bring a deep respect for cherished traditions. You’ll find them donned in their House colours on Athletics Day or enjoying a tour of Archives with their students, sharing stories and memories from their time at Pembroke. It is inspiring for our parents to see that those who once walked the same halls as their children have decided to return to offer more than just an education – they foster a sense of community and common ground.

We spoke to a few alumni who have become staff members to hear what drew them back to the grounds they enjoyed as students.

Old scholar Lawrence Pascale (1998), Assistant Head of Senior School, reflects on why he decided to apply for a role. 'I had always been interested in coming back to work here, as I knew the School is quite unique in Adelaide. My experience as a student was very positive and I had kept in contact with my old Maths teacher, the late Mr Ian Hilditch, who had encouraged me to apply for a position. I enjoy the constant feeling of being impressed and uplifted by our students’ achievements and efforts. Irrespective of their ability or aspiration, our students strive to do their best, get involved and make a difference in the world around them.'

Every old scholar who has returned to work at Pembroke references the nostalgia and the positive memories that flood in when they walk back through the gates for the first time since leaving as students.

Lawrence’s experience was no different, and he reflects on his highlights from his years as a student with fondness: 'My personal Pembroke highlight as a student would be the time I spent with my Year 12 Drama class, especially rehearsing and performing in our production. The camaraderie and dedication we had in that group was life-changing for me. As a staff member, my highlight is my current role in the Senior School where I am granted the responsibility and opportunity to support both staff and students on a daily basis; it is a challenging and rewarding role.'

Old scholar, staff member and current parent Amelia Weston (1999) is the Marketing and Communications Coordinator at Pembroke. Amelia recalls her journey from graduation and back to the gates of Pembroke.

She reflects what drew her back to Pembroke: 'The people. This School is a happy place – it was when I attended school here in the '90s and it remains so today. Our diverse community of students, parents, old scholars and staff are supportive, inclusive and kind. As staff, we are here because we believe we can make a difference, and the sense of pride we feel for every Pembroke student is profound.'

Like many staff at Pembroke, she says, 'The greatest joy always comes from our students – watching them grow in confidence and thrive as individuals in their own unique ways. They never cease to amaze me with what they are capable of!'

As an old scholar, seeing Pembroke thrive into its 50th year was all the more meaningful given Amelia’s history with the School: 'It was a time for us to focus on our vision for Pembroke moving forward – to be aspirationa, and consider what success looks like to us. I am so glad to have been here for this milestone moment for the School. We hosted many special events across the year designed to bring our broad community together and celebrate what Pembroke, King’s and Girton mean to us. I cannot wait to see what the next chapter in the Pembroke story brings!'

Alumni staff are a testament to the lasting impact of their educational journey and they serve as a reminder that the relationship between Pembroke and its students doesn’t end at graduation. Instead, it evolves into a lifelong partnership of mutual growth and contribution

Photos

Feature Photo

Left to Right: Mim (Crotty) Barnard (1996), Morrie Lygo (2012), Geoff Goh (2007), Meg Oates (1985), Olivia (Mills) Tory (1994) and Cassa (Grimaldi) Robinson (2004)

Article Photos Left to Right

Lawrence Pascale (1998) and son Harry

• Jason Lentakis (1992) and Olivia Souter (2024)

• Alice Duddy (2014)

Sally (Lane) Fleet (1996) and Evangeline Metz (2012)

2024 Staff Awards

Pembroke's inaugural Staff Awards were held at the end of 2024, recognising many of our outstanding teachers and professional services staff. The winners were nominated by fellow staff, with some of the submission quotes provided below.

Chris Blake Award for Initiative and Achievement

Rachel Dalton Drama Assistant

For demonstrating significant initiative and achievement.

'Rachel goes above and beyond her duties as Drama Assistant. She is an extremely generous person who contributes greatly to The Arts at Pembroke. It has been obvious to me that Rachel is driven by kindness and care for students and the broader community.'

'She works tirelessly with grace and aplomb, serving others and mentoring students who adore her. She works collaboratively for the benefit of others, contributes creativity and with practical application of challenging tech tasks.'

Excellence in Teaching Award

Alison Allan Teacher, Year 11/12 Coordinator

For demonstrating exceptional commitment to student learning, wellbeing and success.

'Alison is an exceptional Mathematics teacher, her subject knowledge is amazing and she is as versatile as she is capable. Alison takes the time to get to know her students as well as their learning needs, and she adapts and refines her approach to suit the individuals in her care.'

'Alison supports staff regularly too, mentoring colleagues with her trademark humility, honesty and openness. She is a tremendously dedicated and capable staff member who has fostered a love of learning within Mathematics over many years, sharing her passion and interests.'

Rising Star Teacher Award

Alice

Duddy

Assistant Head of Reeves

For demonstrating outstanding growth in their practice and having a positive impact on students.

'Alice is skilled in creating inclusive lesson plans and fostering a safe, supportive learning environment for all students, and is known for prioritising her students’ wellbeing and academic growth, ensuring they feel valued and supported.'

'Alice’s teaching approach is defined by her unwavering commitment to her students’ growth, her creative and thoughtful lesson planning and her dedication to fostering a positive and inclusive learning environment.'

The Trailblazer Award for Innovation

Conor

Kenneally Teacher

For demonstrating exceptional levels of innovation to achieve positive outcomes for students or school operations.

'Conor did original research using augmented reality technology as an innovative solution to teaching the difficult concept of 3D molecular geometry in Chemistry. He was able to integrate the School’s AR technology into the classroom to help alleviate the cognitive load of students, thus enabling them to show greater improvement in their learning outcomes as compared to students who had not accessed the technology.'

Co-Curricular Contribution Award

Jason Lentakis

Head of Hill House and Pembroke HPV Coordinator

For demonstrating exceptional commitment and/or contributions to Pembroke’s Co-Curricular program.

'Jason is incredibly committed to the Pembroke Pedal Prix teams and has inspired many students to take part in this event, and developed an excellent culture of involvement and success as his teams dominate the competition that they are in.'

Above and Beyond Exceptional Service Award

Elizabeth Crowhurst

Coordinator of the Duke of Edinburgh Award

For demonstrating exceptional commitment in their service to Pembroke.

'Liz is passionate about growing the service to Pembroke through other people, and although she loves carrying many responsibilities, she is excellent at encouraging other staff and students to get involved and play their own part to increase meaningful service to the School and community.'

Outstanding Leadership Award

Alicia Clare Head of Learning and Teaching PYP (Junior School)

For demonstrating exceptional team leadership and achieving remarkable outcomes in fostering the development of others.

'Alicia is an inspiring, leading teacher. Her dedication to ensuring consistent, high quality documentation reflects her meticulous approach and her commitment to excellence.'

Staff Sabbaticals

Staff at Pembroke can apply to pursue a sabbatical: a period of extended leave during which they are given the time and space to conduct in-depth research in their discipline. Upon completion of their sabbatical, staff return to Pembroke refreshed, inspired and ready to enrich our School community.

Elevating Coaching at Pembroke: A Vision for Skill Acquisition and

Sports Coaching

Luke McCarthy, Junior School Physical Education, Health and Sport Coordinator, undertook a sabbatical in 2024, visiting interstate schools, working with leading experts, elite coaches and renowned academics, and developing Pembroke’s sports coaching program for the benefit of students, irrespective of their skill level or sporting aspirations.

Luke McCarthy

Junior School Physical Education, Health and Sport Coordinator

An overwhelming highlight of my sabbatical was that each time I connected with someone, they were interested in the topic, thought that investigating it was worthwhile and were keen to be involved. This response was both invigorating and affirming.

How can the approach to skill acquisition enhance sports coaching and Physical Education pedagogy at Pembroke?

The landscape of youth sport is changing both at Pembroke and in the wider community, with participation in some sports declining. Quality of coaching is recognised as a major determinant in the enjoyment levels experienced by students and affects retention rates. Therefore, the need to develop an ongoing, sustainable model for coach development is paramount.

It was important to start by defining the beliefs held at Pembroke regarding skill acquisition, and to understand how students best learn sport skills. Following discussions with the Heads of Sport, my initial plan was to focus on how these beliefs could guide our teaching methods in the Junior School co-curricular Sports Program, and how this shapes our practice design.

I spent time, both in person and online, with some of Australia’s leading experts in skill acquisition and sport education, with coaches working in elite sport and with leading academics in these fields. An overwhelming highlight of my sabbatical was that each time I connected with someone, they were interested in the topic, thought that investigating it was worthwhile and were keen to be involved, either in a once-off interview capacity or a more ongoing basis. This response was both invigorating and affirming. Everyone was generous with their time, providing insight into their beliefs, practices and how it could apply to the Pembroke setting. The shared enthusiasm was motivating, and in some cases, we prepared for further ongoing collaborations.

I began focusing heavily on skill acquisition, both at the micro level of practice design, and the macro level of school-wide approaches to skill acquisition, sports coaching and teaching methods. This involved investigating the approaches to skill acquisition that other sporting organisations use, with particular interest in how large organisations create alignment in their programs. Coaching can be complex, and I focused on investigating how we are able to simplify things for our coaches.

Collaborating with Experts

Prior to my sabbatical, I reached out to Professor Shane Pill from Flinders University. Professor Pill is a leading academic in the Health and Physical Education (HPE) teaching and sports coaching field. We met regularly during Term 3 and he provided valuable insights into the potential possibilities of what our Junior School Sports Program could look like, and the process to get there. An example is an industry-backed PhD program where a PhD student is embedded in the Junior School, completing their study in collaboration with us, overseen by Professor Pill. In that case, the School would benefit from the PhD and also Professor Pill’s expertise as the PhD supervisor. I am looking forward to collaborating with the Didi Medlin Centre for Professional Growth on further research in this space.

From discussions with Professor Pill, one idea that continued to resonate was the prospect of developing a sports curriculum across the Junior School.

This would ensure that our coaches have access to activities and sessions that are contemporary, consistent, age appropriate and part of a progression from year level to year level. It would also ensure consistency between different sports, something that is imperative to students’ skill acquisition and development.

By developing a sports curriculum, we can provide the coaches with ‘what to teach’ and then our approach to coach development can focus on pedagogy, or ‘how to teach’. Following on from this, another question that emerged was, ‘Can our sports coaches play a role in PE lessons?’ This would give them the opportunity to observe teachers and to subsequently recreate the learning environment during a sports training. To provide good coaching, coaches need to see what ‘good’ looks like.

Building a Holistic Approach to Coaching

As time went on, my focus shifted to the macro-level approaches that would develop our coaches and how this related to student learning, both in sport-specific skills and in character development. I investigated the ways a school-wide approach to character development could complement the development of sport-specific skills and the overall sport experience for students, coaches and parents, irrespective of their skill level or sporting aspirations.

I spent time with two Sydney schools, The Scots College and The King’s School. Both schools provided me with insights into their co-curricular sports programs, including their respective approaches to coach development and skill acquisition. Both schools are on a similar path to us in their recognition of the importance of coach education and of being intentional and proactive in this space. The King’s School has a model that incorporates their school values as the backbone, guiding everything they do. Pembroke has the opportunity to build upon this and develop a similar structure.

I also spoke with coaches working in sport at an elite level. Worldwide, elite-level coaches are committed to improving their practice and continually seeking feedback to provide their athletes with the best possible chances for success. They prioritise contemporary approaches to fostering skill acquisition, and they develop intentional routines on a daily, weekly and longer-term basis to which they hold themselves accountable.

Outcomes for Pembroke

To incorporate the learnings from my conversations with elite coaches, Pembroke intends to focus on providing better feedback to our own coaches in 2025, designed to improve their skills and develop their practice further.

In the Junior School, our approach to skill acquisition has historically been games-based, using modified smallsided games to develop the skills and tactics required to play sports. Could our sports coaches be involved in the delivery of Physical Education lessons during the school day? This would provide them with opportunities to develop their practice, but also build stronger links between the Sports Program and the HPE Program, deepening their relationships with and knowledge of our students.

Following my sabbatical, the focus for 2025 began with introducing a Fundamental Movement Skills Program for ELC to Year 2 students, taking place during the school day with the aim of fostering the development of sportspecific skills.

The Auskick and Net-Set-Go programs will be reimagined, and while providing our youngest students with introductory activities in AFL and Netball, they will also become a vehicle for coach development. They will provide our Year 11 and 12 students with an introduction to coaching where they will be supported and guided as they assist in the delivery of these programs.

The strong connections I have made during the sabbatical will ensure the work will continue into 2025 and beyond, and I am excited about the possibilities that exist and look forward to sharing further developments with the Pembroke community in the future.

Shaping Future Student Leaders: Insights from My Sabbatical Journey

When I first learned that Pembroke offered a sabbatical program, I was intrigued, but then had to look up what a sabbatical actually is. To my surprise and excitement, I discovered it is an opportunity to receive paid leave to research an area of professional interest that also benefits the School.

Tom Lodge Year 11/12 Coordinator

The significance of such an opportunity cannot be overstated. To step away from your typical daily responsibilities and engage in deep exploration, networking and reflection is an absolute privilege and a highly rewarding gift.

The selection process is rigorous. A successful application must demonstrate clear value to the School, include a well-defined research plan and budget and be approved by a panel of senior leaders after a presentation. The first time I applied, my proposal was unsuccessful. After investing significant time and effort, I was naturally disappointed. I often speak to students about the importance of learning through failure and demonstrating resilience, and this was one of those times for me. I received some valuable feedback from Luke Thomson, the Principal at the time, and I then went on to refine my thoughts and approach. With persistence and a revised focus, I reapplied with a vision of how Pembroke could further develop the capacity of our student leaders.

The second time around, I felt more confident, had a clearer set of ideas and was better aligned with Pembroke’s goals, values and vision. I vividly remember the follow-up meeting with Principal Mark Staker and being so excited and proud when he announced I had received the sabbatical. But then it suddenly dawned on me – there was lots of work to be done. Would it be what everyone expected of me? Would it be enough? A sabbatical was way outside my comfort zone, and this territory came with exposing myself to a significant amount of vulnerability. I must admit, I am not a high-end academic, and for this reason, I felt the dreaded imposter syndrome looming over me. The journey had begun.

As an educator, your days are heavily structured. Your working life revolves around a non-negotiable timetable where you are allocated specific duties and compulsory time to do this that is measured to the minute. During other times, you are often frantically responding to emails, parent calls, student meetings, yard duties and any other curveballs a school ecosystem can throw at you. It is complex, heavily structured, fast-paced, and I love it. I love it because every day you feel like you have achieved something significant. You can go home knowing you have made a difference, and this is rewarding and motivating. However, when it came to the sabbatical, it was the complete opposite of my current work life.

After receiving the sabbatical, I took on the acting role of Year 11 and 12 Coordinator and then spent over a year pondering student leadership at Pembroke before beginning the work. This turned out to be a silver lining moment as the deep thinking is what really lays the foundation for your actions on the sabbatical. I had many informal conversations with staff, students, old scholars and families about leadership and what opportunities lie in further developing the leadership skills of our young people. When the time finally arrived, it was a great feeling. I stepped away from the structured and busy school life into days of freedom and a slower pace. I thought I was going to be thriving – how wrong I was. I found the first three weeks very challenging. Self-motivated, independent work and having a clear understanding of what I needed to do to get to a final product presented a foreign and overwhelming environment for me.

I even said to my wife, 'I think I am depressed', at some point in the third week. Much of these early days were focused on research and networking, which sometimes led nowhere. This was disheartening and something that I found challenging in the research space. There were many days when I found myself wondering if I was doing enough. However, on the other end of the scale, I also had breakthroughs – deeply insightful conversations with other professionals that aligned with my vision, finding fascinating articles and research that perfectly aligned with my goals and productive writing days where I found my zone and experienced the flow state. As time went on, I found rhythm in my new work life, and the momentum began to build.

To step away from your typical daily responsibilities and engage in deep exploration, networking and reflection is an absolute privilege and a highly rewarding gift.

The goal of my sabbatical was to research and develop a structured approach to enhance student leadership in sports at Pembroke. This was also influenced by a broader goal of fostering a whole-School culture based on respect, inclusivity, service and kindness. I conducted extensive research, school visits and consulted with a broad range of leadership experts.

One of the highlights of this experience was the networking that was involved. I met so many generous, passionate and intelligent people who were more than willing to give their time, resources and advice in the leadership space. This varied from ex-captains and coaches of top-level sports teams, Deputy Principals of highly reputable schools, right through to corporate leadership coaches and ex-special forces unit leaders. It was a fascinating, rewarding and valuable experience. The humility and passion I found throughout these circles were contagious, and it was so valuable to my professional development, the outcomes of the sabbatical, and ultimately, the School.

As the term wore on, the pressure to finish continued to build, and I found my groove big time. I planned my days and set mini goals to keep myself on track. I had support from Simon Miller, Dean of Professional Growth and Development, who checked in with me regularly and provided a set of ears to bounce ideas off. I found the time, flexibility and freedom liberating.

I was also constantly inspired. I was inspired by other schools, professionals and sportspeople. I found energy in ideas and having the time to think big and be brave. In all honesty, this has been a pivotal moment in my career where I have been given the opportunity to develop myself professionally, build new networks and produce a report that has a clear set of actionable strategies to improve the capacity of our student leaders and lead change. It has led to more opportunities and professional conversations and helped define career directions.

The Pembroke Leadership Lab is just one of many new initiatives that have been informed by my sabbatical, and it is already underway. This is a program designed to empower our student leaders and build a strong, valuesdriven team culture. Partnering with Tom Jonas (exCaptain of Port Adelaide Football Club) and Natalie Von Bertouch (ex-Captain of the Adelaide Thunderbirds and Australian Diamonds Netball teams) (pictured above), we are delivering a series of leadership capacity-building workshops for our Sports Captains and Heads of Sport.

The response from students has been fantastic, and we’re already hearing great feedback from teams and coaching. Mentoring, coaches and captain handbooks, values-based approaches, leadership reflective playbooks, review processes, leadership retreats, student leadership committees and leadership showcases, to name a few, also form part of the recommendations.

So, at the other end of the sabbatical journey, I find myself still pondering, is it enough? However, it’s different now. I feel grateful to have been given this opportunity. I feel confident that I have put in the work and have been rewarded with the answers. I can see that the research has led to tangible outcomes, and I can see the difference it is making to our School community and, most importantly, our students. This has been a highly rewarding professional experience, and I can’t recommend it enough.

Working at Pembroke means being part of a supportive community – passionate students, engaged families and dedicated colleagues. It’s a joy to work in a school where every contribution is valued, lifelong learning is embraced and excellence is the standard.

Carly Robbins Acting Head of Technology

Past Staff –Reflections

Jonathan Tickle Teacher at Australian International School Malaysia

After teaching a range of subjects in the Business Faculty for 12 years and trying on a few different leadership hats, Jon Tickle took the leap and left Pembroke, travelling for six months before taking a teaching role at the Australian International School Malaysia.

Jon joined Pembroke early in his career, looking forward to teaching his specialist subjects: Business, Accounting, Economics and Legal Studies. Though he had no major expectations about Pembroke, he quickly realised his good fortune when support from his colleagues quickly improved his teaching skills.

'Working in the Business Faculty itself was a huge boost for my professional growth. Collaborating with these colleagues sharpened my subject knowledge and teaching practice.'

Jon also took advantage of Pembroke’s supportive professional development program, undertaking his Master of Education, where he engaged with educational research and gained an appreciation for the bigger picture of school administration.

Jon is an advocate for collaboration amongst colleagues, expressing that, 'So much knowledge of teaching craft is held by the staff at Pembroke. Sharing this as often as possible is to be encouraged.'

His advice for anyone considering applying for a role at Pembroke? 'Go for it. Make the most of the many opportunities that working at the School affords. Enjoy working with great colleagues, and absorb their wisdom!'

Helen Roberts Staffing and Curriculum Coordinator at a leading girls’ school in Melbourne

In her seven years working at Pembroke, Helen Roberts seized every opportunity that she could, sidestepping between departments and Sub-Schools, building her skills and expanding her knowledge along the way. From her first role as Administration Assistant, to her most recent as PA to Head of Junior School, and everything in between, Helen made the most of the School’s varied professional services roles before moving to Melbourne.

'I was initially drawn to Pembroke as I wanted to transition into a new industry, and the role seemed like a great opportunity. My experience exceeded my expectations – I discovered a passion for working in the school sector and appreciated the numerous opportunities Pembroke provided.'

One of those many opportunities was the study support program, through which Helen earned a Certificate in Events and Marketing. The School’s professional development support allowed her to build skills that would last her a lifetime, including stakeholder management, event coordination and problem-solving.

'These experiences allowed me to grow both personally and professionally, equipping me with a well-rounded skill set that I continue to apply in my current role.'

Helen recommends Pembroke to anyone hoping for professional and personal growth opportunities: 'It’s a supportive and dynamic environment where I gained invaluable career progression. I stayed as long as I did because of the supportive workplace culture, particularly the fantastic colleagues I worked alongside.'

Graham Duffy Head of Middle Years at Prince Alfred College

It’s not unusual to hear of staff members who’ve previously left Pembroke, then subsequently returned, having explored other available leadership roles, career options or new countries. It speaks volumes that many staff value the Pembroke community so highly that they would return to familiar grounds after experiencing other schools.

Graham Duffy is one of these staff members, having started as an early career teacher in 1999, teaching Science, Maths and Physics, and taking on various leadership roles including Head of Hill House. He left for a stint as Director of Boarding at another Adelaide-based school, before returning and very shortly afterwards, winning the role of Head of Science. After six years in that role, he is now the Head of Middle Years at Prince Alfred College.

'I owe most of my professional growth to the opportunities Pembroke gave me. I matured as a teacher and learned so much from highly skilled and experienced colleagues. I was given leadership opportunities, initially Acting Head of House and Acting Head of Science roles, and then went on to hold both of these substantive positions for a number of years. I was given the opportunity to teach both the SACE and IB and went to a number of conferences and workshops.'

Graham made the most of Pembroke’s generous staff benefits including financial support for his Master of Education (Leadership and Management) through Flinders University. Additionally, he was granted a sabbatical where he developed a system for effectively introducing others’ sabbatical research at Pembroke, further enhancing the program.

The excellent things that Graham had heard back in the '90s when he joined Pembroke all turned out to be true across his career here.

'Pembroke is an excellent school to work at. You will get to work with exceptional teachers, from whom you will learn a lot. You will receive a lot of support and be well resourced by working in a large department as I did, but also given the freedom to try new ideas and explore your own unique teaching style. Most importantly, you will get to work with wonderful and motivated students. Students come to Pembroke to learn and get the most out of their schooling. Working with them is a pleasure. Pembroke is a school that has high expectations of its students and staff. Be prepared to work hard – if you do, you won’t regret it.'

Malcolm Lindner Retired teacher

When Malcolm Lindner looks back at his teaching career, he considers himself lucky in many ways. Lucky to have worked with outstanding teachers at Pembroke, lucky to have been supported professionally with conferences and a sabbatical term and lucky to have made a difference to countless students’ lives.

Joining Pembroke in 2005, he began teaching Classical Studies, English and History. During the next 20 years, he would become the Head of History for a stint, and also enjoyed an acting role as Assistant Head of House for Mellor. Informally, his leadership extended much further, having mentored dozens of teachers and given his time and knowledge generously.

Joining Pembroke in what is now known as the ‘Lamb era’, Malcolm reflected on then Principal Malcolm Lamb. 'I appreciated very much the way that he found opportunities to let me know, personally, that I was making a difference as a teacher.'

This ongoing acknowledgment and support have contributed to Pembroke’s continued culture of collegiality: 'The hard work and generosity of Pembroke teachers is something that I have admired. I have really enjoyed working with colleagues across the curriculum to provide rich and meaningful learning experiences for the students. I have appreciated how so many colleagues are prepared to go the extra mile, whether it is tutoring students after lessons, organising school trips or coaching them in sport.'

Over the years, he embraced opportunities that came his way, undertaking a sabbatical term supported by the School. His research on the discourse of Secondary School History brought unique knowledge back to his department. He subsequently developed Pembroke’s History resources with the help of Pembroke’s Senior

The hard work and generosity of Pembroke teachers is something that I have admired. I have really enjoyed working with colleagues across the curriculum to provide rich and meaningful learning experiences for the students.

School Librarians to build one of the best collections of resources to support the teaching of Classical Studies and Ancient Studies, benefiting students for years to come.

Technology in teaching has advanced dramatically since he began his career. From his first days with blackboards and Gestetner machines until now, with high-speed internet and individual student devices, Malcolm has observed the impact of these advancements on teaching and on students. He credits past staff Chris Blake and Graeme Norman for moving Pembroke forward technologically.

However, he notes the essence of teaching at Pembroke remains timeless: the connection between teachers, students and families. 'At its heart, teaching is about curiosity and human relationships,' Malcolm reflects. 'Over 20 years, I have met countless students who have impressed me with their intelligence, zest for life and generosity. I really could not name individuals as the list would extend beyond what is permissible in this publication. I have just looked on in awe at academically gifted students, amazing musicians and artists, sports stars and some of the finest human beings you could meet in life.'

A commonly shared sentiment among Pembroke staff is a deep appreciation for their colleagues. Malcolm’s reflections exemplify this sentiment, and many colleagues left a lasting impression: 'Brian Callaghan whose dedication and integrity were a source of inspiration, Tom Evans who taught me the value of bringing passion, high expectations and enjoyment to everything you do, and Ben Williamson who shaped one of the best Outdoor Education Programs in Australia.'

It’s easy to see why Malcolm stayed at Pembroke for 20 years of his career, and why so many Pembroke old scholars list Malcolm among their most treasured staff.

Tom Heffer

Perhaps this is one of the strongest aspects of his teaching; his ability to continue to be human, see others as human and give dignity to our shared humanity.

– Donna O’Connor, Colleague

Career break, fundraising for Tanzanian communities

Not many people would consider cycling solo from Cairo to Cape Town for a career break, but Tom Heffer is not an ordinary individual! A valued English teacher, a quickwitted colleague and an all-round brilliant member of the Pembroke community, Tom will certainly be missed by students and staff alike after almost 20 years of teaching.

Taking on new challenges is not an issue for Tom, exemplified by his global teaching journey, featuring stops in the UK (his home country), Tanzania, Kenya and Victoria, and his illustrious list of leadership roles held while teaching at Pembroke: Deputy Head of Boarding, Acting Head of Year 7, Acting Senior Tutor, Head of Hill House, Acting Head of Reeves House, Assistant Head of Reeves House.

From the beginning of his time here, Tom expected to enjoy Pembroke, being married to an old scholar and hearing about the excellent reputation that the School still holds today. More importantly, he recognised the true value of co-education, not only for creating an inclusive environment but also for cultivating a spirit of cooperation and respect among students. He built and maintained respectful relationships with staff and students at pace, enjoying the good-humoured interactions with all and the autonomy given to the staff.

He knew he was onto something good with his first Principal: 'Malcolm Lamb was loved and adored. He was a wonderful Principal and I can still hear his mellifluous voice booming throughout the quad.'

Over the years, Tom made a difference to countless students’ lives with his mischievous sense of humour, honesty and earnest humility. It speaks to the calibre of staff at Pembroke that Tom has as many kind and thoughtful comments ready for his colleagues, as they do for him. From one colleague: 'Perhaps this is one of the strongest aspects of his teaching; his ability to continue to be human, see others as human and give dignity to our shared humanity.'

A place for lifelong friendships, Pembroke is where Tom met past staff member and old scholar Adam Burford (1989), who went on to found Tanzeed in 2015, in support of fighting poverty in Tanzania through the empowerment provided by education. Tanzeed will be the fundraising focus of Tom’s upcoming cycling trip of over 7000km from Cairo to Cape Town.

This exemplifies Tom’s embodiment of Pembroke’s core values, as he has always done, going out of his way to support the students in his care, his colleagues, his friends and family, and communities in Africa.

Known for his sharp wit, his advice to students throughout the years has consistently guided them towards success. As he leaves Pembroke and prepares to cycle the length of Africa to raise awareness and money for Tanzeed and Beyond Blue, his final piece of wisdom is fitting: 'If you must rush, rush slowly.'

Welcoming Our New Staff

Pembroke is excited to welcome new teaching and professional services staff into our community. Across the board, our staff provide an environment that facilitates each student’s exploration of their potential, academic progress and personal welfare.

Margarita Strouzas Director of People and Culture

Margarita is a dedicated Human Resources professional with over 12 years’ experience. As our Director of People and Culture, she is responsible for overseeing all aspects of HR from recruitment and onboarding to interpretation of legislation and industrial tools.

Margarita has a Bachelor of Business majoring in Human Resources and has extensive experience in the education industry having worked at two of South Australia’s leading universities, the University of Adelaide and Flinders University.

Margarita is passionate about cultivating a culture of growth, development and opportunity within our team at Pembroke to assist in ensuring our students continue to be guided and supported by exceptional educators and professional services staff.

'I am very excited to have joined Pembroke as the Director of People and Culture. My experience of having previously worked in both schools and universities in the Human Resources area assisted me in feeling prepared to step into this exciting role.

I am looking forward to working with my team and the wider School to streamline HR-related processes, enhance our recruitment capabilities and build a positive culture. I have a five-year People and Culture Strategy which I am looking forward to working on and implementing during my tenure at Pembroke School.

I have found the community to be incredibly welcoming even prior to my first day and I have found the role to be rewarding from the outset. In the short time that I have been at Pembroke, I have been able to learn a great deal and already work with so many wonderful colleagues. I look forward to seeing what 2025 brings.'

Alicia Clare Head of Learning and Teaching PYP (Junior School)

Alicia has over 20 years’ experience in primary education, holds a Bachelor of Education as well as a Graduate Certificate in Catholic Education, and is committed to continuous learning and growth. Alicia joined Pembroke from Annesley Junior School where she was teaching for almost 10 years, with her most recent roles being the Coordinator of Early Years and Coordinator of Personalised Learning.

Alicia is an energetic and dedicated education leader who is focused on the growth and development of students, fostering positive relationships and achieving excellence in all aspects of education.

Christian Bateman Head of SACE

Christian is an experienced educator and leader who moved to Pembroke from his role as Assistant Principal of Teaching and Learning at Gleeson College, a position that entailed the Head of SACE. Following the completion of a Bachelor of Arts (Honours English and Philosophy) and Graduate Diploma of Education from the University of Adelaide, Christian obtained a Graduate Certificate in Catholic Education and a Master of Education (Pedagogy, Literacy and Leadership) from the University of South Australia.

Christian has a strong passion for teaching and a commitment to pastoral care. He brings a wealth of experience in developing and leading initiatives that enhance student engagement and success, as well as setting a high standard for excellence in education.

Kyriakos Darzanos People and Culture Advisor

Kyri is highly skilled and experienced in Human Resources, particularly in talent acquisition and employee relations, and has a strong background in education. Having worked as an Internal Recruitment Specialist, Kyri has demonstrated expertise in managing end-to-end recruitment processes, policy development and HR compliance, making him a valuable addition to our team.

Kyri’s experience with HR systems and performance management, combined with his dedication to fostering positive work environments, will be instrumental in supporting Pembroke’s ongoing success.

Matthew Durant Mathematics Teacher

Matthew is a passionate educator with over 20 years’ experience teaching SACE and IB Mathematics at a number of South Australian schools. He joined us from St Peter’s Girls’ School where he held the roles of Head of Mathematics and School Timetabler since 2016. Matthew has a Bachelor of Mathematics and Computer Science and a Graduate Diploma of Education from the University of Adelaide.

Jessica Gillard Marketing and Engagement Coordinator

Jessica is an award-winning graphic designer and communications specialist with 12 years’ experience in graphic design. She joined Pembroke from St Peter’s Girls’ School where she worked as a Communications Coordinator since 2018. Jessica’s qualifications include a Graduate Certificate in Marketing from Charles Sturt University as well as a Bachelor of Design (Visual Communication) from the University of South Australia. Jessica is passionate about promoting high quality education and she has already made outstanding contributions in her role.

Callum Iles Business Subjects and English Teacher

Callum transitioned from a career in finance to education 10 years ago. He joined Pembroke from University Senior College where he worked as a Senior School teacher. Prior to this, Callum taught in various independent and Catholic schools, including at Pedare Christian College and Scotch College. He holds a Master of Business (Property) from the University of South Australia and both a Graduate Diploma in Education and a Bachelor of Commerce (Marketing, Management, International Business) from the University of Adelaide.

Allison Patterson Dance Teacher

Allison joined Pembroke from Scotch College where she held the role of Head of Dance since 2016. During her tenure, she successfully planned and implemented Dance Curriculum from Year 8 to SACE Stage 2 and a thriving co-curricular program from Prep to Year 12. Allison holds a Master of Secondary Teaching from the University of South Australia and a Bachelor of Dance Performance from TAFE SA. She prides herself on being a present and visible leader, deeply engaged with both staff and students and creating an environment that encourages creativity.

Welcoming Our New Staff

We’re excited to welcome Pembroke’s newest staff members to our community. It’s been a pleasure having them with us and seeing the positive impact they've already made across the School.

The following list outlines new staff members who commenced employment from January 2024 until April 2025.

Teaching Staff

Chris Bateman

Fernando Bayer

Deanna Benetti

Robyn Brookes

Hayley Burt

Alicia Clare

Joe Cunningham

Joanne Davies

Trudi Duggin

Matthew Durant

Isabella Farina

Doug Fawcett

Grania Fawcett

Natalie Gillings

Laura Hender

Zac Heynen

Bailey Hillard

Damien Hutchings

Samantha Hutton

Callum Iles

Natasha Lawrence

Jacinta Lee

P rofessional Services Staff

Gemma Batzavalis

Matthew Beelitz

Tanya Berry

Armando Catalano

Vince Ciccarello

Rochelle Costner

Will Cutts

Kyriakos Darzanos

Mae Giselle Fagan

Denise Ferres

Kate Fisher

Anna Frayne

Claire Gaughwin

Jessica Gillard

Bryan Griffiths

Abigail Gunther

Peilin Hopprich

James Johnston

Bonnie Klinkoski

Alex Linsalata

Tash Loh

David Luu

Bill Munn

Filip Pajpach

Annabella Pettinau

Sally Rankin

Tori Ross

Sam Slattery

Emily Lewis

Stephen Millar

Mia Parkin

Allison Patterson

Richard Pautz

Irini Penglis

James Samra

Ellie Stamelos

Ryan Stor

Mason Sleiman

Stacey Smith

Lauren Stevens

Margarita Strouzas

Abigail Tudge

Amber Watkins

Marisa Wilkins

Deanna Wilson

Jac Wright

Emily Wyatt

Gabbi Agnew gagnew@pembroke.sa.edu.au

Design Team

Danna Stoic dstoic@pembroke.sa.edu.au

Abigail Gunther agunther@pembroke.sa.edu.au