From the Principal

In May this year, we held a research conference, albeit with a slight twist. Our hosts for the evening were Lucy Clark and Charlotte Hartin, both in Year 11 at Pymble, and the theme of the conference referenced students both as researchers and as subjects of research. Those in attendance may have noticed the shift. At Pymble, we have a phrase that guides our thinking in all matters: “Nothing about us, without us” reflects our focus on student voice. Instead of adults taking to the microphone and telling students how and why research was important, we were engaging in a student-led conference with a program the fabulous Lucy and Charlotte had codesigned and run.

Research is being done differently at Pymble. Putting students at the centre is one way we’re doing this but another is through where research sits. Research is, literally and authentically, in action every day at Pymble. It doesn’t always need to be “on” students and staff or “about” students and staff – it can be “with” students and staff to achieve practical outcomes that make a difference to the lives of our educators.

One example is an initiative to support our excellent classroom teachers at Pymble. You can read more about the conceptual background behind the Pymble Plus project in Kerryl Howarth’s article in this edition. As our new Director of Professional Learning, Kerryl has scoped and designed a new way for our teachers to move from Band 2 to Band 3 on the accreditation scale. This is an area of great importance to me as I had received feedback from staff that the existing, external pathway to higher levels of accreditation was problematic. This led to commencing our own research project on teacher professionalism, motivation and aspiration. Using the rich data collected from focus groups, individual discussions and anecdotal feedback, we crafted our very own internal process which allows us to recognise and reward teachers at a higher level of remuneration.

Research in this context means that our students receive the dual benefit of the College retaining excellent teachers, as well as findings of the action research our Pymble Plus candidates will conduct. The group piloting Pymble Plus is working on projects including ways of promoting flexible thinking in Extension-level Mathematics, methods to make Mathematics learning visible in primary years and the design of learning environments that promote deeper thinking.

The question of teacher professionalism periodically raises its head. Professor Peter Twining, from the University of Newcastle, recently addressed the Research Invested Schools Network of which Pymble is a member. The Network is a collaborative group formed by Dr Hugh Chilton and Dr Caitlin Munday at The Scots College. Professor Twining asked whether teaching should be counted as a profession when those working in this area are not always held in high esteem, unlike our colleagues in medicine or law. The group discussed the attributes of a professional and ways in which schools are promoting teacher voice and the ability to lead change.

We all know our educators are extraordinary professionals, inspiring our students, and each other, every day. It pains me that, at times, our educators are not viewed in the same light as other professionals when I see each day how hard they work and the impact they have on the lives of our young people. Professor Twining has focussed on this question throughout his career. His research indicates the importance of building research capacity and skills into the school culture, and ensuring staff can access journals, research and professional learning networks with other researchers to keep growing and developing as professionals. This is precisely what we are doing through our Pymble Institute and the projects, conferences and publications, such as Illuminate, produced under its banner. Please enjoy this edition which shines a light on our ongoing commitment to action research across all areas of teaching and learning at Pymble, including the professional development and growth of our remarkable educators.

Finally, my thanks to our professionals, our incredible teachers, who I have the pleasure of learning from and working with each day. They are inspiring, caring, knowledgeable and they are creating the next generation of women who will change the world together in important and meaningful ways.

Dr Kate Hadwen

B.ED, GRAD CERT ED LEADERSHIP, M.ED, PHD PRINCIPAL