We acknowledge the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today.
The Launch of the Young Parents Ambassador Program A Night of Transformation: How a Service Trip in Lismore Sparked Lifelong Faith in Students The Transformative Power of Christian Education: The Impact of St Philip’s Christian College on Our Community
Pioneer Wins the Educate Plus Excellence Awards Award-Winning Spaces: Celebrating Outstanding Facilities
SPCC Cross-Campus Ministry Camp
Christian Education, Done Differently: Transforming Lives at Dynamic Learning You Can Make an Impact
Leaving a Legacy: Reflecting on 35 Years as a Teacher & Principal at St Philip’s Christian College Alumni Spotlight Kelvin Smith
PUBLISHER
St Philip’s Christian Education Foundation
EDITOR
We are thrilled to announce that the inaugural edition of Pioneer magazine has been honoured with the Alumni or Community Publication of the Year for 2024 at the Educate Plus Awards Ceremony in Perth this September!
Receiving this recognition has been an incredible moment for us, and I couldn’t be prouder of the team who made it possible. A special shout-out goes to our brilliant Art Director, Katie, whose innovative layout and design have made each page engaging and visually stunning. This project simply would not have come to life without her talent, commitment, and creativity.
In this edition, we delve into the theme of “Why Christian Education.” Bringing together these stories and insights has been inspiring, as it highlights the shared passion across our group of schools.
As I’ve read through the articles and contributions, a unifying message shines through: a commitment to providing our students and their families with a holistic educational experience that not only nurtures them today but equips them for lifelong impact. The dedication to developing students who will become positive, transformative figures in their communities is evident in every story.
We’re excited to share these uplifting stories with you and hope they resonate deeply.
As always, we welcome your thoughts and feedback at central@spcc.edu.au.
Enjoy!
Warmly, Hannah
CEO
Thank you for picking up this edition of Pioneer.
In this second edition, we explore the core of our existence—our belief that Christianity goes beyond acknowledging a set of teachings or a code. It is a faith that must be put into practice and tested. As Jesus said, “But don’t just listen to God’s word. You must do what it says. Otherwise, you are only fooling yourselves.”
On the cover, we feature a story about a staff member who embraced the call to encourage others and put this principle into action. We also highlight diverse ways the Christian faith is expressed through Special Education, Early Learning, and K-12 schooling in living practical ways.
Additionally, we share Pam’s inspiring story of her calling and her life’s work in educational leadership. We are deeply grateful for Pam’s faithful service, which has blessed every student under her care.
I commend this edition to you, along with its message: Faith in God works!
Every blessing,
Graeme
Irwin AM
Chief Executive Officer
St Philip’s Christian Education Foundation
Parenthood can be challenging at any age, but for teenagers, it can be overwhelming.
Many young mothers and fathers face not just the everyday demands of parenting, but a range of complex challenges— from homelessness and domestic violence to trauma and mental health struggles. Yet, despite these obstacles, education remains a powerful tool to help young parents create brighter futures for themselves and their children. This is where St Philip’s Christian College’s Young Parents steps in, offering a lifeline to teen parents determined to rewrite their life stories.
the Newcastle campus, and with the Central Coast campus following in 2012, St Philip’s Young Parents College (YPC) has supported over 80 graduates in the last six years alone. These young individuals, many of whom come from disadvantaged backgrounds, are often the first in their families to complete their schooling— a significant achievement that opens doors to future opportunities and changes the trajectory of their lives.
The success of the Young Parents College lies in its holistic approach. It recognises that teen parents need more than just academic support—they need a network of resources that address their emotional, social, and spiritual wellbeing, as well as their children’s early education.
At the core of this holistic model is the on-site fully accredited Early Learning Centre (ELC), Narnia Young Parents, which is designed to meet the needs of both parents and their children. Located adjacent to the classrooms, the ELC allows parents to focus on their studies while their children are cared for in a nurturing and developmentally enriching environment. This arrangement supports not only the parent’s academic journey but also strengthens the bond between parent and child, fostering healthy attachment and emotional regulation skills in the children.
Through the ELC, parents also engage in evidencebased parenting programs, learning essential skills that not only benefit their children but also break cycles of generational disadvantage. By the time they graduate, YPC students will have completed at least three parenting courses, ensuring they are equipped for their roles as both parents and professionals.
The transformative power of education is evident in the success stories of YPC graduates. An impressive 50% of graduates go on to pursue tertiary education, while 75% are employed within five years of finishing school. Many of these young parents are breaking generational cycles of welfare dependence, achieving stability and independence for the first time in their lives.
For Aboriginal and Torres Strait Islander students, the Young Parents College has been particularly impactful. At the Newcastle campus, 44% of YPC students and 70% of their children identify as Aboriginal, highlighting the program’s role in closing educational and social gaps. These students receive culturally safe, traumainformed care that honours their heritage while helping them forge new paths for their families.
50% of Graduates go on to pursue tertiary education
75% of Graduates are employed within five years of finishing school
44% of Young Parents College students identify as Aboriginal or Torres Straight Islander
70% of the children of Young Parents College students identify as Aboriginal or Torres Strait Islander
The success of St Philip’s Christian College Young Parents would not be possible without its strong partnerships with community organisations. These collaborations provide the wraparound support that teen parents need, whether it’s mental health services, early intervention for their children, or access to housing and financial assistance. By connecting young parents with these resources, the college ensures that students have the stability and support they need to succeed, both in school and in life.
The foundation of the Young Parents College is deeply rooted in Christian beliefs, values and practice, offering a non-judgmental and compassionate space where students can grow physically, emotionally, and spiritually. This sense of community and care is often what makes the difference for young parents who have faced significant hardships in their lives.
The ultimate goal of the Young Parents College is to create generational change through education. By providing young parents with the tools they need to succeed—academically, emotionally, and spiritually— the program ensures that both parents and their children have the chance to thrive. Graduates of the program leave with their Higher School Certificate (HSC), a Certificate III, and the confidence to pursue higher education or employment. More importantly, they leave with the knowledge that they have set a positive example for their children, breaking the cycle of disadvantage and creating a brighter future for the next generation.
The success of the College is a testament to the importance of a holistic approach in education.
When young parents are given the support they need—whether through flexible curriculums, mental health resources, or parenting programs—they can achieve remarkable outcomes. St Philip’s Christian College is proud to be at the forefront of this movement, providing young parents and their children with the education, care, and compassion they deserve.
As the program continues to grow and evolve, it remains committed to its mission of supporting pregnant and parenting teens through Christ-focused, inclusive, quality education, while fostering the growth and wellbeing of both parent and child. St Philip’s Christian College Young Parents proves that with the right support, teen parents can not only succeed—they can thrive.
Young
Ambassador Program is an invitation to promote the work of the Young Parents College in the community. Ambassadors are invited to the program due to their influence in the communities in which they are embedded. This may be within business, health, education, government or church communities.
Ambassadors, if they accept the invitation, will be presented with a pin which reads ‘Young Parents Ambassador’, they wear this pin when they are out and about amongst their community, when they are asked about the pin, the ambassador can promote the work of the Young Parents College to generate more widespread awareness.
St Philip’s Christian Education will host two events a year for the ambassadors to update them on what is happening at the College, at these events, students will tell their stories, and the leaders will provide an update on current projects and student achievement.
At our St Philip’s Golf Classic in November, we were excited to launch this exciting new venture. We were proud to present our Patron, Julia Anderson, with the first Young Parents Ambassador pin.
Julia as our patron has been an amazing ambassador for our Young Parents College and we are so pleased that we have her leading the charge with this program.
If you are interested in becoming a Young Parents Ambassador, we would love to hear from you. Visit the page below to get in contact.
Learn more & express your interest
TAILORED EDUCATION
At Young Parents College it is our aim to ensure that young parents and their children are provided with the best opportunities for success for the Whole of Their Life.
We offer a dual generational approach to supporting our young parents and their children. As the young parent studies in their classroom, the children are also learning and developing skills in a stimulating and nurturing environment in the Early Learning Centre.
Discover Young Parents College
I was sitting in a classroom at a school in Lismore on Thursday, October 3, 2024.
It was the final night of a service trip I’d been leading. Students and staff from St Philip’s Christian College Cessnock had spent the week partnering with local organisations to help restore flood-affected homes and serve meals to homeless and marginalised members of the Lismore community. It had been a full day, which included a trip to the hospital. In fact, that’s why I found myself in that classroom—I was writing up an incident report. Suddenly, there was a knock on the classroom door—a group of female students stood there, asking if they could talk with me for a few minutes. It was late, and I was hoping to finish the incident report. Yet, in that moment, I recalled a prophetic word a teacher shared with me a week or so before we left for Lismore: “Alex, Lismore is the students’ mission field, but the students are your mission field.” Remembering those words, I invited the girls in for a chat.
One of the girls in the group had become a Christian just four months earlier during a school camp. Her life had been radically transformed, and she’d developed a deep love for studying the Bible. She began to speak. “These girls have something they want to tell you,” she said. I began to wonder if I was going to need to write another incident report. Was someone injured? Was something broken? Then, one of the other girls spoke up: “We want to become Christians.”
They shared how the experiences on this service trip had deeply impacted them and how the girl who had found faith four months prior had just led them in a Bible study that brought them to this decision.
Since that night, these students have been continually growing in their faith, deepening their spiritual journey through regular Bible study and meaningful connections with other Christians.
If you were to speak with any of these girls, they would tell you about the profound sense of purpose and joy they’ve discovered since deciding to follow Jesus. This transformation is a testament to the heart of Christian education. It does far more than prepare students for exams or future careers; it lays the foundation for lives marked by purpose and lasting fulfillment. Christian education invites students to explore who they are in Jesus and equips them not only with knowledge but with a spiritual framework that shapes every aspect of their lives. It empowers them to step into the world with confidence, compassion, and a sense of calling that will guide them through life.
This is the deeper value of a Christian education: it nurtures the whole person, helping students discover joy and purpose that go beyond the classroom and into a lifetime of service and faith. It truly is whole of life education.
Alex Green Chaplain SPCC Cessnock
When we think about the purpose of education, academic achievement often comes to mind first. But at St Philip’s Christian College (SPCC), academic excellence is only one pillar of what we believe makes up a holistic educational experience. We go beyond traditional learning by embracing a Christ-centred approach that fosters growth in heart, mind, and spirit. SPCC believes in shaping students not only for personal success but for a life grounded in purpose, integrity, and a relationship with God. Here, the goal is more than preparing young people for exams or careers—it’s about nurturing the whole person to impact their communities and the world.
One of the hallmarks of SPCC is the commitment to fostering strong character grounded in Christian faith. From the youngest students to graduating seniors, our colleges are places where values like kindness, honesty, and compassion are celebrated and practiced daily. Through chapel services, community projects, and Bible-centred teaching, students learn what it means to live in relationship with Christ and to reflect His teachings in everyday life. They’re encouraged to look beyond themselves, considering how they can serve others, face challenges with resilience, and act with integrity.
This character-building focus helps students meet life’s ups and downs with courage and hope. When they graduate, they leave SPCC not just academically prepared but equipped with a moral compass that guides them in their personal lives, workplaces, and communities.
A character-building focus helps students meet life’s ups and downs with courage and hope.
When they graduate, they leave SPCC not just academically prepared but equipped with a moral compass that guides them in their personal lives, workplaces, and communities.
Academic excellence is a cornerstone of SPCC. Our teachers are passionate about their subjects, their students, and integrating faith into learning. By nurturing critical thinking, creativity, and personal growth, SPCC’s educators encourage students to strive for excellence in everything they do. The commitment to individualised learning and our state-of-the-art facilities provide the tools students need to thrive.
While many of our graduates go on to pursue high-level careers, they also carry with them a commitment to ethical decision-making and servant leadership. This unique blend of academic rigour and Christian values allows them to become individuals who contribute meaningfully to society, acting as role models for ethical and compassionate behaviour in their chosen fields.
The impact of SPCC goes beyond the classroom walls, radiating into the broader community. We encourage students to be active in community service, volunteer initiatives, and local outreach. Whether through hands-on service projects or partnerships with local organisations, SPCC students learn to engage with the needs of those around them. By participating in realworld service, they not only offer tangible support to the community but also bring a message of hope and love to those they serve.
Through these experiences, students gain an understanding of what it means to be part of a compassionate community. The ripple effect is powerful—students carry these values with them after graduation, continuing to impact their communities with a spirit of service, whether they’re coaching local sports teams, leading church groups, or advocating for social issues.
St Philip’s Christian College offers an alternative educational journey for families seeking more than traditional education. Our holistic approach nurtures young people who grow into compassionate, purposedriven adults. The legacy of SPCC is clear: we aim to create graduates who are not only academically equipped but spiritually grounded, with the resilience and compassion to face the world’s challenges head-on.
As we continue to grow, so does our vision to see each student thrive and become a force for good in their community. SPCC is committed to preparing the next generation not just to succeed but to lead with integrity, to care with compassion, and to serve with purpose. This is the lasting impact of a Christian education that truly reaches beyond the classroom and into every corner of life.
Matt Connett Principal SPCC Cessnock
There is a misperception among law reform and human rights commissions that the faith of staff within Christian schools is not an essential requirement.
In a comprehensive survey of over 5,000 teaching and business & operational staff within Christian schools, there was almost universal support for the protections that allow schools to employ staff who share the beliefs of the school.
MORE THAN 99%
MORE THAN 98%
of all staff agreed or strongly agreed that their school should be able to employ staff who share the beliefs of the school
of all staff agreed or strongly agreed that their school culture would change if the school was no longer able to employ staff who share the beliefs of the school.
There is a strong agreement that the Christian faith of staff is valued by parents and students within Christian schools.
MORE THAN 97%
of teachers agreed or strongly agreed that their Christian faith is valued by the parents at their school.
The Queensland Human Rights Commission claims that a science teacher is ‘not involved in the teaching, observance or practice of a religion’ and faith should not be a relevant factor in their employment.
The Western Australian Law Reform Commission asserts that ‘a maths teacher or a gardener’ doesn’t need to share the school’s beliefs.
The Australian Law Reform Commission even proposes staff should be allowed to promote different beliefs to those of the school.
MORE THAN 98%
of staff agreed or strongly agreed their Christian faith shapes their approach to teaching / their role.
MORE THAN 99%
of support & operational staff agreed or strongly agreed their Christian faith shapes their approach to teaching / their role.
MORE THAN 98%
of support & operational staff agreed or strongly agreed that their Christian faith is valued by the parents at their school.
TEACHER, NSW
MORE THAN 97%
Less than half (43%) of teachers believe that their contribution as teachers with a Christian faith is valued by government and society. of all staff agreed or strongly agreed that their Christian faith is valued by the parents at their school.
TEACHER, NSW
This school has a positive expression of faith and community that is valued by parents as they choose this environment for their children to learn and grow in. The freedom to have role models in faith and life as teachers in the school is a key aspect of why parents enrol their children here as they see teachers as participants with them in shaping the values, attitudes and behaviour of their children as they grow up. These shared values are an essential aspect of the character of the school and shape every aspect of practice and teaching.
Staff consider media coverage of Christian schools is negative and inaccurate
I feel that there is a lack of understanding of the role that teachers in Christian schools fulfill in young peoples lives, from mentorship to character development to building students understanding of their ability to make a positive contribution to their world. The whole-child approach of Christian schooling is a priority in our schools. Christian schools are providing a safe and secure environment for students to develop their moral compass, grounded in a Christian worldview that is non-discriminatory, and helps students see beyond themselves.
MORE THAN
94%
of staff consider media coverage of Christian schools is portrayed in a negative light
MORE THAN
92%
of staff disagree or strongly disagree that media coverage of faithbased schools is accurate.
The national survey of staff within member schools of Associated Christian Schools, Australian Association of Christian Schools and Christian Schools Australia received 5,221 responses from teaching and non-teaching staff across all states and territories. Respondents reflected a wide range of ages and years of experience and included both metropolitan and regional and rural based schools.
As a Christian school, we are deeply committed to embedding Christian faith into the educational experience we provide across all our learning communities. This commitment shapes not only the academic growth of our students but also their holistic development and wellbeing. We believe that a faith-centred education enriches students’ lives and enables them to positively impact the world, both now and in the future.
To evaluate our success in this mission, we use the Student Spiritual Life Survey. Designed by NCLS Research—an organisation with over 30 years of experience in supporting Christian institutions—this survey, under the guidance of Dr Ruth Powell, gives us valuable insights into the role our college plays in six key areas of our students’ lives:
1 PERSONAL WELLBEING
2 RELIGIOUS OR SPIRITUAL IDENTITY
3 SPIRITUAL BELIEFS, EXPERIENCES, & PRACTICES
4 CIVIC ACTION participation, service, & advocacy
5 SPIRITUAL FORMATION influences & practices
6 PERCEPTIONS OF THE SCHOOL’S RULES
SPCC Newcastle, administered this survey to students from Year 7 through Year 12 this year.
The findings reveal a compelling narrative of faith, happiness, and service.
1. HAPPINESS & WELLBEING
How happy are you with your life as a whole? Q:
81%
of students rated themselves as happy (6-10 on a 10-point scale)
This high happiness rating suggests that the Christian environment at our school contributes positively to our students’ overall wellbeing.
2. BELIEF ABOUT GOD
Do you believe that there is a God or some sort of spirit / life force? Q:
64%
of students believe in God or some sort of spirit / life force.
These findings show us that regardless of where our students are at on their spiritual journey, a Christian environment at our school and the values that we impart are relevant and impactful for all our students.
3. COMMUNITY ENGAGEMENT AND CIVIC SERVICE
88%
Are you involved in any community groups outside of school? Q: of students participate in community groups.
This high level of involvement highlights our students’ commitment to serving the broader community, a value central to our Christian ethos.
4. HELPING OTHERS & THE ENVIRONMENT
93%
87% of students said they sometimes or often take actions to help the environment.
These findings indicate that our students are actively engaged in compassionate acts and environmental stewardship, core values we aim to instil. of students reported that they sometimes or often help others in practical ways.
71% of students indicated that they sometimes or often raise money for the poor.
5. SUPPORTING STUDENTS TO REACH THEIR POTENTIAL
Q:
Do we as a school support our students to reach their potential in life?
While this majority response is positive, it also suggests an area where we can continue to strengthen our efforts to support each student’s growth fully. 62%
of students agree or strongly agree that the school encourages them to achieve their full potential.
6. ENCOURAGEMENT OF CIVIL ACTION
52%
of students agree or strongly agree that the school encourages them to volunteer for community service.
68% agree or strongly agree that the school encourages them to stand up for people treated unjustly.
58% agree or strongly agree that the school encourages them to care for the environment.
These findings reflect that many students feel encouraged to engage in civil action and advocacy, particularly regarding social justice and environmental care, which are aligned with our Christian values.
The
Student Spiritual Life Survey provides essential data on how we are meeting our goals of nurturing students with not only an excellent academic foundation but also strong personal integrity and a deep understanding of the world around them. These insights reveal our strengths, as well as areas for continued focus, as we strive to raise graduates who are empowered to impact society positively through faith, service, and compassion.
In the St Philip's Early Learning Sector, we believe in nurturing the whole child— mind, body, and spirit. While early childhood education often focuses on cognitive, physical, emotional, and social development, we recognise spiritual development as an equally essential aspect of a child’s educational journey. Just as children learn how to explore the world around them, they also embark on a profound spiritual journey that shapes their sense of self, their relationships, and their place in the world.
Spirituality in early childhood is more than just teaching children about religion; it’s about helping them find meaning in life. This involves developing self-respect and respect for others. At St Philip’s, we foster a sense of belonging by teaching children about their inherent value and encouraging them to build relationships rooted in love, acceptance, and understanding.
As a Christian community, we emphasise the importance of understanding one’s connection to God, their Creator. We believe that children’s spiritual education includes learning about God’s love and care for them, as reflected in the teachings of the Bible. At St Philip’s, we integrate these spiritual principles into our everyday activities to cultivate an environment where children feel safe, valued, and loved.
At Narnia Early Learning Centres, which are part of the St Philip’s family, we deeply believe in God’s involvement in the lives of all children. We hold that the Bible is God’s inerrant Word and that through Jesus Christ, salvation is available to all. These values are central to how we approach early childhood education.
Traditionally, the spiritual development of children is seen as the responsibility of the family, however, when a child is enrolled in a Christian early learning
centre, these teachings and values are reinforced and outworked through the program. This is in line with modern educational frameworks like the Early Years Learning Framework (EYLF). The EYLF refers to this as a holistic approach to pedagogy and practice which recognises the interconnectedness of a child’s mind, body, and spirit. It is essential for educators to acknowledge and nurture all aspects of a child’s development, including their spiritual wellbeing.
EARLY YEARS
holistic approaches to teaching and learning recognise the connectedness of mind, body, and spirit. When early childhood educators take a holistic approach, they pay attention to children’s physical, personal, social, emotional, and spiritual wellbeing as well as cognitive aspects of learning.
Research consistently shows that children who participate in quality early childhood education are more likely to become:
SUCCESSFUL LEARNERS
CONFIDENT & CREATIVE INDIVIDUALS
ACTIVE & INFORMED CITIZENS
Spiritual sensitivity can manifest in young children through their sense of belonging, their absorption in the present moment, and their desire to ask the big questions about life. These innate qualities, such as wonder and curiosity about the world and their identity, are foundational to their spiritual journey. Children who are encouraged to explore these feelings are more likely to develop a well-rounded sense of self and a deep understanding of the world around them.
At St Philip’s, we recognise the importance of play in early childhood learning. Play provides children with opportunities to explore, imagine, and engage in meaningful experiences. It is through these activities that children make sense of their world, and educators play a vital role in guiding this process. By incorporating devotionals, stories, prayer, and songs into daily routines, we ensure that children’s spiritual development, based on the understanding of a creator God who loves them, is nurtured alongside their intellectual and emotional growth.
Our educators carefully craft environments where children can reflect on their spiritual beliefs through creative play and expression. This allows them to explore their understanding of God, themselves, and the world, in a way that feels natural and engaging.
The early years of a child’s life are a crucial period for spiritual and personal growth.
As outlined in the Melbourne Declaration on Educational Goals for Young Australians, the period from birth to eight years sets the foundation for every child’s social, physical, emotional, personal, creative, cognitive, linguistic and spiritual development. It is the time when brain development is most active and when all children’s experiences are critical as they impact on later outcomes in life.
As educators, we take seriously our role in creating safe, predictable, and nurturing environments where children can thrive. Just as the Bible speaks of God’s care and love for young children, we aim to reflect this in how we care for and educate the children entrusted to us. By providing warm, trusting relationships and supporting children’s development in all areas, we help lay the foundation for their future success—both spiritually and in all other facets of life.
The task of nourishing a child’s spirituality is not about restricting their imagination but rather empowering them to explore and grow in their understanding of life and the Divine. Our commitment is to honour each child’s individual journey, fostering a deep sense of wonder and belonging in a world filled with endless possibilities.
Narnia Christian Preschool and Early Childhood Centres are the dedicated early childhood facilities of St Philip’s Christian Education. These centres cater to children from 0 to 5 years old and are located adjacent to the Kinder to Year 12 colleges.
Our philosophy is to create an environment where endless fun, infectious laughter, rich interactions, genuine love, a sense of the big world, flourishing creativity, and a real connection with Jesus is fostered.
Educators look to the future. A future for every student that is bright and full of potential. At SPCC, we know that God has a specific plan and purpose for each child to prosper, thrive and flourish (Jeremiah 29:11; Ephesians 1:11). It is this distinctive that sets the Christian teacher apart from others. This is what unites us and binds us to our calling and purpose and to this place.
Flourishing is defined by Martin Seligman in his PERMA’ model as: positive emotions, engagement, relationships, meaning and achievement (The Trustees of the University of Pennsylvania, 2024). Current research seeking to understand the working conditions that moor professionals to workplaces has identified these three critical factors—job satisfaction, relationships, and systems (Acton & Glasgow, 2015). As educators and leaders active in our faith, how can we use this knowledge to encourage and build learning communities where all stakeholders, particularly teachers, flourish?
Lencioni (2016) in his book The Ideal Team Player, tells a fable of an organisation looking to define the essential virtues needed to create a work culture that facilitates professional flourishing. These virtues are distilled down to being humble, hungry and smart. For our learning community to flourish, that is have productivity and longevity, what lessons can we take from Lencioni and his virtues of a team player being hungry, humble and smart?
Lencioni highlights, ‘Humility is the single greatest and most indispensable attribute of being a team player’ (Lencioni, 2026, p.157). As teaching requires us to work in teams, it makes sense that we strive to be humble team players. Arrogance, self-centeredness and false humility destroy teams, relationships and satisfaction at work. Philippians 2 instructs us to:
Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others
As an organisation, our Vision Statement defines us as: inspired and dedicated teachers (who) feel empowered in their calling to become learning designers and faith-full role models. Truly this is a high calling, one that calls us to examine not only our practice, but our hearts. The motivation to Strive for Excellence, could become achievement or ego driven, but the one who commissions us to do good works not only ordains us but sustains us. We are his instruments, his hands and feet here in this place, and he is our rock and example always pointing to the Father.
So how do we balance professional competence and experience, to ensure we do not become prideful or arrogant? We place Christ first, acknowledging that every good and perfect gift we have comes from him. He has equipped us to fulfil our roles, and we cannot accomplish his purpose without each other. So as we examine our own hearts and motivations, our accomplishments and successes, our faults and strengths we must remember to do so with humility.
Strive for Excellence is an appeal for continual diligence and faithfulness. Colossians 3 in The Message says it like this:
COLOSSIANS 3:17 (NIV)
An ideal team player is cognisant of their influence and feels called to fully invest in their work for the benefit of their team. Seligman and Lencioni both identify relationships as being key to flourishing at work. Certainly, a hungry colleague, who brings consistent skills, expertise and their whole heart to the work should make a positive contribution to creating longstanding positive team cultures and relationships.
We can and should pour our effort and expertise into our work, attaining exceptional learning outcomes with outstanding resources in world-class facilities. However, our achievements and busyness can become a distraction from our core And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through him. Whatever you do, work at it with all your heart. It is the Lord Christ you are serving.
purpose which is to be in relationship with God. Doing wonderful things in his name is secondary to being in communion with him. This work that we do so well, and with all our hearts, is only sustainable if we first are hungry for more of God in our lives.
To truly flourish in our teams, we must lean on and into God and rely on him to fortify us to do this work. Lencioni describes the ideal team player as being someone who has passion for the mission and the team (Lencioni, 2016, p.203). Our internal motivation is the litmus test. Our hunger for excellence must be rooted in doing our best not simply for God, but with him. By honouring Christ in everything we do, we acknowledge that he is the source of every good gift. He will support and sustain us in our work as we keep Christ first.
Smart simply refers to a person’s common sense about people (Lencioni P.160). We can all think of people who have an ability to predict how others will respond to a situation or circumstance, and we can remember how they made us feel. To create teams where we flourish and thrive, we must develop our smarts. Proverbs 18:1–9 outlines many pitfalls of not being discerning with our speech and our relationships. This chapter also urges us to consider other’s perspectives,
thoughts and feelings. To achieve this, we must be aware of our emotions and understand how we are seen and experienced by those around us—how our actions and words impact our colleagues. Smart people are people we want to be around. They see us, hear us and make us feel valued. They don’t shy away from productive debate or difficult conversations, and they seek to forge a way forward as a team.
Relationships with our colleagues is intricately linked with job satisfaction and flourishing at work. These exact relationships present very real challenges as we work together in teams. Psalm 133 says:
Behold how good and how pleasant it is for brethren to dwell together in unity ... For there the Lord commanded the blessing – life evermore.
COLOSSIANS 3:17 (NIV)
Relationships are at the core of what we do. For our communities to thrive we must hold onto our core value Build Community. This value by its very name indicates effort. Building our interpersonal skills and applying a lens of grace to people who see things differently to us is not something we naturally
always do. However, we know that where there is unity—where two or three gather—God is there (Matthew 18:20). Being mindful of the people we work with and seeing them as God’s beloved will inspire us to invite unity within our teams.
We would all like to be humble, hungry, and smart all the time. In the reality of our humanity, we fall short. Fortunately, we have a God who so graciously refines and redeems us each day. He is in the business of moulding and restoring willing hearts and minds. As we present our lives as a living sacrifice and are transformed and renewed (Romans 12:1-2) we are all more humble, hungry and smart.
A temptation might be to attempt to apply this framework to others. The better alternative would be to humbly ask God, where do I need to grow as an ideal team player? How can I grow and change and model these attributes that clearly reflect your precious Son? Show me how my words, actions and attitudes mirror your plan and purpose for this place? Who am I here to be Jesus to today?
The lessons of the Ideal Team Player, and the role these virtues play seem obvious. Yet their implications upon any team can be felt. Jesus, our example, chose his team not because they were ideal team players to begin with, but he looked upon their hearts and saw their faith. A truly flourishing community is one where all members feel a sense of belonging and value. Acton & Glasgow’s mooring factors would certainly be met by achieving this. As we forge forward let us ‘Discover creative ways to encourage others and to motivate them toward acts of compassion, doing beautiful works as expressions of love.’ (Hebrews 10:24 TPT). Let us be each other’s champion, celebrating strengths and victories as though they were our own. Let us speak life and love to each other and continue to build a community of genuine love and respect because we were first extended this gracious, unmerited love by God.
We will all mess up, fall short, and have rough days. However, as we press into God and remain faithful to our calling— to ensure that future generations of students are known and loved, and that they know God has a plan and a purpose for each of them—we will truly create flourishing learning communities.
Katy Bragg LEAD Educator Stage 1, GATE Teacher, SPCC Newcastle
We are excited to share that the inaugural edition of Pioneer magazine has been awarded Alumni or Community Publication of the Year for 2024 at the Educate Plus Awards Ceremony in Perth.
Pioneer is a biannual publication from St Philip’s Christian Education which highlights groundbreaking educational initiatives. The magazine connects with current and prospective partners, alumni, and stakeholders, fostering a vision for future transformative growth.
Launched in July 2024, Pioneer aims to inspire and encourage others to pursue their God-given ideas, sparking innovation and positive change.
In September, St Philip’s Christian Education celebrated remarkable success at the Master Builders Association of NSW Newcastle Excellence in Building Awards. Three of SPCE’s recent capital works projects were nominated, and all three received top honours across three different categories.
ST PHILIP’S CHRISTIAN EDUCATION, CENTRAL OFFICE: Public Buildings
($5M - $10M) – North Construction and Building
– Richard Crookes Constructions
In June, 114 students from Years 7-12, representing all four SPCC campuses, gathered at Glenrock Scout Camp for an unforgettable Ministry Camp. This transformative experience aimed to deepen students’ faith journeys, create lasting connections, and inspire growth in their walk with Christ.
The camp featured powerful worship sessions, meaningful talks, and a variety of fun games. Each day, students joined in sharing meals, sparking conversations and building friendships that spanned across campuses. Engaging workshops focused on prayer, discipleship, social justice, spiritual gifts, and navigating the Bible, encouraging students to explore faith in practical, personal ways.
Jesus came to earth. How far will you go?
St Philip’s Christian College, Dynamic Learning (DLC) provides a unique and transformative educational experience that integrates Christian faith with academic and personal growth. Since commencing in 1997, as part of the St Philip’s Christian Education (SPCE) group, DLC has grown as a pioneer in special education in Newcastle, now reaching across the Hunter region and Central Coast.
Many of our educators and support staff are drawn to DLC because they see it as “something more.” In a world where students with specific learning needs often feel marginalised, DLC offers an environment where they are not only accepted but celebrated. As Principal Alison Warran states,
Dynamic Learning is a place where staff who are passionate about Christian education come to support transformation in a student community who know that they are different.”
PROVERBS
3:5-6
The learning environments are designed to cater to the sensory needs of students with a diagnosis of ASD (Level 1 or 2), anxiety, depression and PTSD. While our small class sizes, high staff-to-student ratios, and tailored learning plans enable us to reach students where they are, unlocking their potential for educational success in a nurturing community.
We begin each day with morning devotion and incorporate reset time and brain breaks to support student learning. There is a structured daily schedule to support social and emotional needs while developing learning stamina. The goal is to foster a sense of belonging and encourage each student to grow into their own Christian faith, supported by a team that feels called to encourage students to discover their unique part in God’s story.
Through tailored learning, we see the process of transformation as students discover their potential and embrace their purpose. This creates a sense of hope and enables students to flourish and fulfil their God-given potential. At Dynamic Learning we truly do make a difference, and it is incredibly rewarding to see the impact we have on our students as their lives are transformed.
In a world that often binds people in the “tight ropes of limitation,” Jesus was the ultimate disrupter, dismantling stigmas and offering radical love to those in need.
At DLC, we seek to follow that example by seeing our students as individuals, not by their limitations but by their possibilities.
The journey of Christian education is not just about teaching; it’s about following the path Jesus set—meeting individuals where they are, helping them see their potential beyond their current limitations. As Chaplain Wendy Moran expresses, “We co-labour with God to extend His Kingdom on earth,” seeking to teach truth through a biblical lens that emphasises every student’s intrinsic worth as a creation of God. Our curriculum not only covers academic content but also the invaluable lessons of self-worth, purpose, and hope.
In a world that often binds people in the “tight ropes of limitation,” Jesus was the ultimate disrupter, dismantling stigmas and offering radical love to those in need. At DLC, we seek to follow that example by seeing our students as individuals, not by their limitations but by their possibilities. Every child at DLC is wrapped in love, care, and acceptance—qualities essential for true growth and transformation. And in the words of one Year 12 student, “You really helped me; you helped me in my heart.”
At DLC, we see ourselves as part of God’s bigger story. Every day, we provide a holistic, nurturing, and faithfilled education that inspires hope, restores purpose, and encourages students to become culture makers and culture changers. When we ask, “How far will you go?” it’s an invitation to join us in a mission that goes beyond conventional teaching. It’s a call to be part of a transformative movement, where every lesson, interaction, and act of support echoes God’s love and purpose for our students.
Come visit your local Dynamic Learning campus and experience the difference firsthand. Learn how you too can serve God through Christian education and make an impact that matters
Jesus came to earth. How far will you go?
We invite you to come and visit your local DLC campus to find out more about what we do and how you too, could serve God in our College?
TAILORED EDUCATION
St Philip’s Christian College Dynamic Learning is paving the way in integrating student-centred learning and flexible learning spaces, ensuring every student achieves their personal best in all areas of learning.
Dynamic Learning caters for children and young individuals with a diagnosis of Anxiety, Depression, PTSD, and/or Autism (Level 1&2). Our mission is to nurture our students growth, empowering them for a lifetime of success. As pioneers in special education, we employ evidence-informed methodologies that ensure every student has the opportunity to thrive, celebrating their unique strengths.
Discover Dynamic Learning College
One of our staff members at the SPCC Port Stephens canteen, Ash Lee Boyd, has been showing us all that it’s not the size of the gesture that matters, but the heart behind it. She’s proven that no matter where you work or what your role entails, you can make a profound impact on the lives of those around you.
Each day, Ash Lee makes the decision to write a unique Bible verse on every lunch bag she prepares for staff and parents. It’s a small, thoughtful gesture, but one that’s had a big ripple effect. Staff across our schools are sharing the story of these verses, often holding onto their bags as a keepsake or conversation starter. The simple act has become a common talking point, spreading joy, encouragement, and a sense of unity throughout our organisation.
MARTY TELFER, PRINCIPAL PORT STEPHENS
Ash Lee’s verses don’t just offer a word for the day— they offer perspective. The verses, often reminding us of God’s love, care, and presence, uplift spirits and reset mindsets. The daily lunch routine has transformed into a moment of spiritual nourishment, bringing to mind the line from the Lord’s Prayer: “Give us each day our daily bread.” Now, it’s not only about being physically fed but spiritually filled, too.
Ash Lee’s joyful heart and positivity are contagious. Her small act of love through these verses shows the students and staff that she’s thinking of them, praying for them, and expressing the hope of Jesus every day.
I love receiving the uplifting Bible verses on my lunch from Ash Lee. It truly makes my day.
STAFF, PORT STEPHENS
Ash Lee, along with our Canteen Manager Aleeya and our wonderful volunteers, ensures that our canteen is a place of both physical and spiritual nourishment. We’re so grateful to have them as part of our school community.
Thank you, Ash Lee, for reminding us that a small act of kindness can make a lasting impact.
As I sit down to reflect on my 35 years at St Philip’s Christian College, I am filled with gratitude, nostalgia, and a deep sense of purpose. This school has been more than just a workplace; it has been a family, a second home, and a place where I was given the privilege to impact young lives daily. Looking back, I see a legacy built on relationships, values, and a shared vision of nurturing young hearts and minds to serve and succeed.
My journey at St Philip’s began with a passion for teaching and a calling to serve. From the start, teaching was more than a career choice; it was a purpose. This calling was never just about imparting knowledge; it was about building character, instilling Christian values, nurturing students’ curiosity and passion, and fostering a lifelong love for learning. I wanted every student to leave my classroom with a knowledge that they were deeply loved and valued, with a stronger sense of who they were created to be, a deeper understanding of the world and the impact they could make, and a readiness to pursue their hopes and dreams. I was entrusted with the responsibility of shaping young hearts and minds, a role I approached with both joy and wonder.
Transitioning from being a classroom teacher to the role of principal was a pivotal point in my career, opening a new chapter filled with greater responsibilities, challenges and opportunities, as I was entrusted with the vision and mission of St Philip’s on a larger scale. While I found this transition daunting, nevertheless, with God’s help, I was exhilarated by this new calling. I focused on creating a school culture that reflected our core values of faith in Jesus, compassion for others, and excellence in all endeavours. Every decision, every policy, every change was guided by a desire to see students flourish academically, socially, and spiritually.
Leading a school is much like steering a ship; it requires a steady hand, a clear vision, and an unwavering commitment to reaching our destination. As I guided this ship, I was supported by an exceptional crew of leaders and professionals, dedicated to ensuring that each student enjoyed a safe and fulfilling journey, guided with care and purpose. Together, we navigated both calm waters and stormy seas, always keeping our focus on the horizon— the bright future of every young life entrusted to us. It was my honour and privilege to “captain the ship” for 16 years, but I know that without the dedication, passion, and unity of my entire “crew”, we would not be where we are today.
Building a culture of belonging has been one of my most treasured accomplishments. I believe wholeheartedly that a school truly thrives when everyone enjoys a sense of belonging—where students feel safe to be themselves, teachers are supported to grow, and parents are welcomed as partners in the educational journey. St Philip’s is more than just a school; it’s a family, a place where every student, parent, and staff member can feel at home; valued, and empowered. This unique sense of community is a rare and precious gift in today’s world, shaping the very identity of St Philip’s. I am deeply grateful to have contributed to this nurturing environment, one that inspires students not only to excel academically, but also to grow into compassionate, grounded individuals, with the potential to develop a faith in Jesus that brings them hope and a future.
Over the past 35 years, our journey has been marked by challenges; navigating changes in educational landscapes, societal shifts, and unforeseen challenges testing our resilience and adaptability. Yet, through every hurdle, St Philip’s has emerged stronger, united in our mission. These experiences have deepened our commitment to our College Core Values of “Christ First, Serve One Another, Strive for Excellence, Do What is Right and Build Community”; which strengthens faith, courage, and relationships.
Each challenge has reminded us that we are part of something greater than ourselves, working together to guide and encourage our students. As Proverbs 3:5-6 says
Trust in the Lord with all your heart and lean not on your own understanding; in all your ways submit to him, and he will make your paths straight.
PROVERBS 3:5-6
This scripture has been a guiding light for me personally, reinforcing the necessity of my reliance on God’s wisdom and grace throughout the journey.
As I look back, I am filled with gratitude for the lives that have intersected with mine. To have been part of the lives of so many young people – to watch them grow, leave, and then meet them as accomplished adults, or return as parents, educational professionals or mentors, is a privilege beyond words.
I hope my legacy at St Philip’s is remembered not merely through programs or policies, but through the countless lives touched by kindness, encouragement, and faith in Jesus. Each year, I made it a point to send every student a personal, handwritten birthday card, offering words of blessing and encouragement. My deepest desire is that this small action would make each student feel seen, valued, and empowered, and inspire them to use their gifts and talents positively to make their mark on the world.
As I prepare to leave St Philip’s, my journey of service is not ending but evolving. Inspired by the love and community I have experienced here; I am embarking on a new mission beyond these gates. With the support of St Philip’s community and my experiences here, I am thrilled to be a part of the development of a Christian school in Malawi: Beyond Christian Academy. This school will be a place of hope, opportunity, and transformation for children who need it most. I am driven by the vision to create a space where children in Malawi can dream, learn, and thrive in an environment of love and faith, just as I have sought to cultivate at St Philip’s. My legacy here is only the beginning, as I take the next step to change futures and build hope where it’s needed most. Thank you, St Philip’s Christian College, for the foundation to carry this legacy forward.
As I hand over the reins and step into the next chapter of my life, I am at peace, knowing that St Philip’s is in capable hands, with a new generation of educators and leaders who share the same vision and commitment to excellence. Though my chapter here is closing, I know that the legacy of love, learning, and faith will continue to thrive.
Leaving St Philip’s is bittersweet. While I am excited for what lies ahead, a part of me will always remain here, praying that each new group of students continues to learn, grow, and step into the future with courage and hope.
In the end, my greatest reward has been knowing that I was part of something larger than myself – a community dedicated to nurturing hearts, minds, and spirits, one student at a time. Thank you, St Philip’s Christian College, for 35 unforgettable years. The legacy I leave is, and always will be, a testament to the extraordinary power of faith in Jesus, education and love.
Pam O’Dea Principal SPCC Newcastle
My journey has been one of discovering that I am part of a much larger story.
Throughout high school and into my university years at ADFA, I came to know Jesus not only as a historical figure but as my Lord and King. I learned about His life on Earth, His sacrifice on the cross for our sins, and His resurrection—a truth witnessed by hundreds. This understanding shaped my identity and purpose as I moved forward.
At SPCC Gosford, where I attended from 2010-11, I had the privilege of learning in an environment deeply grounded in the Gospel.
At SPCC, the Gospel was a constant part of my education, woven into assemblies and classroom discussions. This consistent exposure to the message of Jesus’ love and sacrifice built a solid foundation for my faith—a foundation that carried me into university and beyond.
My school years also helped deepen my love for history, especially ancient history. Learning about humanity’s shared experiences over thousands of years taught me how, despite all our advancements, we’re still in need of grace, still struggling with the same human flaws and searching for purpose. This understanding reinforced the need for faith in a Saviour and helped me see the continuity of human experience through the lens of faith.
With this grounding, I left school inspired to serve God with the talents He had given me. This desire led me to the Army, where I pursued a career as an Intelligence Officer. My time in the Army brought further growth in my faith, as I saw firsthand both the need for hope in challenging situations and the ways in which faith can bring resilience and strength.
Today, I am a pastor, motivated and inspired by the work that Jesus does in the lives of everyday people. I’m grateful for the education I received at SPCC, not only for the academic skills but for the spiritual foundation that helped shape who I am and guided me toward serving others. Looking back, I can see how each part of my journey—education, military service, and now pastoral ministry—has been enriched by the early lessons I learned about faith, history, and the unchanging human need for purpose and redemption.
One piece of advice that has always stayed with me is from Jesus’ words in Luke 9:23-24:
Whoever wants to be my disciple must deny themselves and take up their cross daily and follow me. For whoever wants to save their life will lose it, but whoever loses their life for me will save it.
LUKE 9:23-24
This reminds me that life isn’t about achieving success or happiness but about finding true life in Jesus.
Finally, I would encourage anyone to approach the Bible with an open heart. Proverbs 18:13 says,
To answer before listening - that is folly and shame.
PROVERBS 18:13
So many people dismiss Jesus and the Bible without truly listening to its message. I’ve learned that listening carefully is the first step to understanding and finding the purpose and peace that God offers.
TWO