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Pioneer

Why Paradoxes May Be the Key to Education’s Future

Teacher Self-Efficacy and the Education of Twice-Exceptional Students

Legacy in Christian Education

EDITION FOUR

Pioneer

EDITION FOUR

‘Eat Move Repeat’, Graphite artwork by Year 12 Student Bronte Micheli, St Philip’s Christian College Port Stephens

ST PHILIP’S CHRISTIAN EDUCATION FOUNDATION

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.

Pioneer

EDITION FOUR

Letter from the Editor

Welcome from the CEO

Why Paradoxes May Be the Key to Education’s Future

Building Futures: Why Schools Must Teach Skills, Not Just Subjects

Q&A with James “Chappo” Chapman: Faith, Influence & Finding Purpose

Faith Rising: A Generation Leaning In

Where Learning Meets Purpose: The Impact of Service Education

The Unchanging Gift of Christian Community in a Changing World

Teacher Self-Efficacy and the Education of Twice-Exceptional Students

St Philip’s Teaching School: Addressing Teacher Attrition in Australia

Legacy in Christian Education

SPCC Annual Golf Classic: A Day of Community, Purpose and Generosity

Student Spiritual Life Survey 2025

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PUBLISHER St Philip’s Christian Education Foundation EDITOR Hannah Wellham ART DIRECTION Isabella Donn, Katie Farnworth

CONTRIBUTORS Graeme Irwin Hannah Wellham Matthew Stackhouse James Chapman Bethan Knaus Margaret Pond Wendy Moran

Elizabeth Hutchison Nickey Bright Geoff Peet Brianna Doust

From the Editor

Daniel Witanowski Throughout 2025, both research and lived experience have highlighted the pace at which the educational landscape, and the communities within it, is changing. Families are reassessing their expectations of schooling and redefining their roles in their children’s learning and in the broader community. What they seek for themselves, their peers, and for us as educators is shifting markedly. Our responsibility is not only to keep pace with this change but, where appropriate, to help guide it. Societal shifts, such as the recent ban on social media for young people under 16, remind us how quickly communication and information consumption evolve for the next generation. These shifts create natural tensions in education: between long-standing practices and new approaches essential for adapting to emerging needs. These tensions are invitations for innovation.

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Education is evolving, and paradoxes challenge leaders to think more deeply and act more boldly. If leaders can hold space for these contradictions and lean into their creative potential, the future of education will be better positioned to create learning environments that are both future-focused and deeply connected to community. In this issue, we explore some of these paradoxes and consider how, by acknowledging and engaging with them, we can shape a more holistic journey for our students and families. Hannah Editor of Pioneer

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MR GRAEME IRWIN AM, CEO - ST PHILIP’S CHRISTIAN EDUCATION FOUNDATION

This dedication deeply encourages me. It renews my own desire to see exceptional Christian education accessible to as many families, and in as many regions, as possible. Together, we are shaping environments where young people are nurtured, challenged, and equipped to step confidently into the world with both conviction and compassion. Across SPCC this year, we have seen so much to celebrate.

Welcome to the fourth edition of Pioneer. As we come to the close of another remarkable year for St Philip’s Christian Education and for Christian education across Australia, I am reminded once again of the extraordinary gift and calling of faithfulness. While it has been our theme for 2025, it has also been a defining characteristic of Christian educators everywhere. In every conversation I have with leaders, teachers, board members and school communities, near and far, I see a steadfast commitment to ensuring that Christcentred schooling remains vibrant, courageous, and future-shaping for the generations to come.

Our students have stepped beyond their comfort zones, participating in transformative servicelearning trips both locally and overseas. Cross-campus initiatives have grown stronger - with ministry camps, study camps, and new worship nights uniting our community in meaningful ways.

Our desire has always been to create a community and a journey that cares for the whole child -as learners, as individuals, and as emerging leaders who will one day influence the world they step into. And as I look ahead, I am filled with confidence. Our future is in very good hands. As you read this edition of Pioneer, may you be encouraged and inspired by the strength, creativity, and character of our emerging generation. Their stories remind us that faithfulness bears fruit, often in ways more profound than we could have imagined. Graeme Irwin AM Chief Executive Officer St Philip’s Christian Education

Our staff have continued to pursue excellence with curiosity and courage, engaging in research and innovation across areas such as twice-exceptional education, vocational pathways, strong community formation, and the shaping of holistic wellbeing. Their collective commitment ensures that the educational journey at SPCC continues to evolve, strengthen and inspire.

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PIONEER

Why Paradoxes May Be the Key to Education’s Future

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"Paradox, when recognised and embraced, can become a catalyst for transformation rather than a barrier to it... The question is not either/or." Education today is a landscape shaped by paradox. Schools across Australia, and around the world, are navigating complexities that challenge traditional thinking, unsettle long-held assumptions, and stretch leaders to re-imagine what learning can and should be. Yet within these seeming contradictions lies remarkable hope. Paradox, when recognised and embraced, can become a catalyst for transformation rather than a barrier to it.

We are witnessing increasing demand for mental-health support for young people, yet we also know that resilience is not built in the absence of challenge. Students need spaces to fail safely, to sit with discomfort, and to grow through setbacks - while still being surrounded by structures that protect their wellbeing. The question is not either/ or, but how we cultivate resilience while ensuring young people are genuinely supported.

For groups of schools seeking to provide a Whole of Life education, one that nurtures students academically, socially, spiritually, and vocationally, the task is not to eliminate tension but to hold it with wisdom. The future of education belongs to leaders and communities who can inhabit the in-between spaces and find balance where competing needs collide.

At the same time, society is becoming more individualistic, even as the need for strong, connected communities becomes more pronounced. Schools now serve not just as places of instruction but as the heart of belonging for students and families. The call is to honour the individual without losing the collective, to strengthen the “we” without diminishing the “me.”

Consider the paradoxes emerging most prominently today.

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PIONEER

Education is also grappling with the long-standing divide between academic learning and vocational development. As industries shift, new careers emerge, and disruption becomes normal, schools are challenged to hold both aspirations simultaneously. Rigorous intellectual formation and hands-on skill development are not opposing pathways; they are complementary foundations for futures not yet imagined.

"Rigorous intellectual formation and hands-on skill development are not opposing pathways; they are complementary foundations for futures not yet imagined." Even the pursuit of personal purpose sits against another tension: encouraging students to flourish as individuals while also cultivating a posture of service and humility. In a world increasingly centred on self-expression, there remains profound value in helping students look beyond themselves and recognise the joy and responsibility of serving others. And in faith-based schools, another paradox is emerging. While religious freedoms are tightening in various arenas, there is a noticeable rise in studentled faith exploration. Young people - curious, thoughtful, and unafraid to ask big questions, are driving conversations that shape spiritual culture in unexpected and hopeful ways.

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These tensions are not signs of a system in crisis. They are invitations for innovation. Paradoxes force leaders to think more deeply, act more creatively, and make decisions with both courage and compassion. They ask educators to widen their perspective and re-examine long-held assumptions. They open the door to new models of schooling, new ways of supporting families, and new approaches to teaching and learning that honour the full complexity of human development. If leaders can hold space for these contradictions, resisting the urge to collapse them into simple answers, the future of education will be characterised by systems that are more

"Paradoxes force leaders to think more deeply, act more creatively, and make decisions with both courage and compassion. They ask educators to widen their perspective and re-examine long-held assumptions."

PIONEER

adaptive, more grounded in community, and more attuned to the holistic needs of young people. Paradox, rather than being a problem to solve, may well be the path toward richer, more transformative schooling. In a world asking for both strength and softness, both innovation and tradition, both autonomy and belonging, perhaps the greatest opportunity before us is learning to embrace the “both/and.”

"If leaders can hold space for these contradictions, resisting the urge to collapse them into simple answers, the future of education will be characterised by systems that are more adaptive, more grounded in community, and more attuned to the holistic needs of young people. Paradox, rather than being a problem to solve, may well be the path toward richer, more transformative schooling."

"In a world asking for both strength and softness, both innovation and tradition, both autonomy and belonging, perhaps the greatest opportunity before us is learning to embrace the “both/ and.” Because within the tension lies the possibility of something new. Something whole. Something deeply aligned with the kind of education every young person deserves.

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PIONEER

Building Futures: Why Schools Must Teach Skills, Not Just Subjects Education has always lived in tension between the life of the mind and the work of the hands. We speak fluently of ATARs, ranks, and university offers, as though intellect were the only measure of potential. Yet the quiet dignity of skilled, purposeful work rarely earns the same applause. Both matter profoundly. Academic learning trains the intellect to reason and to wonder; vocational learning trains the body to act with precision and purpose. When schools honour both, they form not merely scholars or tradespeople, but whole human beings. PAGE 12

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Vocational Education and Training has too often been misread as a detour, a lesser road for those who “don’t fit” the academic mould. In truth, it is a parallel and rigorous pathway that speaks to the intelligence of action. It asks for patience, repetition, and a devotion to mastery. In the rhythm of a workshop, the heat of a kitchen, or the noise of a construction site, students learn something theory cannot give: the deep satisfaction of seeing knowledge take shape in the world. They learn through doing, and through doing, they believe in their own capability.

Tamika’s story shows what can happen when education opens that door. When she joined SPCC Cessnock SmartTrack at the beginning of Year 11, she carried the weariness of a student who had been told, directly or indirectly, that she wasn’t “academic.” Then she began her VET Automotive Certificate and a School-Based Traineeship at Cessnock FORD. On the workshop floor surrounded by engines, mentors, and real problems to solve, she found a rhythm that felt natural. The handson problem-solving of diagnostics revealed a strength she hadn’t seen in herself before.

In the rhythm of a workshop, the heat of a kitchen, or the noise of a construction site, students learn something theory cannot give: the deep satisfaction of seeing knowledge take shape in the world. They learn through doing, and through doing, they believe in their own capability. PAGE 13

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Two years later, Tamika has completed her HSC and Certificate II in Automotive, excelled in her SchoolBased Traineeship, and has now been offered a full-time apprenticeship. Her employer speaks of her with such genuine respect, describing outstanding her work ethic, skill, and reliability. Her story is not one of escape from education; it is education realised by learning that meets the student where they are and calls out the best in them.

"Academic study refines our ability to interpret and imagine; vocational learning teaches us to build and repair what imagination envisions. Together they reveal the full range of human intelligence. The danger lies in believing that one is superior to the other, that thought is noble and labour is not." Her journey invites us to question the narrow hierarchy that places academic pathways above vocational ones. Both form intellect and character, just in a different language. Academic study refines our ability to interpret and imagine; vocational learning teaches us to build and repair what imagination envisions. Together they reveal the full range of human intelligence. The danger lies in believing that one is superior to the other, that thought is noble and labour is not. This false division has haunted

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education for generations, and it has cost countless students the chance to discover their own strengths. True education unites the head and the hand. It teaches us to think critically and act faithfully, to imagine boldly and then make those imaginings real. The classroom and the workshop are not opposites but companions. A society that honours both the writer and the mechanic, the nurse and the engineer, the artist and the builder, is one that understands that wisdom wears many forms. The task before educators is not to funnel every student toward one vision of success, but to help them uncover where their gifts meet the world’s deep need.

"The classroom and the workshop are not opposites but companions. A society that honours both the writer and the mechanic, the nurse and the engineer, the artist and the builder, is one that understands that wisdom wears many forms."

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Tamika’s story reminds us that the measure of education is not uniformity, but vitality, where students understand who they are and what they can offer. When schools make room for both academic and vocational growth, they do more than prepare young people for employment. They teach participation, agency, and pride in craftsmanship. They affirm that dignity is not confined to a desk, and that intelligence lives just as vividly in the body as in the mind.

‘EAT MOVE REPEAT’, GRAPHITE ARTWORK BY YEAR 12 STUDENT BRONTE MICHELI, ST PHILIP’S CHRISTIAN COLLEGE PORT STEPHENS

If education is to remain worthy of its name, it must recover its balance. Whether in a laboratory or a workshop, a classroom or a kitchen, learning should awaken imagination and shape integrity. When we teach young people that both thought and action are sacred acts of creation, we give them more than skills— we give them vocation. And from that sense of vocation, a life of meaning begins to build itself, piece by piece, like something beautifully made by hand.

"Whether in a laboratory or a workshop, a classroom or a kitchen, learning should awaken imagination and shape integrity. When we teach young people that both thought and action are sacred acts of creation, we give them more than skills—we give them vocation. And from that sense of vocation, a life of meaning begins to build itself, piece by piece, like something beautifully made by hand."

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PIONEER

JAMES CHAPMAN AT THE AUSTRALIAN TIKTOK AWARDS, 2024

Q&A with James “Chappo” Chapman: Faith, Influence, and Finding Purpose Youth pastor, influencer, and St Philip’s Christian College alumni James “Chappo” Chapman shares his journey towards faith and leadership.

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What are you doing at the moment? Right now, I’m serving as a Youth Pastor at The Grainery, working alongside two other leaders to support and mentor high school students. I also spend part of my week working as a social media content creator — what most people would call an influencer. It’s a mix of youth work, digital storytelling, community building, and creativity. Every day looks different, but both roles allow me to connect with people and hopefully inspire them in a positive way. Why did you choose to work in the church? I didn’t grow up in a Christian home, so my faith story really began at St Philip’s when I was invited to youth ministry in Year 6. I kept going back because the leaders there spoke life over me, encouraged me, and showed me Christ in such a real way. They shaped my identity at a time when I really needed it. Now I want to pay that forward. I want young people to know their identity isn’t defined by the world’s labels, but by who Jesus says they are. That’s why I’m in ministry today.

You talk a lot about connection. Why is it so important in your work? Growing up as an only child, I learned early how to meet people and connect quickly — I didn’t have siblings to hang out with, so I made friends everywhere. Now, connection is at the heart of everything I do.

JAMES CHAPMAN, MIDDLE SCHOOL ART CLASS

The world puts labels on you — words like “disability” or “inability.” But Jesus removes those limits. When He takes the “roof” off your life, you can grow far beyond what people expect. My challenges actually pushed me to develop resilience, empathy and deeper leadership — and that has become one of the greatest gifts in my journey.

In youth ministry, connection means showing up in young people’s lives — mentoring them, speaking life, taking them places, and being someone they can trust. In social media, connection looks different, but it’s still about impact: sharing stories, building engagement, and encouraging people I may never meet in person. Leadership doesn’t exist without people. Connection is how influence happens, and it’s how communities grow.

You’ve mentioned challenges becoming opportunities. How has that shaped your leadership? For a long time I really struggled with identity. I remember asking God, “Why did You make me like this? Why didn’t You make me taller?” I would cry myself to sleep wondering if I’d have more influence if I looked more like what the world celebrates. But God taught me that what I saw as a limitation wasn’t a limitation to Him.

JAMES CHAPMAN, YEAR 12 HSC SMART TRACK CLASS

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You connected easily with all sorts of students in Smart Track. Where did that ability come from? I’ve always understood what it means to feel “different.” My parents actually put me in St Philip’s to avoid me being bullied in the transition to high school because they knew students who stood out often got targeted. Over the years, I developed a real appreciation for differences. That’s where my tagline Difference Is Dope comes from. I genuinely believe that what makes us different is actually what makes us strong. In Smart Track, I could connect with everyone because I saw what made each person unique — and I valued it. Good leadership is about seeing people’s strengths and helping them use those strengths to lift a community.

"Over the years, I developed a real appreciation for differences. That’s where my tagline Difference Is Dope comes from. I genuinely believe that what makes us different is actually what makes us strong. In Smart Track, I could connect with everyone because I saw what made each person unique — and I valued it."

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"Good leadership is about seeing people’s strengths and helping them use those strengths to lift a community." Who are the key leadership influences in your life? I don’t have just one. Different people have shaped me in different seasons. In school, my Smart Track teacher didn’t tell me what to think — he taught me how to think, which was massive for my growth. My youth pastors and senior pastors helped build my faith and character. Now, in the creator world, I’m close with people like Bridey Drake, last year’s Creator of the Year. She mentors me, challenges me and helps me learn the craft. I think it’s important to have people who speak into different areas of your life and who help you grow when you’re up — and especially when you’re down. You and Bridey aren’t competitors. How do you avoid that mindset? Honestly, collaboration is so much better than competition. In Australia especially, tall poppy syndrome means people are quick to cut each other down the moment someone achieves something.

But I believe when one person rises, we all rise. As leaders and creators, we grow faster when we support each other. I love the quote, “When the tide comes in, all the boats rise.” That’s what I want for myself, my friends, and the young people I lead — to rise together, not at the expense of one another. What do you see as your purpose? At the core of everything, my purpose is to influence people in a positive way. That’s the “why” behind both my ministry and my content creation. I love the Japanese concept ikigai, which asks questions like: • Do you love it? • Are you good at it? • Does it help people? • Can you make a living from it? Youth ministry and social media may seem unrelated, but they both let me live out that purpose. If you don’t know why you’re doing something, it won’t last. Purpose is what keeps you going when things get difficult.

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What advice would you give current student leaders?

What’s your favourite Bible verse?

1. Love people well.

Philippians 4:13 – “I can do all things through Christ who strengthens me.”

You might be the reason someone has a good day.

2. Don’t fear embarrassment. It’s often the doorway to growth.

3. Don’t fear failure. Failing is just your “first attempt in learning.”

People have told me, “You can’t do that,” more times than I can count. But God’s strength in me has proven the opposite again and again. That verse is a constant reminder that it’s not my ability — it’s His strength that carries me.

Watch James' full interview

4. Speak encouragement out loud. People don’t know what you’re thinking unless you tell them. Leadership isn’t about being perfect — it’s about being willing to grow, to try, and to care.

JAMES CHAPMAN PLAYING FOR AUSTRALIA AT THE WORLD DWARF GAMES, 2023

"I can do all things through Christ who strengthens me." PHILIPPIANS 4:13

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Faith Rising

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A Generation Leaning In

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When I first joined St Philip’s, it was common to see students of faith keeping quiet about what they believed. Sharing openly in chapel or conversation often came with a risk of ridicule. But lately, something has shifted. There’s a new openness, an authentic curiosity about Christianity that feels different from anything I’ve seen before. Across year groups, the tone has changed. While some cohorts seem to lead the way more strongly than others, the general movement is unmistakable: students are asking deeper questions, engaging in conversations about belief, and showing a genuine hunger to understand faith. Part of this change, I believe, has come from students themselves. As more young people have the courage to share their stories, often through chapel testimonies, ministry camps, or worship nights, it has made faith visible, relatable, and accessible. I think of one student who recently shared her testimony at a worship night. She spoke honestly about trying to explain her newfound faith to her nonChristian family. Afterwards, several others thanked her for putting words to what they too were feeling. That moment captured something that seems to be growing, a demographic of students exploring Christianity, sometimes for the first time, in a very real way.

“As more young people have the courage to share their stories, often through chapel testimonies, ministry camps, or worship nights, it has made faith visible, relatable, and accessible.” This spiritual curiosity isn’t confined to formal events. At lunchtime worship sessions, it’s our Year 8 students who are showing up in record numbers, often giving up their breaks just to gather and sing. At this year’s Ministry Camp, we experienced what can only be described as unprecedented. As Jamie Fahey (Principal SPCC Newcastle) remarked, it was the largest camp in the school’s history, but beyond the numbers was the atmosphere, one of expectation, reverence, and joy. Students weren’t just attending; they were leading, praying, and seeking. The cross-campus worship nights tell a similar story. Students are staying back after hours, not because they have to, but because they want to. They’re hungry for meaning, for community, and for the chance to encounter God in a way that feels genuine.

“They’re hungry for meaning, for community, and for the chance to encounter God in a way that feels genuine.” It’s difficult to capture this movement in data alone, though our recent surveys do show a measurable rise in faith interest and engagement. The stories behind those numbers -the quiet conversations, the shared prayers, the tentative first steps of belief - are what bring the statistics to life. What I see every day affirms something beautiful is happening at St Philip’s. Amid all the complexity of teenage life, uncertainty, and cultural change, our students are not turning away from questions of faith, they’re running toward them. And as a chaplain, there’s no greater joy than to walk alongside them on that journey.

“Amid all the complexity of teenage life, uncertainty, and cultural change, our students are not turning away from questions of faith, they’re running toward them.”

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PIONEER

Where Learning Meets Purpose: The Impact of Service Education When the Year 8 students from St Philip’s Christian College Cessnock boarded the plane to Fiji, they weren’t just heading overseas, they were stepping into a transformative experience that would challenge their hearts and minds forever. Through acts of kindness, cultural exchange, and spiritual reflection, they discovered the true meaning of our College Core Values in action.

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PIONEER

What began as a servicelearning trip became so much more. It was not only an adventure but a deeply enriching experience that reflected the outworking of our values in profound ways. “I never imagined a trip could change me so much,” is how one student described their experience.

ST PHILIP'S CHRISTIAN COLLEGE CESSNOCK YEAR 8 STUDENTS ON THEIR SERVICE TRIP TO FIJI

At St Philip’s Christian College, our core values aren’t just words on a page, they are the heartbeat of our school culture. They shape who we are, how we learn, and how we serve. One of the most powerful expressions of these values is through our service-learning trips, where students step out of the classroom and into experiences that challenge, stretch, and inspire. From preparing meals for women at a local refuge to diving into marine conservation efforts and lending a hand in concreting projects, our students embraced every opportunity to serve. These weren’t just tasks, they were moments of purpose and connection. One student reflected, “I pushed myself out of my comfort zone and learned about perseverance and relying on others.” The service activities fostered empathy and a deeper understanding of global needs. The Fiji trip provided the opportunity to build community and deepen relationships. Whether it was joining in activities with the village children, playing games with peers and staff, singing sessions or sharing stories, the students and staff built meaningful connections and formed bonds that will last a lifetime. As one student shared, “Connecting with people and making new friends was one of the most memorable parts of the trip.”

Students were encouraged to deepen their faith. Conversations with teachers often turned into moments of spiritual reflection and growth. Surrounded by the breathtaking beauty of Fiji, from sunrise hikes to stunning ocean views, students were reminded of God’s handiwork and invited to pause, reflect, and deepen their relationship with Him.

As the students returned home, they carried more than souvenirs. They brought back stories of growth, moments of deep connection, and a renewed sense of purpose. The Fiji trip reminded us that when we serve with open hearts, we are not only building bridges across cultures, but we are also shaping the leaders of tomorrow.

In the warmth of Fijian hospitality and the rhythm of village life, our students found more than adventure, they found purpose, friendship, and a deeper connection. They tasted new foods and learned traditional cooking methods. They embraced unfamiliar challenges with courage and curiosity. They were stretched to adapt, to learn, and to grow. “Doing experiences I wouldn’t normally do taught me so much about myself and the world,” one student noted. Respecting cultural traditions, engaging in ceremonies, and learning the Fijian language added richness to the experience. They approached each activity with open hearts and minds, immersed themselves in every moment, eager to understand and connect.

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COLLEGES

St Philip’s Christian College Embark on a pioneering educational voyage The St Philip's group of colleges consists of a growing number of co-educational Kindergarten to Year 12 colleges located across Newcastle, Hunter Valley, Port Stephens, and the Central Coast. While each college has its unique characteristics, they share a consistent learning journey for every student.

Explore our College Locations

Newcastle

Gosford

Cessnock

Port Stephens

PIONEER

The Unchanging Gift of Christian Community in a Changing World The world we live in was created as a good and beautiful gift from God. Yet, dislocated from its Creator, it now drifts under the weight of post-Christian ideology (Sayers, 2019) built on shifting sands. Truth has been redefined, “sealed off from anything transcendent” (McAlpine, 2021). Meaning is now determined by the individual, where personal preference replaces objective reality. As society moves further toward a “new reality” untethered from God, the waters of truth and meaning grow increasingly muddied (Parker, 2017).

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On the “other side of God,” (McAlpine, 2021) the cracks are showing. Fractures run deep—through identity, truth, and purpose—leaving humanity searching for what only God can restore. We live in a paradox that challenges how we can flourish as Christian communities while swimming against the cultural tide. Yet there is great hope in a Christ-centred learning community that reorientates us to our original design. From the beginning, God created us with a deep desire for connection—to belong, to be known, and to be part of something

greater. He set the pattern for life: relationship, connection, and community. Every human is invited into this rhythm (Grenz & Smith, 1996). One of the most exquisite brushstrokes God painted into creation is the gift of community. With vertical strokes, He drew us into relationship with Himself; with horizontal strokes, He connected us to one another. Each line carries His intention for life— shaping our identity, giving us belonging, and filling our lives with purpose and meaning.

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One of the most exquisite brushstrokes God painted into creation is the gift of community. With vertical strokes, He drew us into relationship with Himself; with horizontal strokes, He connected us to one another. Each line carries His intention for life— shaping our identity, giving us belonging, and filling our lives with purpose and meaning.

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PIONEER

Community, then, is not a human construct but a divine creation—a space where we belong and participate in God’s story. The first glimpse of this is found in the Trinity: Father, Son, and Holy Spirit living in perfect unity and love. This sacred relationship models the belonging and purpose God intends for all people (Grenz & Smith, 1996). Across the St Philip’s group, we seek to mirror that divine design. Our school is more than an educational institution; it is a covenant community where students, teachers, leaders, support staff, and families work together in God’s unfolding plan (Burggraaf, 2014). Students discover that education is inseparable from nurturing the whole person—faith, character, and connection. This design is counter-cultural, fostering a safe environment where students know their identity as God’s creation, build authentic relationships, develop resilience, and learn how to change the world for good.

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"Together, we form a village centred around the Author of life. This community grows the whole person, recognising the uniqueness of every individual made in God’s image. Within a Christ-centred environment, we model the love of Jesus and provide space for students to grow in character, faith, and capability—to become confident learners who live purposefully in God’s world."

Together, we form a village centred around the Author of life. This community grows the whole person, recognising the uniqueness of every individual made in God’s image (Goodlet & Collier, 2014). Within a Christcentred environment, we model the love of Jesus and provide space for students to grow in character, faith, and capability (Cairney, 2018) —to become confident learners who live purposefully in God’s world.

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The wider world remains in flux—introspective, individualistic, and injured. Yet Christian community, shaped by grace (Boyce, 2023), offers a restorative alternative. While no community is perfect, God invites us to grow through challenges, to forgive, and to love deeply. A grace-filled community teaches students that compassion and forgiveness can heal what is broken. It enables children to live counter-culture (Parker, 2017). The value of learning in such a community is that it becomes fertile soil where students are planted, supported, and shaped for life. As one educator said, “education involves the whole life of a community” (Cairney, 2018). This is a living reality at St Philip’s, where minds, hearts, hands, and character are nurtured together. Collaborative projects, mentoring, and service initiatives connect students to real-world purpose— cultivating empathy, responsibility, resilience, and belonging, and helps them see their gifts as part of something greater than themselves. We shape students to live missional, outward-focused lives (Goodlet & Collier, 2014).

Collaborative projects, mentoring, and service initiatives connect students to real-world purpose— cultivating empathy, responsibility, resilience, and belonging, and helps them see their gifts as part of something greater than themselves.

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PIONEER

Our desire is to model God’s love so that the unique purpose and full potential of every student are recognised and cultivated. Each student is empowered to grow in wisdom, walk in integrity, and step confidently into the calling God has placed upon their life. This creates hope and wholeness amid the cultural crucible of confusion and angst.

plan shapes life, they step beyond academics into the realm of true wellbeing and flourishing. Within authentic community, students feel “at home.” When they know they belong—to God and to one another—they grow in confidence, creativity, and readiness to learn. Their gifts are refined, and their capacity is released for meaningful contribution.

Human capacity to learn is a profound gift from God. In a Christian education community, we celebrate the wonder of learning while seeking His wisdom. As students contemplate reality: who God is, who they are, and how His redemptive

Within the rich community of St Philip’s, God’s love becomes tangible through encouragement, compassion, and shared purpose. When everyone works together, learning transcends the classroom walls and becomes a shared expression of God’s restorative intention in a broken world.

"When they know they belong—to God and to one another—they grow in confidence, creativity, and readiness to learn. Their gifts are refined, and their capacity is released for meaningful contribution."

Christian community not only educates—it transforms. It prepares students to live lives of purpose, service, and lasting impact (Goodlet & Collier, 2014). Community, as God designed it is where formation happens, where Christ’s love takes root, and where the seeds of eternity are sown.

REFERENCES 1 Mark Sayers, Reappearing Church: The Hope for Renewal in the Rise of Our Post-Christian Culture, (Chicago, IL: Moody Publishers. 2019), 149. 2 Stephen McAlpine, Being the Bad Guys: How to Live for Jesus in a World That Says You Shouldn’t, (Epsom, Surrey, UK: The Good Book Company, 2021), 26. 3 Chris Parker, the Frog and the Fish: Reflections on Work, Technology, Sex, Stuff, Truth and Happiness, (Penrith, Australia: National Institute for Christian Education, 2017), 107. 4 Stephen McAlpine, Being the Bad Guys, 70. 5 Stanley J Grenz and Jay T Smith, Created for Community: Connecting Christian Belief with Christian Living, (Grand Rapids, MI: Baker Publishing Group, 1996), 27. 6 Grenz and Smith, Created for Community, 50, 51. 7 Harry Burggraaf, Transformational Education: A Framework for Christian Teaching, (Mount Evelyn, Australia: MECS, 2014), 79. 8 Goodlet and Collier, Teaching Well: Insights for Educators in Christian Schools, - Chapter 1, Children and Adolescents: Grant Maple, 22. 9 Trevor H Cairney, Pedagogy and Education for Life: A Christian Reframing of Teaching, Learning and Formation, (Eugene, OR: Wipf and Stock Publishers, 2018), 14. 10 E J Boyce, Developing Christian Community in a Christian School: Reflections from the Teaching of Dr E J Boyce, (Sydney, Australia: The Excellence Centre, 2023), 35. 11 Chris Parker, the Frog and the Fish, 131. 12 Cairney, Pedagogy and Education for Life, 4. 13 Goodlet and Collier, Teaching Well, 224, 225. 14 Ken Goodlet and John Collier, Teaching Well, 1, 7.

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Teacher Self-Efficacy and the Education of Twice-Exceptional Students Several years ago, when my children were midway through primary school, I was struck by a realisation that would change the trajectory of my professional life. Their teachers dedicated, caring, and competent - were, through no fault of their own, illequipped to meet the needs of a long-overlooked group of learners: twice-exceptional students.

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As a teacher myself with several decades of experience, I recognised that I too was underprepared in this area. This personal insight prompted me to embark on an investigation - research that, as it turns out, is the first of its kind worldwide - into teacher self-efficacy and the factors that influence it in relation to educating twice-exceptional students.

Understanding teacher self-efficacy in this context is vital. A teacher’s confidence in their ability to support twice-exceptional learners directly impacts whether these student’s complex and often paradoxical needs are recognised and effectively addressed. Inadequate teacher self-efficacy can lead to these student’s strengths and challenges being misunderstood, resulting in lost opportunities for both

PIONEER

What Does It Mean to Be Twice-Exceptional? A student is described as twice-exceptional when they are identified as gifted in one or more domains while simultaneously living with a physical, sensory, or neurodevelopmental disability that affects their learning. In Australia, government policies and programs aim to both nurture giftedness and reduce disadvantage caused by disability. However, recognition of twiceexceptional students has been minimal. In fact, official acknowledgement of this group in policy documents is relatively recent, with the first formal inquiries emerging in 2021 through the NSW Department of Education’s Survey of High Potential Students with Disability. Prevalence estimates suggest there may be as many as 280,000 twiceexceptional students in Australian schools. Yet, in the absence of national guidelines and broad teacher awareness, these learners often fall through the cracks. Both school policy and classroom practice have struggled to accommodate the unique duality of their needs. Consequently, twiceexceptional students remain among the most poorly served groups in education systems worldwide.

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UNDERSTANDING TEACHER SELF-EFFICACY Teacher self-efficacy refers to a teacher’s belief in their ability to positively influence student learning and engagement - even among students who may be unmotivated or difficult to teach. High levels of teacher selfefficacy are consistently linked to improved student outcomes, including academic achievement, motivation, and confidence. Teachers with strong selfefficacy tend to set ambitious goals, plan and organise effectively, and demonstrate greater persistence and innovation in their teaching. They are also more likely to adapt their strategies to meet student needs, show patience when students make mistakes, and maintain enthusiasm for their work. For twice-exceptional learners, whose profiles often combine advanced abilities with specific learning difficulties, a teacher’s confidence and adaptability can make a profound difference. BREAKING NEW GROUND: THE AIM OF THE RESEARCH While previous studies have shown that teachers are eager to help twiceexceptional students reach their potential, there has been a glaring gap in understanding the selfefficacy of these teachers and the factors that predict it.

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My research aims to fill that void. By exploring teacher self-efficacy in this context, I hope to illuminate how educators can be better trained and supported in meeting the needs of twice-exceptional students. Addressing gaps in teacher efficacy represents an opportunity to better train and equip teachers for their complex tasks. A UNIQUE CONTEXT: FAITHBASED EDUCATION Adding further significance to this work is its focus on the Christian Schools Australia (CSA) and Independent Schools Australia (ISA) network of school - including schools such as St Philip’s Christian College. To date, research into twice-exceptionality has overlooked these educational contexts. Given ongoing discussions about the transparency and inclusiveness of faithbased schooling, this study provides an opportunity to contribute valuable insights from a sector that educates a significant, and increasing, proportion of Australian students.

"By deepening our understanding of teacher self-efficacy and identifying ways to enhance it, we can ensure that the needs of twice-exceptional students are not just recognised, but met with empathy, expertise, and confidence."

PIONEER

Looking Ahead This research, culminating in my doctoral thesis at the University of New South Wales, aims to be more than an academic exercise - it seeks to make a practical difference in classrooms. By deepening our understanding of teacher self-efficacy and identifying ways to enhance it, we can ensure that the needs of twice-exceptional students are not just recognised, but met with empathy, expertise, and confidence. The findings of this study will be published in late 2026, offering educators, policymakers, and researchers a clearer path toward a more inclusive and responsive educational landscape -one where every student’s potential is seen and supported.

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TAILORED EDUCATION

Dynamic Learning College Tailored learning designed to enhance student engagement & educational outcomes 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 the Dynamic Learning Difference

PIONEER

In Australia and globally, there are concerns about teacher scarcities (Dawborn-Gundlach, et al., 2025; Gallop et al., 2021; QT Academy, 2023) and attrition (Du Plessis, 2024). While there are complex and multiple perspectives related to teacher attrition (AITSL, c2016), the literature proposes several key factors inclusive of workload and work complexity (Kelly et al., 2019), behaviour management challenges (Johnson et al., 2014), inadequate induction or mentoring (Kearney, 2021; Pogodzinski, 2015), poor school culture and absent or out of touch leadership (Du Plessis, 2024), weak professional identity formation (Dawborn-Gundlach, et al., 2025; Johnson et al., 2014), and financial and societal pressures (Gallop et al., 2021). In 2018, during Australia’s challenging teaching climate, the St Philip’s Teaching School (SPTS) pioneered an

apprenticeship-style teacher education model, with an educational partnership with Alphacrucis University College (AUC). SPTS prevented attrition through the design of intentional holistic screening and interviewing processes and responding just-in-time to emerging needs and refined vocational callings, enabling teacher trainees to pivot and navigate individualised pathways. SPTS not only reduced attrition but also attracted, formed, and retained called, competent and committed teachers through professional and spiritual formation. Against the backdrop of systemic challenges, the SPTS offers a distinctive model designed to tackle attrition issues headon in preparing teachers for both professional excellence and kingdom work in Christian education.

St Philip’s Teaching School: Addressing Teacher Attrition in Australia PAGE 38

PIONEER

FACING AND ADDRESSING ATTRITION FACTORS Teaching is inherently complex, particularly for early career educators (Du Plessis, 2024). Many underestimate the cognitive load involved and time required in planning lessons, meeting diverse student needs and managing behaviour (Johnson et al., 2014). Beyond workload concerns, behaviour management remains a persistent challenge. The SPTS provides wraparound holistic and differentiated support for their teacher trainees from many members of the Village or support network, including experienced mentor support and ongoing professional discussions and review points throughout their teaching journey. They commence teaching in community, starting with small achievable goals and gradually increasing goal complexity. When teacher trainees sense a shift in their vocational calling, they can pivot, refining their focus, such as moving from secondary to primary, or reconsidering their teaching area altogether. Readiness, responsiveness,

and flexibility are keys to success, as are feedback and reflection necessary for growth. This adaptability supports identity development and contributes to long-term retention. Equally critical is the role of induction and mentoring. While the literature posits ineffective induction (Kearney, 2021) and inadequate mentoring (Pogodzinski, 2015) as leading to attrition, the SPTS model delivers comprehensive preparation. In addition, each teacher trainee works alongside a new mentor teacher each year. School leadership and school culture make a difference in retaining teachers (Du Plessis, 2024). School principals are invested in

the SPTS program. Teacher trainees are employed for one to two days a week, paid as teacher assistants as they gradually take on more teaching responsibilities under the guidance of their experienced mentor teachers. Teacher trainees begin to form their identities as teachers, understanding their calling and mission as they ‘become from day one’. Their professional identities are endorsed and nurtured through spiritual formation, support from their Village, and 365 days in the classroom before stepping into full-time teaching. As a result, they experience fewer struggles with identity development and are less likely to leave the profession.

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Finally, practical considerations such as financial and societal pressures cannot be overlooked. Teacher attrition is somewhat combatted by teacher trainees being employed in their schools for one to two days a week during their training. CONCLUSION Since the SPTS’s inception in 2018, a total of 128 teacher trainees have participated in the program. Of the 48 who have graduated, 45 are currently employed in teaching roles, with an additional 10 holding conditional accreditation. The SPTS’s retention rate within the first three years of employment stands at 93%. The SPTS model helps set early career educators up for success through intentional screening and interview processes, justin-time, apprenticeshipstyle wraparound support structures, and developmental processes which adjust to individual needs. These align with the Hay Group’s (n. d.) recommendations for strong induction and support for early career teachers. The SPTS model is well positioned to retain teachers. It combines intentional responsiveness to trainee needs with a focus on forming contextually and professionally ready teachers for kingdom work in Christian education. In summary, the SPTS model addresses the primary drivers of attrition, workload, behaviour management, inadequate induction, weak identity formation, and financial strain, through its apprenticeship-style approach, embedded mentoring, and strong and supportive community culture. By integrating theory with practice and fostering professional identity from day one, the model offers a sustainable pathway to teacher retention.

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REFERENCES AITSL. (2016). What do we know about early career teacher attrition rates in Australia? https://www. aitsl.edu.au/docs/default-source/ research-evidence/spotlight/attrition. pdf Dawborn-Gundlach, M., Dadvand, B., van Driel, J., & Speldewinde, C. (2025). Supporting career-change teachers: Developing resilience and identity. Educational Research, 1–17. https:// doi.org/10.1080/00131881.2025.24 59378 Du Plessis, A. E. (2024). A Handbook for Retaining Early Career Teachers Research: Informed Approaches for School Leaders. Taylor and Francis Gallop, G., Kavanagh, T., & Lee, P. (2021). Valuing the teaching profession. In NSW Teachers Federation (pp. 1–200). https:// www.nswtf.org.au/wp-content/ uploads/2022/06/Valuing-theteaching-profession-Gallop-Inquiry. pdf. ISBN 978-0-6451004-0-2 (digital). Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching, 20(5), 530–546. https://doi.org/10.1080/135 40602.2014.937957 Kearney, S. (2021). The challenges of beginning teacher induction: A collective case study. Teaching Education, 32(2), 142–158. https:// doi.org/10.1080/10476210.2019.16 79109 Kelly, N., Cespedes, M., Clara, M., & Hanaher, P. (2019). Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction. Australian Journal of Teacher Education, 44(3), 93–113. https://doi.org/10.14221/ ajte.2018v44n3.6 Pogodzinski, B. (2015). Administrative context and novice teacher-mentor interactions. Journal of Educational Administration, 53(1), 40–65. https:// doi.org/10.1108/jea-06-2013-0073 QT Academy. (2023, September 7). Supporting early career teachers and sustaining quality teaching in schools. QT Academy; University of Newcastle. https://qtacademy.edu.au/earlycareer-teachers-white-paper/ The Hay Group,. (n.d.). Building the right foundation: Improving teacher induction in Australian schools. Www.aitsl.edu.au. https://www.aitsl. edu.au/tools-resources/resource/ building-the-right-foundation--improving-teacher-induction-inaustralian-schools

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Legacy in Christian Education Part 1: Geoff Peet When you meet Geoff Peet, Executive Principal of Maitland Christian School, you quickly sense his deep commitment to Christian education, his passion for mission and his heart for innovation. Geoff not only believes in, but creates opportunities for students to serve others and experience the transformational power of living out their faith. His leadership is grounded in the school’s core values of faith, unity, excellence, generosity, and growth. His story is one of legacy, a story told across generations.

BRI AND GEOFF 1999, 2005, 2025

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A LEGACY THAT BEGAN WITH PIONEERS Geoff’s journey began in the early days of Christian schooling in Australia as a student at Tyndale, where pioneering families mortgaged homes to buy land. “Those were special days,” Geoff recalls. “Nothing fancy, no air-conditioning or remarkable facilities, but lots of faith and vision.” Geoff then watched his father retrain from mechanic to teacher and later serve as Deputy Principal, a decision that shaped Geoff’s own calling. “Dad wanted us to have stability and opportunity” Geoff reflects. “His choice opened doors for us.” Today, that legacy continues with Geoff’s daughter Bri, who joined the Teaching School in its second year and now teaches herself. “Watching Bri teach is a fullcircle moment,” Geoff says. “She is gifted, passionate, and married to another Teaching School graduate committed to the future of Christian education.”

PIONEER

Where did your teaching career begin? My wife and I originally planned to serve as missionary teachers in Fiji and submitted applications for positions there. While waiting for a response, we also applied to Southern Highlands Christian School, which had just opened a high school, with the understanding that we would only accept if both of us were offered roles. To our surprise we both were, so we accepted. Just a week later, we received a gracious letter from Fiji declining our application, a clear confirmation that God had placed us exactly where we were meant to be. How did pioneering a high school at Southern Highlands shape you as a leader? Those early years were full of creativity and challenge. I started as the core Year 7 teacher, teaching almost everything from maths and PDHPE to technology and geography. After two years, I became the high school coordinator, and later the Deputy Principal. We had to work hard to keep the school financially viable, which meant being innovative and resourceful. Building a reputation as a strong alternative for families took time. It was a season of preparation and piloting, and we introduced compressed courses to make the first HSC possible with just eight students. Those experiences taught me resilience, adaptability, and the importance of leading with faith and vision even when resources are limited.

During 14 years at Southern Highlands, you and your family spent three months on a mission trip to the Solomon Islands. How did that experience shape your perspective on faith and education? During a long service leave period at Southern Highlands, stepping into a completely different context in the Solomon Islands gave us a fresh perspective. Sharing that experience with my wife and daughters was incredibly meaningful. Watching our girls build friendships with local children and navigate the richness and challenges of cross-cultural ministry deepened my conviction that mission is generational. When we returned, having already lead multiple mission trips already, I wanted students to further experience what we had discovered: that serving others transforms lives. That passion became the foundation for the missional heartbeat that now is a defining factor of Maitland Christian School. What came next for you and your family after serving in the Solomon Islands? We were invited to Wellington Christian School, a small school in a town with some cultural challenges. Leaving Southern Highlands was hard, but we felt God leading us to go. The reality was challenging: low enrolments, almost no staff, and moving our four girls was hard. Yet in that season, God taught us to trust Him deeply and stretched me professionally. With strong government resourcing, staff were developed in how to support students with wide-ranging abilities and I gained invaluable insight into literacy and numeracy intervention. Looking back,

Wellington was a time of growth that prepared me for future leadership and reinforced the importance of faith-driven education. In 2011 you moved to Maitland Christian School, first as Deputy Principal and then Principal in 2013. How has your role changed in the past 15 years? The board hired me to lead a school of 500. Now we are a multi-enterprise organisation. And even with the growth it matters to me that I keep a personal connection with students, through the mission program and via my daily birthday run – visiting students on their birthday to give them a Chupa-Chup. So while over the past 15 years a lot has changed the heartbeat remains the same: faith foundations, quality teaching and a missional mindset. While touring the school, we heard many firsthand accounts of the transformational impact of mission. Students shared openly how both local and international trips had taught them empathy and confidence and how they had discovered more about themselves and their giftings and calling. What impact have you seen on students through mission? Mission is transformational at any age. Whether going to Fiji or volunteering at an Op Shop, students come back different. They are more compassionate and they learn to listen, to serve, and to see themselves as part of God’s big story. Many discover gifts they did not know they had. Some even feel called to full-time ministry. I truly believe mission changes lives, not just for a week, but for a lifetime.

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What does it mean to see the influence of Christian education carried through three generations in your family from your father’s leadership, to your own role, and now Bri stepping into teaching? Bri’s calling to teach was evident from an early age. My step-mother, who was one of the first teachers at Shire Christian School, was convinced when Bri was just two that she would be a teacher. Bri has a wonderful balance of creativity and strength, and the Teaching School equipped her with mentoring and hands-on experience that prepared her well. Now she is thriving and already mentoring new teachers herself. It’s a privilege to watch her and her husband, who graduated the Teaching School alongside her, serve God together. While many things have changed since my father’s time in Christian education, one thing has remained constant: the opportunity to share the love of Jesus. That message of hope continues to be powerful across every generation.

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Part 2: Bri Doust

Following Geoff’s story of legacy, we sat down with Bri to hear her perspective as a third-generation Christian educator in Australia.

What was it about teaching that gripped you from such a young age? I always wanted to be like Mum and Dad. I saw their heart for mission and how they dedicated their lives to education, and I wanted that too. I admired them so much. My Nanna would also tell me stories about what education was like when she began, it blew me away. There was never a question about what I felt called to do. What was it like growing up as a Principal’s daughter?

Some people are born to teach, and Bri Doust (nee Peet) is one of them. When you step into her classroom at SPCC Cessnock, you feel it immediately. Her enthusiasm shines as she talks and sings her kinder students through their learning with her student’s eager faces reflecting the connection they share. From the time Bri was younger than her students are now, she knew teaching was her calling. She practiced on her younger sisters and watched her Teacher parents closely, preparing for the day she would have a class of her own. Today that dream is reality, and the joy of teaching has exceeded her expectations.

Recently Bri’s father, Geoff Peet, visited her classroom. Usually known as Executive Principal, on that day he was simply “Mrs Doust’s Dad.” To the delight of her students, he even shared a name with their class mascot, Geoffrey the giraffe! Together, Bri and Geoff led worship, a deeply meaningful moment for this duo who see it as an incredible privilege to share God’s love and truth.

Dad did a great job of protecting us and making sure we were just normal kids at school. It wasn’t always easy, but I wouldn’t change it. I got to see the heart behind growing a school, making mission central and shaping culture. Later, when I studied teaching, some of my lecturers and principals knew Dad, so maybe there was a bit of pressure being a Peet, but honestly, I was proud to claim that.

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Hi Bri. Soon you’ll be halfway through the term, some children will be tired and probably you also. I’m sure your kind consistent training is starting to show results as students slowly learn routines and get excited about what they’re learning. But there will be lots of hiccups so keep looking to Jesus for strength to persevere. Love to you and Cal. Nanna xx

When you were ten, your family spent three months on a mission trip to the Solomon Islands. How did that impact you? It was life changing. We taught English while learning Pijin from the local kids. I remember church services where people praised Jesus wholeheartedly. Looking back, I see how countercultural it was for my parents to use their long service leave for mission. It was an incredible investment in our family and formational time for me. Why do you believe mission is such an important part of life and faith? My Mum and Dad have always had a heart for mission. Since before I can remember, they have taken us all over NSW and across the world to share God’s love with others. And because every school I have been to, Dad has been in leadership, a culture of serving others through mission has always been a part of my home and school life. It is engrained into who I am. Jesus tells us in Matthew 28 to go and make disciples of all nations. My parents have been wonderful examples to me of what it looks like to live this out, not just as Christian educators but in the way they invest their time, money and energy. I hope that with my life I can do the same.

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You grew up wanting to be a teacher. Now that you are, is it what you hoped? Even though Christian Education has always been a part of my life, actually doing it, is both harder and better than I expected. Teaching is a big sacrifice, but I have always dreamed of having my own class and it is the best! I am so thankful to have a whole year to tell my kids about Jesus. I love all of my classes deeply and I cry saying goodbye at the end of every year. What is it like being married to another Christian teacher and working at the same school? It’s full-on and fantastic! Teaching has highs and lows, and we get to experience them together. We spur each other on when things are tough and celebrate the wins. It feels normal to me, Mum and Dad worked at the same school my sisters and I attended while growing up, being in it together was all I knew. What surprised you most as a Teaching School trainee? I didn’t realise how fundamental my mentors would be—not just during training but in my first few years. They’ve been key to surviving and thriving. I still regularly connect with them for advice.

In the Teaching School, we talk about “your village.” What does that mean to you? It means having people in your corner such as mentors, colleagues and family who you can ask anything. Starting out is hard, and there are things uni doesn’t teach you. My village has been essential. In addition to your parents, your Nanna has had a significant impact on your life. How has she impacted you? My Nanna has been such a blessing in my life. She was the first teacher at Shire Christian College and though she is retired now, she still teaches Sunday School and Scripture each week. Being a teacher is so engrained in her DNA, that without fail each term, she knows exactly when to send me a message to say she is praying for us. We will be in the middle of a really busy season and feeling overwhelmed, and my phone will light up with a text saying “Three weeks of term to go, praying for you. Love Nanna.” Her faithfulness and prayerfulness are such an encouragement, and I am very blessed to continue the legacy of Christian Education that she started. See above an actual message from Nanna!

PIONEER

This year you became a Teaching School mentor yourself. Why did you take that step? Honestly, I didn’t feel old enough or qualified, but then I realised some of my best learning moments came when my mentors were just real people who invited me into their lives and classrooms. I got to see the great lessons as well as the lessons that didn’t go to plan and I got to be a part of their class families. I feel blessed to be able to invite someone else into my classroom community so that they too can learn alongside me as we do life and teaching together. Mentoring Joel has been such a joy. We pray for the students together and celebrate the wins. It’s a privilege.

What advice would you give someone considering teaching? It’s harder than you think, but it’s one of the greatest mission fields. Few professions pay you to build relationships and share Jesus to those who’ve never heard of Him before. Families might never walk into a church, but they’ll enrol in a Christian school. Last year, I saw a parent come to faith because of what her child learned in class. That’s why I teach.

CHILDREN IN BRI'S CLASS HAVING FUN; LEARNING, SINGING, AND WORSHIPPPING JESUS

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TERTIARY EDUCATION

St Philip’s Teaching School Begin your journey today and launch into a uniquely different tertiary experience. At St Philip's Teaching School, you Become From Day One as you pursue your God-given calling into Christian Education. Be immersed in the classroom from Day One of your degree as you journey alongside your peers and your mentor in this boutique learning environment with national placement opportunities.

APPLY NOW

Discover St Philip’s Teaching School

PIONEER

SPCC Annual Golf Classic: A Day of Community, Purpose and Generosity In October, we had the joy of hosting our third annual SPCC Golf Classic, an event that has quickly become a cherished tradition on our fundraising calendar. More than just a tournament, the Golf Classic brings together our SPCC partners, supporters, and friends for a day marked by camaraderie, connection and a shared commitment to seeing young lives transformed through education.

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Each year, the spirit on the course is unmistakable. Laughter carries across the fairways, friendly competition unfolds between teams, and a deep sense of unity surrounds those who gather - not simply to play, but to make a meaningful difference. The event continues to exemplify what can happen when a community bands together with purpose. This year’s Classic also provided a special opportunity to spotlight a remarkable partnership between Stanton Dahl Architects and SPCC Young Parents. Together, they are working to design and deliver a dedicated facility on the Central Coast where teenage parents can complete their schooling with their children alongside them, a powerful dual-generational model that offers hope, dignity and opportunity to young families.

Guests also witnessed the launch of Brew Hope, our newest fundraising initiative that invites supporters to contribute the equivalent of a weekly cup of coffee to help sustain the life-changing work of the Young Parents College. It is a simple idea with profound potential, reminding us that small, regular acts of generosity can collectively create lasting impact. The Golf Classic would not be possible without the faithful support of our SPCC partners. We are deeply grateful for every individual and organisation that stands with us in our mission to provide transformational, Christ-centred education. Their partnership not only strengthens our schools, it helps shape futures, restore hope, and extend opportunity to the next generation.

For the cost of a coffee, you can impact generations Every donation supports the Young Parents College, helping young families find strength, support, and a brighter future - one step, one story, one sip at a time.

Give to Brew Hope

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TAILORED EDUCATION

Young Parents College A tailored approach to education for young parents and their children 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.

PIONEER

Student Spiritual Life Survey 2025 The Student Spiritual Life Survey is about the spiritual beliefs, attitudes and practices of students at St Philip's Christian College - Newcastle Campus. Students provided responses to questions about spiritual beliefs, experiences, and practices.

BELIEF ABOUT GOD OVER TIME Q. Which of these statements comes closest to your belief about God?*

believe in God or some sort of spirit/ life force

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BELIEF ABOUT JESUS CHRIST OVER TIME Q. Which of these statements comes closest to your belief about Jesus Christ?

believe that Jesus was God in human form who lived among people in the 1st Century

FAMILIIARITY WITH CHRISTIAN TEACHINGS OVER TIME Q. How familiar are you with the teachings of the Christian Faith?

feel they are familiar or very familiar with Christian teachings

These findings reinforce that students are not merely exposed to Christianity, but actively learning and understanding it. This points to the effectiveness of intentional curriculum, chapel life, and relational faith formation.

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PIONEER

RELIGIOUS OR SPIRITUAL EXPERIENCES OVER TIME Q. Have you ever had something you would describe as a religious or spiritual experience?

say they have definitely or may have had a religious or spiritual experience

SPIRITUAL PRACTICES OVER TIME Q. Which, if any, of the following spiritual practices have you done this year? (Select ALL that apply)

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PIONEER

A significant 73% of students say they have definitely or may have had a religious or spiritual experience. This is striking when contrasted with church attendance figures and suggests that students encounter God in multiple contexts, including school, relationships, music, prayer, and reflection Encounter precedes institution - experience may be leading belief and practice, not the other way around.

CHRISTIAN CHURCH ATTENDANCE OVER TIME Q. How often do you attend Christian church services (including online), outside of school?

37%

attend Christian church services at least monthly

26%

attend Christian church services at least weekly

While this reflects broader cultural patterns, it also highlights the critical discipleship role of the school, particularly for students whose primary faith exposure occurs on campus For many students, St Philip’s is their most consistent Christian community.

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CHRISTIAN ACTIVITIES OTHER THAN CHURCH ATTENDANCE OVER TIME Q. Do you ever do the following things?

33%

of students say they pray

of students say they attend Christian youth group activities

52%

60%

of students say they listen to Christian music

43%

of students say they talk to their school friends about God

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53%

of students say they look online at Christian content

60%

of students say they read the Bible on their own

Personal and informal spiritual practices are flourishing Students are engaging in faith in relational and accessible ways such as engaging with Christian content online and reading the Bible alone. Nearly half of students talk with their school friends about God, highlighting a culture where faith dialogue is normalised rather than marginalised within the student body. Student-led faith expression is a significant and often under-recognised asset.

PIONEER

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PIONEER

ST PHILIP’S CHRISTIAN EDUCATION FOUNDATION

EDITION FOUR

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