by St Philip’s Christian College Newcastle Alumni, Isabella Donn 18
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.
THREE
Daisy’s Story: The Transformative Power of Education at Dynamic Learning College
30 Years of SPCC Port Stephens
The Joy of Child-Led Learning: Unlocking Curiosity & Growth
Opening Eyes & Hearts: A Transformative Journey to Nepal
Hope, Purpose & a Future: 25 Years of Changed Lives at St Philip’s Young Parents College
Less of Me, More of Him: Pearl Manton’s Journey of Faith and Strength
McCrindle: Reimagining Education Towards 2035
SPCC - Organisational Faithfulness: A Theology That Lives and Leads
Mentor Formation: Called & Equipped to Lead
Shaping Faithful Strategy
PUBLISHER
St Philip’s Christian Education Foundation
EDITOR
Hannah Wellham
ART DIRECTION
Katie Farnworth
CONTRIBUTORS
Graeme Irwin
Genevive Medhurst
Nicole Denzin
Daniel Boyce
Amanda McInnes
Ellie Rolfe
Mark McCrindle
Sophie Renton
Wendy Moran
Elizabeth Hutchison
Andrew Youd
Editor
the
FromThis year, our organisational theme is Faithfulness—a powerful and timely reflection as we celebrate two significant milestones: 30 years of Port Stephens College and 25 years of Young Parents College. Listening to the stories from those early days, I’m deeply moved by the dedication and passion of the pioneers who brought these visions to life. Their faithfulness continues to inspire us and reminds us why we do what we do.
In this edition, I’m especially pleased to share the stories of one of our DLC students and a team member from Gilibaa. Their journeys are beautiful examples of God’s tangible work in their lives and offer a glimpse into what a Whole of Life journey can truly look like.
We’re also privileged to feature recent insights from McCrindle Research. Their findings are invaluable in helping us think strategically about the future of education—how we can best engage with our communities and shape the next decade of learning with purpose and innovation.
I hope this edition of Pioneer encourages and inspires you as much as it has me. May it affirm your place in this journey and fuel your passion for the work ahead.
Warmly,
Hannah Editor of Pioneer
As we reach the halfway point in our Year of Faithfulness at St Philip’s Christian Education, it has been both encouraging and humbling to reflect on the many stories of faithfulness across the St Philip’s community, stories that span both the present and the rich history that has brought us to where we are today.
This year, as part of our commitment to ongoing growth and alignment with God’s purpose, we have undertaken a thorough review of our organisational strategy. A key aspect of this has been revisiting our mission, vision, and core values to ensure they continue to faithfully guide us into the next season. This process has been deeply valuable both as a practical step in strategic planning and as a meaningful opportunity to remember and honour the faith-filled journey that has shaped our organisation.
Reading the stories featured in this edition such as those from Port Stephens and Young Parents has stirred personal memories of the early days. I’m reminded of the passionate communities who stood alongside me to bring these visions to life, and of the faith it required— especially when facing adversity—to persevere and trust in God’s provision.
I am profoundly thankful for all that God has done so far, and I look ahead with hope and anticipation for all He has yet to do through the St Philip’s family.
I trust that you will find joy and encouragement in this edition of Pioneer.
Graeme Irwin AM Chief Executive Officer St Philip’s Christian Education Foundation
MR GRAEME IRWIN AM, CEO - ST PHILIP’S CHRISTIAN EDUCATION FOUNDATION
Daisy’s Story: The Transformative Power of Education at Dynamic Learning College
At Dynamic Learning College, we are proud to witness firsthand the incredible power of education to transform lives — especially for students like Daisy.
Daisy’s early years were marked by constant movement and uncertainty. Born in Dubbo, raised in Newcastle, and spending much of her teenage life in Sydney, Daisy grew up never knowing the stability of a permanent home.
“My mum’s a renter,” Daisy shares.
“We’ve never owned a house. Once a rental lease ended, we’d pack up and move to another town or area that fit Mum’s budget and had enough bedrooms for us.
Over my life, I’ve lived in about 10 different houses and attended 8 different schools”
The upheaval didn’t stop there. In recent years, after returning from Sydney, Daisy, her mum, and her two siblings found themselves moving between temporary accommodations across Newcastle, Maitland, and Port Stephens. The family often stayed in motel rooms, where Daisy recalls washing dishes in the bathroom sink and doing laundry in the shower — four people squeezed into a single room with little privacy.
It was a heavy burden for a young person to carry, watching her mum struggle and facing the daily reality of instability.
But then, Daisy found Dynamic Learning College at Port Stephens.
Here, Daisy discovered not just a school, but a community — a place designed specifically for young people who, like her, have faced anxiety, depression, PTSD, autism (Level 1&2), and the challenges of a life shaped by uncertainty. Through our tailored learning program, vocational pathways, and wraparound support system, Daisy found the stability, encouragement, and sense of belonging she had long been missing.
At Dynamic Learning College, Daisy has flourished. She has grown stronger academically and personally, building her confidence, realising her value, and setting her sights on the future. Today, she serves proudly as the School Captain — a role that showcases the leadership skills and resilience she has cultivated here.
Now, Daisy is working towards completing her HSC and Certificate III in Tourism, preparing to continue her education and chase her dreams beyond school.
For students like Daisy, education — when delivered with care, flexibility, and individualised support — becomes more than just learning; it becomes a lifeline. Without a place like DLC, many students experiencing hardship would slip further behind, facing barriers that mainstream schooling often struggles to bridge.
Dynamic Learning College’s unique approach — combining individualised learning, evidence-informed classroom design, vocational training, and dedicated wellbeing support — is proof of what is possible when education is truly studentcentred.
Today, Daisy and her family have found more stable accommodation in Williamtown and are hopeful about securing a permanent, affordable home in the area. Thanks to her hard work and the support of DLC, Daisy’s future is bright — and her story is a testament to how the right educational environment can open doors to a lifetime of success.
At Dynamic Learning College, we believe every student deserves a chance to shine. Daisy’s story reminds us why we do what we do — and why every student’s journey matters.
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
30 Years of SPCC Port Stephens
Many years ago, in the quiet coastal town of Nelson Bay, a faithful woman from the local Baptist church began praying for something close to her heart—a Christian school for the children in her community. She prayed earnestly, believing that God would one day provide a place where young hearts could grow in faith and wisdom.
A few years later, in a small prayer meeting held at the Christian Outreach Centre, Pastors Rhonda and Allan Ward found themselves caught up in a divine moment. In the middle of prayer, Rhonda paused— she could hear the sound of children laughing and playing outside, but there were no children there. It was then the vision was born: to build a Christian school, right there in Port Stephens.
Realising the enormity of the task, the Wards knew they would need guidance and experience to bring their vision to life. They approached Graeme Irwin from St Philip’s Christian College — a man known for his visionary leadership. Graeme immediately embraced the dream, and suddenly, what had once been a whisper in prayer began to form into something tangible.
For the Christian community, this was an answer long prayed for. There was a growing hunger to see a school where children could not only be educated but nurtured in Christian values. The excitement was electric. As doors began to open, a small house next to the church was purchased—it would become the humble heart of the school’s operations, serving first as the Principal’s office and administration hub. It would later be fondly known as The Little House.
When the school finally opened its doors, it began with two demountable classrooms and just a handful of students. One room housed Kindergarten to Year 2, taught by Mrs Sue Irwin; the other, Years 3 to 6, taught by Mr Chris Walkling—our founding Principal. Even the toilet block was demountable. But no one minded. There was a deep sense of purpose and joy in the air.
On that first day, Chris welcomed students and parents to what he declared was “the best school in the Southern Hemisphere.” It was a bold statement of faith and a heartfelt affirmation. This was a place of promise, and every child walking through the gate made it real.
The early days were full of sacrifice and community spirit. With not enough students yet to secure government funding, parents stepped in, coming in after school to clean classrooms and toilets with vacuums, buckets, and mops in hand. It didn’t feel like a burden— it felt like a blessing. They were part of something meaningful.
Soon, the student numbers grew, funding came through, and the school began to flourish. Simple canteen services began thanks to a second-hand pie warmer acquired from another school canteen, with sandwiches, pies, and sausage rolls served through the back windows of The Little House. Later, a garage became a library, and a bedroom was transformed into a proper canteen.
Through the generosity of local solicitor and parent Mr David Vitnell, the school’s first permanent building was constructed behind The Little House. Originally a primary school only, students once had to travel to Waratah for high school. But not for long. A Middle School was soon established, and by 2004, the College celebrated its very first Year 12 graduating class.
The school’s growth was steady and strong—new buildings rose, student numbers climbed, and the community deepened in spirit and strength. One day, a small fig tree that had once stood in the backyard of The Little House had to be relocated to make room for more development. But Chris Walkling, who saw symbolism in small beginnings, couldn’t bear to let it go. The tree was replanted at the back of the grounds, and each week, he would stand beneath it to pray for the school.
That fig tree became a living symbol of the school’s journey—once tiny and tender, now strong and sheltering, providing rest and refuge. To this day, staff gather beneath its branches at the beginning of each year for a special dedication service, standing in the shade of faith and vision.
In July 2012, a great tragedy shook the community. Chris Walkling, the beloved founding Principal and heart of the school, passed away suddenly from a heart attack. The grief was overwhelming. Flowers, messages, and candles lined the school gates in tribute. Chris had sown so deeply into the school’s foundation—teaching faith, grace, love, and forgiveness. His legacy remains, memorialised in the naming of the Chris Walkling Theatre.
FIRST ST PHILIP’S CHRISTIAN COLLEGE PORT STEPHENS CHOIR
Following Chris’s passing, Dr Tim Petterson stepped into leadership. With wisdom, a strong faith, and business acumen, he continued to build upon the solid foundations laid before him. Under his guidance, the school soared academically and culturally. A new Senior Precinct was established, and school pride grew stronger than ever. When Tim eventually moved on, he left behind a thriving and united school community.
Today, the College is led by Mr Marty Telfer, who brings his own warmth, leadership, and passion for wellbeing and personal development. He meets regularly with staff, encouraging both their professional and personal growth. Under his care, the school continues to live out its mission—to nurture and empower every student.
And still, the heartbeat of the school echoes the same promise it made all those years ago. From whispered prayers to thriving classrooms, St Philip’s Christian College Port Stephens has grown into more than just a school—it is a living testimony of faith, community, and God’s abundant grace.
For all who have passed through its gates, it truly is the best school in the Southern Hemisphere.
FOUNDING PRINCIPAL, CHRIS WALKLING ON OPENING DAY
30 Years
St Philip’s Christian College COLLEGES
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.
Newcastle
Gosford
Cessnock
Port Stephens
The Joy of Child-Led Learning : Unlocking Curiosity & Growth
At Narnia Early Learning, we believe that education should be a journey of discovery—one where children take the lead in their learning while being supported by dedicated educators. Through a child-led learning approach, we see the magic of curiosity unfold daily, as young minds explore their world with wonder, confidence, and a deep sense of engagement.
Child-led learning is an approach that values children’s interests, ideas, and questions as the foundation for meaningful educational experiences. By embracing this philosophy, we empower children to take ownership of their learning, promoting independence, creativity, and critical thinking skills that will serve them throughout life.
A MOMENT OF GREATNESS AT NARNIA GOSFORD
A beautiful example of child-led learning recently took place at Narnia Gosford, illustrating the profound impact of curiosity-driven education.
It all began when one of our children and his father noticed black cockatoos flying around the bushland near our centre. These majestic birds, with their striking black feathers and red underwings, captured the imagination of the children. Although the cockatoos disappeared before many could see them, the excitement lingered.
Bonnie, one of our young learners, was particularly intrigued. She brought in an Australian Bird Watchers book and eagerly showed her peers the page featuring black cockatoos. Inspired by her enthusiasm, the children decided to set up a bird observation corner, complete with binoculars and pictures of common birds from Bonnie’s book.
As the days passed, the children’s curiosity only deepened. To attract more birds, they relocated the bird bath to a more visible area and worked with a parent to bring in bird seeds. Together, they crafted bird feeders from recycled milk bottles and sticks, filling them with seeds and hanging them on nearby branches. Each day, binoculars in hand, they watched and waited, hoping to spot the elusive black cockatoo once more.
Then, a serendipitous moment occurred. While preparing for a bushwalk in search of birds’ nests—an idea sparked by a video shown during group time— the children heard a familiar sound. Looking up, they saw the black cockatoos returning, their wings spreading wide as they landed on the branches. The children and educators alike were filled with awe and excitement, celebrating the moment as a culmination of their exploration, patience, and shared wonder.
THE POWER OF CHILD-LED LEARNING
This story is more than just a moment of greatness—it is a testament to the power of child-led learning. It highlights how a simple observation can blossom into a rich, multi-layered educational experience when nurtured with care and curiosity.
At Narnia Early Learning, we recognise that children’s ideas are worth following. Child-led learning is not about passively watching children play; it is about actively engaging with them, listening to their ideas, and co-creating experiences that deepen their understanding of the world. It’s about slowing down, tuning in, and saying, “Yes, let’s explore that together.”
The educators at Gosford didn’t just respond to the children’s interest in birds; they expanded upon it with intentionality. They provided opportunities for discovery, fostered collaboration, and encouraged handson learning—all of which embody the essence of highquality early education.
Lifelong Benefits of Child-Led Learning
By embracing child-led learning, we cultivate an environment where:
CURIOSITY THRIVES
When children’s interests drive their learning, they become naturally engaged and eager to explore
CRITICAL
THINKING
DEVELOPS
Encouraging children to ask questions and seek answers develops analytical skills and problem-solving abilities
EMOTIONAL WELLBEING FLOURISHES
Giving children a voice in their learning builds confidence, resilience, and a sense of agency
A LOVE OF LEARNING IS INSTILLED
Experiencing the joy of discovery early on creates lifelong learners who approach education with enthusiasm and motivation
A CALL TO EMBRACE CHILD-LED LEARNING
The journey at Narnia Gosford serves as a beautiful reminder of why we do this work. Teaching through play and exploration is not simply a task—it is a skilled practice requiring observation, reflection, and responsive planning. When we trust children to lead their learning, we open the door to authentic, meaningful experiences that nurture their growth in profound ways.
As we continue to champion child-led learning, we invite parents, educators, and communities to join us in creating environments where children’s ideas are valued, their voices are heard, and their innate curiosity is celebrated. After all, the greatest learning happens when we follow their wonder.
Watch
‘A
Moment of Greatness’ at Narnia Gosford
NARNIA EARLY LEARNING GOSFORD CHILD, BONNIE, BRINGS IN BOOK ABOUT BIRDS
BLACK COCKATOO ILLUSTRATION BY ST PHILIP’S CHRISTIAN COLLEGE NEWCASTLE ALUMNI, ISABELLA DONN
EARLY LEARNING
Narnia Early Learning
Leaders in Christian early education & care
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
Our Narnia Locations
Waratah
Gosford
Port Stephens
Cessnock
Young Parents
Waratah
Young Parents
Wyong
Opening Eyes & Hearts: A Transformative Journey to Nepal
STUDENT PHOTOGRAPHY DURING 2025 NEPAL TRIP
At St Philip’s, our mission is to nurture global citizens who are not only equipped with a high-quality academic education but also guided by strong personal integrity and a deep awareness of both their inner lives and the world around them. Our educational philosophy extends beyond the traditional pursuit of knowledge and skills; we strive to cultivate in our students a genuine appreciation for the richness of life and the transformative power of learning.
A recent trip to Nepal by a group of Year 12 students from SPCC Gosford beautifully illustrates this vision in action.
Over two and a half weeks, students immersed themselves in Nepal’s beauty and complexity, from the chaotic colour of local markets to peaceful Himalayan trails. They cooked traditional meals, white-water rafted down rushing rivers, and trekked for four days beneath the snow-capped peaks unforgettable experiences, no doubt, but just one layer of what turned out to be a deeply formative trip.
Among the most significant aspects of the journey were two visits that gave students a window into lives and work far removed from their own: the Didi Foundation in Kathmandu, and International Nepal
At the Didi Foundation, students saw the power of practical support and empowerment. The organisation provides women, many from disadvantaged backgrounds, with training in areas like tailoring, hospitality, and computer literacy. In a society where opportunities for women are often limited, this work offers dignity and a path forward. The atmosphere was full of hope and determination. As one student observed, “It was great to see how people can make a difference in different parts of the world.” It was encouraging to see how long-term, community-based service can create real change.
Fellowship’s hospital and research centre in Pokhara.
Later in the trip, the group visited INF’s Green Pastures Hospital a very different kind of experience. There, they were confronted with the ongoing realities of leprosy and disability in Nepal. Students walked through hospital wards, met patients, and learned about INF’s holistic approach to healing: not just physical, but social and emotional restoration too. It wasn’t always comfortable. Many students expressed feeling challenged, unsettled by the needs they saw, but also by the deep commitment of those working to meet them.
The contrast between the two visits left an impression. At Didi, students saw transformation taking root through opportunity; at INF, they encountered people living with long-term hardship and the hard, faithful work of those who walk alongside them. These moments helped anchor the cultural experience in something deeper than tourism.
The students were able to have the opportunity to learn to enter other people’s worlds with humility, and to begin asking bigger questions. What does it mean to live aware of global need? How can we engage meaningfully without oversimplifying complex problems? Where does this kind of work fit in a “regular” life?
They came home with more awareness, more questions, and a sense of restlessness a “now what?” lingering in many hearts. The hope is that this won’t just remain a school memory, but a spark toward lives marked by compassion, curiosity, and thoughtful action.
As one staff member put it,
We didn’t go to Nepal to make a difference - but we saw people who are. And that might just be what shapes our students most.
Hope, Purpose & a Future: 25 Years of Changed Lives at St Philip’s Young Parents College
In 2000, a bold idea was born in the heart of Waratah, NSW: to create a school for young mothers, a place where they could return to education, not in spite of being parents, but because of it. From that vision, St Philip’s Christian College (SPCC) Young Parents College was born. Now, 25 years later, what began as a seed of hope has grown into a transformative force for hundreds of families, breaking generational cycles, restoring dignity, and shaping bright futures.
KEVIN & LIZ BERGER, FOUNDER OF ST PHILIP’S YOUNG PARENTS COLLEGE
A VISION EMBEDDED IN FAITH AND COMPASSION
The foundation of the Young Parents College (YPC) was inspired by a scripture from Jeremiah 29:11
JEREMIAH 29:11
“For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.””
That message of hope, purpose, and future continues to resonate through the lives of the students who walk through the College’s doors. “Their future may have looked fairly bleak,” says Kevin Berger, the program’s founder, “but there was hope. They could find a purpose in life for themselves and their child—and there would be a future.”
It was the first time that I could be myself, where I wasn’t judged… I can’t even explain how much this school did for me and for my son.
25 Years
I wouldn’t be who I am today without this school.
TRACE & SARAH, YOUNG PARENTS
COLLEGE FORMAL BUSH DANCE 2002
A PLACE TO BELONG
Many students who arrive at YPC have experienced profound trauma—domestic violence, homelessness, mental health struggles, and intergenerational poverty. The typical enrolment profile reflects these challenges, but it also reveals resilience and an unwavering desire to create a better life for their children.
For Sonya Brooks, a 2007 graduate, the experience was nothing short of life changing. “It was the first time that I could be myself, where I wasn’t judged… I can’t even explain how much this school did for me and for my son. I wouldn’t be who I am today without this school.”
Heather Schutz, class of 2006, echoes that sentiment: “It was the first time in my life that I felt loved.”
A MODEL THAT WORKS
The SPCC Young Parents model is unlike any traditional education setting. It’s a trauma-aware, Christcentred, dual-generational approach that combines high-quality education for young parents with early learning programs for their children, all onsite.
Students complete their Higher School Certificate over three years, allowing time for part-time study, parenting, and healing. Wraparound support is integral. From individualised learning plans to early childhood education, mental health support, and parenting education, every element is designed to reduce barriers and foster success.
A calm, predictable, and loving learning environment, guided by the Berry Street Education Model, helps students re-engage in education, often for the first time since Year 9 or 10.
MARGARET MCNAUGHTON WITH STUDENT, YOUNG PARENTS
COLLEGE FORMAL BUSH DANCE 2002
GENERATIONAL IMPACT
The College’s impact extends far beyond graduation. Michelle Cairelli, Executive Principal of the Young Parents College, describes the program as a catalyst for generational change: “Many are the first in their family to finish school, first to go on to tertiary study, first to enter the workforce. After 25 years, we are seeing their children flourish, breaking free from generations of disadvantage.”
These young parents aren’t just surviving, they’re thriving. Many have left welfare dependency behind, established careers, and created stable homes. Their children, nurtured from infancy in the Narnia Early Learning Centre, enter school with stronger language skills, healthier attachments, and a head start that their parents never had.
ST PHILIP’S YOUNG PARENTS COLLEGE GROUP PHOTO 2001
EXPANSION AND FUTURE VISION
What started as a single campus in Waratah has expanded. In 2012, a second campus was opened on the Central Coast. By 2016, the program welcomed young fathers. Plans are now underway for a new building in Wyong and the establishment of additional campuses in the Hunter Valley and Lower Central Coast.
Despite these changes, the heart of the program remains unchanged: that every young parent deserves a future filled with hope and purpose, grounded in the truth that they are loved by God.
A LEGACY OF LOVE
At its core, SPCC Young Parents is more than a school. It’s a sanctuary, a place where love, acceptance, and possibility bloom. The success of the past 25 years is measured not just in certificates, but in lives transformed, families restored, and futures reimagined.
As the College prepares to celebrate its 25th anniversary in October, the legacy of hope continues to ripple outward, one family at a time.
Watch, Young Parent, Natasha Edwards’ Story
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.
Discover Young Parents College
Less
of Me, More of Him: Pearl Manton’s Journey of Faith and Strength
SPCC PORT STEPHENS GILIBAA STAFF MEMBER, PEARL MANTON, AWARDED ‘PORT STEPHENS
LOCAL WOMAN OF THE YEAR 2025’
When I was first diagnosed, I used to pray for healing. But over time, my prayer has changed. Now, I simply pray that the Lord’s will be done. That there would be less of me, and more of Him.
A proud Wiradjuri and Wakka Wakka woman, Jenice Manton (Pearl) brings wisdom, compassion and quiet strength to her role as Teacher’s Aide at St Philip’s Christian College Gilibaa — and to the many roles she plays within her local community. Living with Multiple Sclerosis (MS), a condition that could have easily overwhelmed her, Pearl has chosen not to be defined by her diagnosis. Instead, it has deepened her faith and strengthened her sense of purpose. Hers is a powerful story of resilience and faithfulness.
Pearl received her diagnosis in 2020, just as the world was shutting down under the weight of COVID-19. Life was already full — one of her children was just five months old, and the other was starting Kindergarten.
Pearl experienced significant loss of mobility on the left side of her body. Though, the symptoms didn’t stop there. One by one, new challenges began to unfold, each one adding weight to an already overwhelming time. She would eventually be diagnosed with Multiple Sclerosis (MS), with lesions on the brain, C1 and C2.
“I had known the Lord since I was very young’, Pearl reflects, ‘but in that moment of diagnosis, I felt completely alone. I felt broken”
Yet even in the face of fear and uncertainty, Pearl refused to let anxiety define her. She found herself anchored — not by her circumstances, but by her faith in God.
“Although I felt broken,” she says, “I remember thinking — you know what? How can God use this? This can’t just be about me. It must be about how God can bring something good from it.”
So, she prayed.
“Lord, I know you give purpose to all things. I trust that somehow, this can be used for my good — but more than that, let it be used for your glory. Show me how I can glorify you in this”
ACTS 20:24
“However, I consider my life worth nothing to me; my only aim is to finish the race and complete the task the Lord Jesus has given me — the task of testifying to the good news of God’s grace”
Her impact has not gone unnoticed.
Pearl was recently named Port Stephens Sportsperson of the Year and Local Woman of the Year for her outstanding contribution through the Karuah Pearls Netball Club — a club she founded alongside three friends and continues to lead as president.
Through this role, Pearl has helped shape more than just athletes. She has developed programs that empower young people, teaching the values of teamwork, discipline, and resilience — lessons that will carry them far beyond the court.
“There are so many doors I would never have been able to open,’ she reflects, ‘if God hadn’t placed me there.”
Pearl doesn’t see her achievements as something to boast about — instead, she sees them as a chance to point others to God. Since winning her awards, she’s been invited to speak at various events, sharing how God has worked in her life and used her journey to inspire others.
“There was a time when I felt embarrassed to share my story”, Pearl reflects.
“I thought I was a burden. But now, I’m not embarrassed at all. God has done something good in my life and that means He can do something good in yours too. If I stay silent, I’m not giving God the glory He deserves”
“Karuah is a small community,” she says. Through the recognition she hopes it brings awareness to Multiple Sclerosis, the importance of sport in small communities and hopes it brings new opportunities not just for herself, but for the young girls she mentors and coaches.
PEARL RECOGNISED FOR OUSTANDING COMMUNITY CONTRIBUTION
BY PORT STEPHENS MP KATE WASHINGTON (MP), LEAH ANDERSON (PORT STEPHENS MAYOR), MERYL SWANSON (MP PATERSON REPREENTATIVE) AND MAALAA WHOM PEARL COACHED
“Our netball club is truly inclusive — not just in words, but in action,’ Pearl shares. ‘We make it a priority to celebrate and include First Nations kids from the very beginning. Every season starts with a Welcome to Country or an Acknowledgement of Country.”
“Last year we hosted the Indigenous round reaching out to all other Port Stephens Netball clubs to include their Indigenous players in the cultural dance.”
“We’re often thanked for extending the invitation, but to us, it just who we are. We’re an inclusive club because we’re inclusive people.”
When asked, ‘when you look at the next generation of young leaders, especially young First Nations girls — what do you hope they see in themselves?’
She didn’t hesitate.
“A determined attitude to not give up, to keep trying — for they never know what blessings can be around the corner”
Pearl is the living embodiment of that encouragement. Her story is a tapestry woven with moments of perseverance — each thread, a quiet, determined ‘I’m not going to give up’.
“We cry, and then we pray,” she says gently. A sentiment that her husband, Joshua often encourages. “He has been an amazing support, and father to our three children.” — alongside her loving parents, who have covered her with their faithful prayers and spiritual support.
No matter what she was facing, she would often find comfort in the song — “It will be worth it all, when you see Jesus.”
With the unwavering support of her St Philip’s Christian College Gilibaa community, Pearl is now undertaking her accreditation journey.
“My supervisor, Kylie Grove, has been an incredible blessing,” Pearl shares.
“She’s like a cheerleader on the sidelines, always encouraging me, reminding me, you can do this. She gives me the confidence and guidance I need.”
Pearl’s experience has been one of deep growth — professionally, culturally and spiritually.
“I’m learning so much,” she says. “To be in a workplace where I can hear sermons from leaders like our Principal, Marty Telfer, and guidance from Jonathan Lilley, has been such a gift. It’s helping shape who I am, not just as a teacher, but as a person,”
This May, all Gilibaa staff and students united for a powerful cause, signing up for the May 50K — a fundraising initiative supporting vital research into the prevention, treatment and cure of multiple sclerosis.
“It’s created a space for meaningful conversations,” Pearl explains.
“We’ve been able to sit together and talk about what multiple sclerosis is, and how we can help.’
‘I’m encouraged to see our students wanting to help make a difference”
Reflecting on her own journey, Pearl says, “When I was first diagnosed, I used to pray for healing. But over time, my prayer has changed. Now, I simply pray that the Lord’s will be done. That there would be less of me, and more of Him.”
Pearl Manton, an incredible woman of faith.
Reimagining Education Towards 2035
Exploring the opportunities and challenges transforming tomorrow’s schools
Australia has an increasingly sophisticated education system, some of the world’s best schools, and dedicated teachers and staff to match. However, the professionalisation of education with its accompanying regulatory environment, and today’s technology-based learning platforms has created a barrier between parents and schools. This, along with the busy lives of parents has led to an outsourcing mindset of the schooling of their children. As this data shows, this shift in a generation from parents partnering with schools to parents becoming customers of education providers has led to transactional and sometimes demanding interactions. Yet four in five parents believe that being actively involved in their child’s schooling is extremely or very important.
This research highlights that at a time of decreasing attendance levels, increasing school refusal, student mental health and resilience challenges, and technology saturation, parents together with the support of educators are best placed to equip young people to flourish in this era of change.
Education in 2035 will need to meet the needs of Generation Beta with the projected multi-career outlook and the lifelong learning that this will entail, individualised education, hybrid schooling involving online and real-world classrooms, global pathways and AI-integrated environments.
We trust that this exploration of the emerging educational trends and the upcoming generation of learners will assist educational leaders innovatively prepare for these changes as well as assertively reinvest in the timeless virtues and distinctively human skills.
MARK MCCRINDLE
MARK MCCRINDLE FOUNDER & PRINCIPAL OF MCCRINDLE
REIMAGINING EDUCATION TOWARDS 2035
Exploring the opportunities and challenges transforming tomorrow’s schools
A NEW WAVE OF STUDENTS
In 2030 the first Gen Beta children will start their schooling years. Considering the world they are growing up in, Gen Beta will likely be characterised by...
Hyperconnectivity
Immersive experiences
Borderless lifestyles
Environmentally conscious
ENGAGING THE NEXT GENERATION OF PARENTS
Real world reimagined
Gen Y and Gen Z are the predominant parents of parents believe it is extremely or very important for them to be practically involved in their child’s schooling
Top 3 barriers to involvement
Top 5 barriers for today’s students to thrive
Today’s parents are twice as likely to expect daily updates on their child as they were in 2019 (15% cf. 7% 2019)
Two in three parents (64%) find it challenging to get their child to attend school each day
Four in five students (82%) find it challenging to attend school each day
CHILDREN
FAILURE
Strongly/somewhat
Students who find it challenging to go to school are 1.8x more likely to not want to go to school because of anxiety or fear about school than bullying or peer conflict (34% cf. 19%)
ACADEMICS STILL A PRIORITY IN THE WELLBEING ERA
Educators are more likely to prioritise academic development than they were in 2023
I believe it is much more/ somewhat more/slightly more important to teach for the academic development of the student
I believe it is much more/ somewhat more/slightly more important to teach for the holistic development of the student
RISE IN SCHOOL REFUSALS
LEARNING IN THE DIGITAL AGE
There is too much focus on teaching aided by technology Far/somewhat/slightly too much focus
Two in three parents (64%) find it challenging to get their child to attend school each day
Four in five students (82%) find it challenging to attend school each day
Students who find it challenging to go to school are 1.8x more likely to not want to go to school because of anxiety or fear about school than bullying or peer conflict (34% cf. 19%)
ACADEMICS STILL A PRIORITY IN THE WELLBEING ERA
Educators are more likely to prioritise academic development than they were in 2023
I believe it is much more/ somewhat more/slightly more important to teach for the academic development of the student
I believe it is much more/ somewhat more/slightly more important to teach for the holistic development of the student
LEARNING IN THE DIGITAL AGE
There
Survey of Australians aged 15 - 79. Parents of school-aged children (n=510), Educators (n=509), and Yr 9-12 students (n=500). In field 17th – 27th of February 2025.
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‘Reimagining education towards 2035’ report by Sophie Renton and Mark McCrindle, is used by permission, McCrindle Research.
SPCC - Organisational Faithfulness: A Theology That Lives and Leads
It is an inescapable reality that cultural stories shape people.1 In today’s post-Christian culture, the dominant narrative is secular humanism where cultural identity is increasingly defined by human reason, personal sovereignty and progress.
It is an inescapable reality that cultural stories shape people.1 In today’s post-Christian culture, the dominant narrative is secular humanism where cultural identity is increasingly defined by human reason, personal sovereignty and progress. Truth, identity, meaning and purpose is determined without reference to God. Human flourishing is sustained by the myth that humanity is capable of progress through its autonomous will, able to attain perfection with the possibility of gaining “the fruit of God’s kingdom–such as justice, peace, prosperity, and redemption–but without the King.” 2
Today’s secular humanist cultural landscape not only influences individuals but institutions. It is within this ideological melting pot that Christian organisations are called to remain distinctly Christian and faithful to God’s kingdom mission. As God’s agents in his world, Christian organisations are called to enculturate and embody God’s vision of redemption–living out his truth in practice. 3
If it is true that we are story-formed4 , then it must be God’s story that shapes a faithbased organisation. The key theme threaded throughout the biblical narrative is God’s call to faithfulness through holy living–to live counterculturally as God’s people who show the world how to live God’s way.5 1 Peter 1:14-16 and 1 Peter 2:9-12 outlines our call as a Christian community to live as faithful, holy servants in a pagan context. As a Christian organisation we embody God’s story to be intentionally incarnational and missional, faithfully functioning as God’s people whilst the world looks on.6
“It is the faithful act of translating and transforming the Christian belief into a lived experience of faith7 that shapes faithful disciples who become culture-makers expanding God’s restorative and redemptive purposes in the world as we co-labour with him”
To this end, St Philips Christian Education Foundation has established a Christian Education cross-college team to support SPELT (St Philip’s Educational Leadership Team) in nurturing a Christ-centred organisation and a distinctly Christian culture by equipping staff and students, fostering collaboration, and preserving the organisation’s faith identity and mission. The team seeks to work with SPELT to ensure our organisation is an authentically Christian Education community that leans forward to the future with faithfulness. At its core our organisation is defined by a Christian ethos, identity and has a transformational impact as we faithfully co-labour with God to implement his cultural mandate to steward his world.8
As part of this project, SPELT has invited Kara Martin, Adjunct Professor at Gordon-Conwell Theological Seminary, a practical theologian and author/editor of three books dealing with faith-work to work with the cross-college team to define what it means for St Philip’s to stay true to the way of Jesus. One of the key tasks is the development of a theological statement that facilitates organisational faithfulness.
As we have camped around a revolutionary book called Keeping Faith which Kara has coauthored, we have discovered that the key to ensuring our school retains its Christian identity, integrity and impact is the importance of a defined theological statement which becomes the lens through which we view and engage in all aspects of school life. It shapes our decisions, forms the foundation for our strategic planning and wise stewardship, guides our practices, underpins unity, enables an authentic Christian learning community and ensures that Christ remains at the heart of this kingdom ministry. The theological statement is like an anchor that will hold our organisation faithfully in place.
It is a well-known fact that whilst value statements alone have some merit, ultimately, they are not the glue that helps a Christian organisation remain faithful. Christian organisations recognise the centrality of the person of Jesus, who not only establishes a moral framework (and values) but is the One to whom we seek, follow and trust to help us fulfil our kingdom calling. Values alone, when detached from the living presence of Christ reduce a Christian organisation to a deistic paradigm–where the King is seen as distant from daily operations–and this disconnect has historically set many faith-based organisations on a slow but certain path toward mission drift and eventual failure.9 Without an overarching theological determinant to shape organisational faithfulness, mission drift is inevitable. A robust theological statement helps the Christian organisation retain their Christian distinctiveness and provides the foundation and framework to connect values and behaviours both intrinsically and extrinsically against which faithfulness as the litmus test can be measured.
A biblically grounded understanding of God, his character, and his purpose for the world informs every aspect of a Christian learning community and infiltrates into every crevasse of the organisation.
Without a theological statement, an organisation risks deviating from its core purpose, compromising its values, reshaping its identity and becoming ineffective in its missional purpose and practice.10
As the cultural currents continue to ebb, flow and shift they challenge the distinctiveness of Christian identity. The absence of a clear theological statement leaves an organisation vulnerable to the slow slide into a compromised purpose. Without this clarity, remaining faithful to its Christian foundation becomes increasingly difficult and ultimately, unsustainable. Having a theologically grounded organisation, therefore, is essential. It is this foundation that secures our identity, shapes our values, and ensures our practices remain aligned with God’s purpose as we seek his guidance on all things.
It is a privilege for the cross-college Christian Education team to work with SPELT and Kara Martin as we listen to the heartbeat of God and keep our finger on the pulse of the collective community to develop a theological statement that is not simply an intellectual exercise—it is an act of faithfulness, a declaration that we choose to be shaped by the truth of the Gospel. Through this work, we are committing ourselves to be a community that reflects the character of Jesus: remaining anchored in his truth, being countercultural and embodying his redemptive mission in every aspect of our life together. It is a theology that is lived and by which we are led and transformed every day on the path of faithfulness.
REFERENCES
1 Chris Parker, The Frog and the Fish: Reflections on Work, Technology, Sex, Stuff, Truth, and Happiness, (Penrith: National Institute for Christian Education, 2017), 18-19.
2 Mark Sayers, Reappearing Church: The Hope for Renewal in the Rise of Our Post-Christian Culture, (Chicago, IL: Moody Publishers. 2019), 22-24.
3 Stephen Judd, John Swinton, Kara Martin, Keeping Faith: How Christian Organisations Can Stay True to the Way of Jesus, (Sydney: Acorn Press, 2023), 13.
4 Michael Frost, Exiles: Living Missionally in a Post-Christian Culture, (Grand Rapids, MI: Baker Books, 2006), 15.
5 Craig G. Bartholomew and Michael W Goheen, The Drama of Scripture: Finding Our Place in the Biblical Story, (Grand Rapids: Barker Academic, 2004), 13.
6 Michael Frost, Exiles, 15, 76.
7 Stephen Judd, John Swinton, Kara Martin, Keeping Faith, 133.
8 Ibid, 13-15, 25
9 Ibid, 8-9.
10 Ibid, 4-29.
Mentor Formation: Called & Equipped to Lead
Mentorship matters and mentors’ matter. Mentors need engaged heads, open hearts, and willing hands to support the formation of colleagues including pre-service teacher trainees on their journey of being and becoming teachers from day one.
Mentorship can be critical in supporting growth and flourishing throughout teachers’ life cycles, helping individuals and teams build capacity, and fostering organisational growth and health. To mentor others is a worthy opportunity, whether they be a pre-service trainee teacher, a colleague in one’s direct line, or a peer. Within Christian education, the significance of a biblical worldview is central to the purposes and processes of mentoring and establishing the mentor relationship. Life on life mentorship models quality curriculum and pedagogy enveloped in biblical worldview, and provides opportunities to connect, ground, and unpack the theory learned in tertiary to the classroom setting.
Late 2023, the St Philip’s Teaching School (SPTS) began researching and developing an intentional and systematic mentorship program, built on biblical foundations, to support the faithful Teaching School mentors at different stages of their mentorship journeys. Ultimately, SPTS aimed to support the formation of quality mentors, building capacity and supporting the growth and development of others, such as pre-service teacher trainees, and to provide mentor teachers with differentiated and flexible support to build their personal confidence and capacity.
Along with other educational organisations (Department of Education, 2023), the SPTS believed mentors were critical to teacher trainee development including the formation of professionally and contextually ready Christian pre-service teachers. This value for mentorship was affirmed when external consultants, Strategy and Advancement reviewed the SPTS program in 2024.
The SPTS team researched scholarly literature from Australia and the United Kingdom (AITSL, 2020, The Teaching School’s Council, 2016) and gathered feedback from Teaching School trainees, mentors, and coordinators (Betlem, Clary & Jones, 2019) to identify the knowledge, skills, and understandings mentors needed to be effective in their mentorship callings. Several iterations resulted in the Teaching School’s Mentor Formation Attribute Framework (Figure 1). The framework encompasses three dimensions: Mentor as (1) a person, (2) a mentor, and (3) an educator. Each dimension is disaggregated into four categories containing three to six attributes and attribute descriptions. Attribute descriptions were written in the first person enabling the framework to be used as a self-assessment and personal reflection tool.
The SPTS launched the framework in January 2025 during mentor training (Figure 2) where mentors engaged in self-reflection and self-assessment, identifying their strengths and highlighting areas they desired to develop.
As well as collecting individual data for personal goal setting, data was collected corporately using a Dot Protocol (Figure 3) to identify priorities for module development. Data from the January 2025 face to face mentor training (N = 38) highlighted five priority attribute areas mentors desired to develop next. In order of priority, they included proficiency on Mosaic - the SPTS online platform, Feedback, Workload engagement, Mentor clarity, and Biblical integration. Feedback has helped and will continue to help the SPTS team prioritise their development efforts.
FIGURE 3: Dot Data, SPTS Mentor Training, January 2025
2: SPTS Mentor Training, January 2025
SPTS is grateful for each faithful mentor who stepped up to willingly open their classroom, pass on their wisdom, and grow the next generation of Christian educators. The SPTS prays the Mentor Formation Program will serve and bless mentors as they continue their critical role in forming pre-service teacher trainees.
REFERENCES
Australian Institute for Teaching and School Leadership (AITSL). (2020) Australian Mentoring Guide https://www.aitsl.edu.au/teach/ improve-practice/practical-guides/mentoring
Betlem, E., Clary, D., & Jones, M. (2018). Mentoring the mentor: Professional development through a school-university partnership. AsiaPacific Journal of Teacher Education, 47(4), 327–346. https://doi.org/10.1080/1359866X.2018.1504280.
Department of Education. (2023). Strong beginnings: Report of the teacher education expert panel. In Australian Government Department of Education (pp. 1–120). https://www.education.gov.au/quality-initial-teacher-education-review/resources/strongbeginnings-report-teacher-education-expert-panel
Hunter, J., Sonnemann, J., and Haywood, A. (2022). Making time for great teaching: A guide for principals. Grattan Institute. Odell, S. J., & Ferraro, D. P. (1992). Teacher Mentoring and Teacher Retention. Journal of Teacher Education, 43(3), 200-204, Maready, B., Cheng, Q. and Bunch, D. (2021) ‘Exploring Mentoring Practices Contributing to New Teacher Retention: An Analysis of the Beginning Teacher Longitudinal Study’, International Journal of Evidence Based Coaching and Mentoring, 19 (2), pp.88-99.
The Teaching School’s Council. (2016). National Standards for school-based initial teacher training (ITT) mentors. https://assets. publishing.service.gov.uk/media/5a803fe4ed915d74e33f9541/Mentor_standards_report_Final.pdf
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Shaping Faithful Strategy
Strategy is the art and science of making decisions to bring about an intended, optimal future.
Sun Tzu, the original strategy text said,
“There are not more than five musical notes, yet the combinations of these five give rise to more melodies than can ever be heard.”
Notwithstanding the historical five-note limitation, the point is valid - arrangement of limited resources yields a limitless array of possibilities. Just as not all melodies (arrangements) are beautiful and chart toppers, so too, not all goals and plans are strategic. The art of the strategist is to determine which particular arrangement of their limited resources to deploy, responsive to their environment and other actors, to deliver highly leveraged and disproportionate results. This is not easy, for strategy is always conducted under constraints, dynamic contexts, and uncertainty; it is about the future no less.
The definition I favour is by Roger Martin and A. G. Lafley,
“Strategy is an integrated set of choices that uniquely positions the firm in its industry so as to create sustainable advantage and superior value relative to the competition”
What difference, if any, does a Christian outlook bring to the discipline of strategy? I want to draw from the life of Joseph before turning to Jesus. Genesis devotes more attention to Joseph than to any other figure, including Moses. Joseph demonstrated excellent management and leadership in Potiphar’s household and prison (Genesis 39-40), yet it was his response to Pharaoh and subsequent leadership of Egypt that deserves attention. After interpreting Pharaoh’s dream as a warning from God that there would be seven years of plenty before seven years of drought, he advised Pharaoh of a strategic plan to deliver Egypt from catastrophic consequences and to position it in strength (Gen 41, 47). Joseph recognised the signs of the time, devised a winning strategy, determined the resources and capabilities required, and demonstrated the ability to execute. His rise from prisoner to leader of Egypt second to Pharaoh is phenomenal, but it raises important questions. Should Joseph be praised for making Pharaoh rich, saving the lives of hundreds of thousands of Egyptians, extending that to offer to those of other nations, or delivering God’s people from starvation?
The question for the Christian leader is, to what end is your strategy directed (including how to relate to other actors)? Answering this involves defining what constitutes the values, impact, effectiveness, and outcomes one wishes to realise in optimal and highly leveraged ways. While we at St Philip’s draw from the whole revelation of scripture and Christian tradition to answer this question, the life and message of Jesus are central. We look to His Kingdom which defines the values and eschatological vision we ultimately serve. Our pursuit is Christ’s way, truth, and life, shaping faithful strategy that defines both the ultimate ends and the means we employ.
We also can’t talk about faithful strategy without talking about faith. We don’t put our trust in the gifts of knowledge, reason, creativity, and wisdom God gives, we put our trust ultimately in the gift giver, and through that faithful trust in Him, we prayerfully submit the use of His gifts for His glory.
St Philip’s exists to fulfil its Vision and Mission,
to progress and deliver exceptional education in caring, secure and challenging learning environments based on Christian beliefs, values and practice
At any one time, many possibilities exist to arrange our limited resources, in response to our current context and other actors, to fulfil our objectives. Yet not all plans will do, and our CEO, Graeme Irwin, doesn’t take this responsibility lightly. We serve over 5000 students and their families, over 1100 staff, and impact communities across the Central Coast to Port Stephens and west to Cessnock. For this reason, Graeme Irwin and our Executive from across our entities are drawing on external consultants, S-A Consulting, to take us through a comprehensive strategic transformation program that will position our organisation for the future.
“As a group of Christian schools, we carry the profound responsibility of shaping the next generation, guiding young people on a transformational journey that equips and empowers them to make a meaningful impact in the world around them. This is no small task, nor one that happens by chance. To be successful, we must be strategic in our planning, we must lead with wisdom, act with intention, and remain deeply committed to the vision we seek to realise.”
We don’t want to take anything for granted, rest on our laurels or past victories, or think we have nothing to learn. As we look to the next chapter of our organisation’s future, we are pursuing an ambitious transformation program to develop faithful strategy to realise exceeding value for those we serve now and into the future.
ST PHILIP’S
As a group of Christian schools, we carry the profound responsibility of shaping the next generation, guiding young people on a transformational journey that equips and empowers them to make a meaningful impact in the world around them.
This is no small task, nor one that happens by chance.
To be successful, we must be strategic in our planning, we must lead with wisdom, act with intention, and remain deeply committed to the vision we seek to realise.”
GRAEME IRWIN AM, CEO ST PHILIP’S CHRISITAN EDUCATION FOUNDATION
