St Philip's Teaching School | The Third Space, Term 1 2025 by stphilipschristianeducation

ST PHILIP’S TEACHING SCHOOL

The Third Space

Be on guard. Remain strong in your faith. Be brave. Be loving in everything that you do. 1 CORINTHIANS 16:13-14

04. Letter from the Teaching School Principal

SAMANTHA VAN DE MORTEL

06. Full Circle: From Trainees to Mentors

CARLIE BOYLE

08. Trainee Spotlight: Daniel Sutherland

NICKEY BRIGHT 10. The Sacred Rhythm of Teaching

MATTHEW STACKHOUSE

12. The Power of Connection: Fostering Community in Teaching Schools

SHARON MASSEY 14. Mentor Formation Framework

LIZ HUTCHISON

16. Walking the Journey Together

ALLISON MURRAY

18.

Teaching from Who You Are: A Graduate’s Reflection

MICHAEL KALOKERINOS

20. The Strategic Story Behind the Teaching School ANDREW YOUD 22.

Strengthening Community Connections

SAMANTHA VAN DE MORTEL

24. Launch Week: From 8 to Nearly 80 Trainees

CARLIE BOYLE

26. Trainee Spotlight: Will McLennan

NICKEY BRIGHT 28. St Philip’s Teaching School Celebrates the Class of 2024

CASSANDRA VAN VORST

Our Village

Newcastle College

Gosford College

Cessnock College

Port Stephens College

Gilibaa College

The Author

SAMANTHA VAN DE MORTEL

St Philip’s Teaching School Principal

Letter from the Teaching School Principal

We are excited to introduce The Third Space—a new publication dedicated to celebrating the wins, sharing the stories, and highlighting the incredible movements taking place within the St Philip's Teaching School village. This termly publication will showcase the dedication, growth, and transformation happening in our community, inspiring and encouraging one another in our shared mission of shaping the next generation of Christian educators.

In every corner of our Teaching Schools, extraordinary things are happening. From the guidance provided by mentors to our trainees, to the quiet, yet profound moments of transformation in the classroom, where the love of Jesus is shared. Stories will spotlight these moments and remind us of the truth in Luke 16:10: "Whoever is faithful with very little will also be faithful with much." Faithfulness in each lesson, acts of encouragement, and small steps of progress all contribute to meaningful growth. It is this dedication to the little things that fosters lasting change in the classrooms of Teaching Schools across our nation.

We acknowledge that this work is not our own but ultimately the result of God's faithfulness and guidance. As we continue to nurture and shape future teachers and students, we are reminded that He is the One who equips and empowers us for every good work. Our faithfulness in the little things is only possible because of God's constant presence in our lives. Through His strength, we can serve faithfully and make a meaningful impact, trusting that the Holy Spirit is working in unseen ways and will bring forth fruit in His perfect timing.

May you be encouraged as you read these stories and celebrate the lasting impact we are creating together for God's glory.

Be on guard; stand firm in the faith; be courageous; be strong. Do everything in love.

1 COR 16:13-14

Full Circle: From Trainees to Mentors

FULL CIRCLE:

FROM TRAINEES TO MENTORS

The Author

CARLIE BOYLE

St Philip’s Teaching School Deputy Principal

Three St Philip's Teaching School graduates have embodied the program's mission by completing a remarkable journey from trainee to mentor. Brianna Doust, Olivia Madigan, and Peter Rose, now in their fourth year of teaching, have stepped into mentoring roles for first-year trainees, creating a powerful cycle of formation.

WALKING ALONGSIDE

NEW TRAINEES

"I remember feeling both excited and overwhelmed during my first placement," reflects Bri Doust, who now teaches Kindergarten at SPCC. "Having experienced the journey myself, I can anticipate the challenges my trainee faces and provide the kind of support I benefited from." Bri's natural ability to create joyous and safe learning spaces allows her trainee to experiment, reflect, and grow with confidence.

Olivia Madigan, a year 6 teacher, notes how the Teaching School's program prepared her for mentorship. "The personal and relational dimensions of my development became foundational to my teaching practice. I am still in touch today with one of my mentors who is still supporting me. Now I get to sow back in and be that type of mentor for someone else.”

CHRIST-CENTRED APPROACH

For Peter Rose, the transition to mentorship has deepened his appreciation for the Teaching School's Christ-centred approach. "When I was a trainee, I benefited from all of my mentors and each experience has been part of my formation. My formation isn’t finished, and mentoring is refining my practice.

Now I'm conscious that my trainee is watching how I handle classroom challenges, parent communications, and collegial relationships."

All three mentors point to their formation experience as providing a shared language for their mentoring conversations. "We're not just discussing teaching techniques," explains Peter. "We're exploring what it means to be called, committed, and spirit-led every day in classroom life."

THE RIPPLE EFFECT

Principal, Samantha Van De Mortel sees this transition as validation of the Teaching School's approach. "When former trainees become mentors, they bring an intimate understanding of our formation process. They've personally experienced the integration of faith, character, and professional practice that makes our graduates distinctive." Bri, Olivia, and Peter all express deep gratitude for the opportunity to give back to the program that shaped them. As Peter puts it, "Being a mentor isn't just about helping someone else—it's about continuing my own formation journey. I am enjoying the coaching role and can see it in my future.”

This full-circle moment exemplifies the Teaching School's vision: forming educators who not only excel in classrooms but also multiply their impact through intentional investment in the next generation of Christian teachers.

The personal and relational dimensions of my development became foundational to my teaching practice . I am still in touch today with one of my mentors who is still supporting me. Now I get to sow back in and be that type of mentor for someone else.

OLIVIA MADIGAN Teaching School Graduate

ST PHILIP’S CHRISTIAN COLLEGE CESSNOCK

Mentor, Brianna Doust & Trainee, Joel Edwards

Trainee Spotlight Daniel Sutherland

STUDY PATH

First Year Masters of Teaching

CURRENT PLACEMENT

St Philip’s Christian College Waratah

MENTOR

Peter Rose

If you told Dan Sutherland two years ago (or even 3 months ago!) that he would soon be spending his days hanging out with Kindergarten students, he wouldn’t have believed you. But in just a few short months God took Daniel on an amazing journey from Music Degree Graduate to Primary School Teacher. Known affectionately as ‘Dan, Dan the Piano man’, he has quickly become an integral part of the Kindergarten team at SPCC Waratah. His mentor, Pete Rose, describes him as a kind, thoughtful, and creative thinker with a natural gift for connecting with people. His students agree and count down the days until Mr. Sutherland returns to class each week.

Dan has always loved music, so the decision to complete a Bachelor of Music was the obvious one after finishing school. But after completing his music degree he realised that gigging and tutoring full time wasn’t the life he wanted and was left to explore what was next.

Now, as he steps into this unexpected yet rewarding path, we sat down with Dan to hear more about his journey and the joy he’s found in the classroom.

WHAT INSPIRED YOU TO PURSUE A CAREER IN TEACHING?

When I was younger I had thought about becoming a teacher, but I followed a music path instead. After graduating, I was unsure of my next step and prayed for guidance. A friend from church, who works in Christian education, suggested the Teaching School. Even though 2025 applications had closed, a spot had unexpectedly opened up. It felt like God was leading me in this direction, so I pursued it. The last few months have been a whirlwind, but it's been an incredible journey.

WHY DID YOU CHOOSETHE TEACHING SCHOOLOVER OTHER TEACHER TRAINING PATHWAYS?

I chose The Teaching School because of its strong support network and hands-on approach. A friend told me how personalised and practical the program was from the start, which really appealed to me. I don’t think I would have pursued teaching without this kind of immersive, real-world experience. Plus, being surrounded by Christian peers and learning how to integrate faith into my teaching made it feel like the right path. It’s a big responsibility to be a Christian Educator, but one I’m excited to take on.

WHAT ASPECTS OF THE PROGRAM HAVE BEEN THE MOST BENEFICIAL FOR YOU SO FAR?

The hands-on, personalised approach has been the most valuable part for me. I feel so thankful to be placed at SPCC Waratah. It is close to home for me which makes everything more manageable, and the support I’ve received has been incredible. Working with the Kindergarten team has been eye-opening; every teacher has a unique style, and I’m learning so much just by being in the classroom with them. They’ve been so generous with their time, and seeing different teaching approaches in action has helped shape my own understanding of what kind of teacher I want to be.

HOW HAS YOUR SCHOOL PLACEMENT BEEN SO FAR?

My school placement has been amazing so far! There have already been a few standout moments. Recently we had an incredible learning journey with the kids where we read Farmer John’s Tractor, which ties into the theme of flooding. That led to a hands-on exploration of the recent floods, and discussion on the Pasha Bulker storm. Seeing the students so engaged and making real-world connections was such a rewarding experience!

IF YOU WEREN’T TRAINING TO BE A TEACHER, WHAT DO YOU THINK YOU’D BE DOING INSTEAD?

I’d likely be full-time immersed in music—playing gigs, tutoring piano, and probably spending most of my time behind the keys. Music has always been a huge part of my life, that when I recently caught up with some of my Music Degree classmates, straight from school dressed as teacher Dan, they couldn’t believe I was doing anything other than music.

WHAT’S ONE SURPRISING FACT ABOUT YOU THAT MOST PEOPLE DON’T KNOW?

My last job before this was selling Pokemon cards. Working an administrator for a company that sold Pokémon cards was a fascinating job where I gained insight into business, especially niche markets. Working alongside a passionate boss made it an exciting and unique experience!

WHAT’S YOUR GO-TO KARAOKE SONG?

It’s a bold choice, but I’d have to go with Wake Me Up Before You Go-Go by WHAM—high energy and always a crowd-pleaser!

WHAT’S THE FUNNIEST OR MOST UNEXPECTED THING THAT’S HAPPENED TO YOU IN A CLASSROOM?

There are definitely moments when I’m teaching, and a student will raise their hand and blurt out something hilarious, or completely off topic. I’m always grateful to have my mentor there, sharing an understanding look or a laugh to acknowledge the moment.

DO YOU HAVE ANY WORDS OF ENCOURAGEMENT FOR YOUR FELLOW TRAINEES?

I would say: remember that you are not alone. You have an amazing support network around you, so don’t hesitate to reach out when you need help.

NICKEY BRIGHT Lead Specialist — Operations and Strategy Interviewer

The Sacred Rhythm of Teaching

There is something quietly sacred about the rhythm of the school day — the shuffle of chairs, the murmur of questions, the steady unfolding of ideas. It may not feel profound at the time. In fact, it often feels rushed, messy, and ordinary. But the work of teaching carries a deep kind of weight — not grand or showy, but rich with meaning.

When we step into the classroom, we step into a space of formation. Not just for our students, but for ourselves. It’s a place where character is built, where grace is stretched, and where we are invited — again and again — to choose patience, kindness, and courage.

This work is not just about imparting knowledge, but about shaping lives. Each moment — a quiet conversation, a well-placed word of encouragement, a boundary held with gentleness — becomes part of a much bigger story. And whether we realise it or not, we are participating in something sacred. Not in a stained-glasswindow kind of way, but in the earthy, real, and often gritty kind of way that God seems to prefer. In this way, the classroom is a place of transformation. Not because we are perfect teachers, but because God delights in using the ordinary to do extraordinary things.

So, let’s not underestimate the value of our everyday faithfulness. The work we do — even the small and unseen parts — is not wasted. It echoes beyond the classroom, forming hearts and minds in ways we never fully see. And in that quiet, steady work, we are not alone. God is present. Always shaping, always guiding, always near.

Whatever you do, work at it with all your heart , as working for the Lord, not for men.

COLOSSIANS 3:23

LEAP Year & Christian Spiritual Formation Coordinator The Author

MATTHEW STACKHOUSE

The Power of Connection: Fostering Community in Teaching Schools

Creating a sense of community within schools is essential to fostering a supportive, effective learning environment for both teachers and trainees.

As a Teaching School Coordinator, it’s crucial to build strong connections among staff and trainees, ensuring they feel valued, included, and supported.

This process looks different in every school, but one thing remains true: strong leadership sets the tone. For example, a Principal who is an advocate for The Teaching School creates an environment where trainees are treated as staff, with respect and inclusion from day one. Simple gestures, like introducing new members with a personal touch, asking them their three favourite things or making them a coffee, instantly creates a welcoming atmosphere. Beyond that, one-on-one meetings to discuss individual strengths, help trainees feel seen and appreciated for their unique skills and the contributions they can make.

Regular Teaching School Coordinator meetings, whether formal or informal, also play a key role. Some schools may meet every week, but a more manageable approach of meeting once per term, while checking in informally every fortnight, can be just as effective. Meeting over lunch or simply being available for quick conversations demonstrates an openness that makes everyone feel part of the community. It’s about creating opportunities for connection at all levels, whether during meetings, walking together on playground duty or casual catchups before or after the school day.

Furthermore, it's essential to manage both the personal and professional aspects of a teacher’s journey. Trainees often bring their unique perspectives to the table, and their feedback can be invaluable. I asked some of our recent trainees what they valued about their experiences. Many expressed thankfulness for how they felt immediately included and valued. One shared, “My mentor made a clear effort to ensure I felt like my opinion was valued, and that my presence was welcomed,” while another said, “I was never a passive observer, but a true part of the team. This encouraged me to be a more active participant.”

Creating a space where trainees feel they can contribute to meetings and take on roles they might not have felt ready for is vital for professional growth. As one trainee shared, “Sometimes it seemed like I was jumping into the deep end, but my mentor trusted that I was ready. The support I received made me feel confident and capable.”

In addition to mentorship, small gestures, like ensuring new staff have access to necessary resources right away, also go a long way. When staff care for trainees as people, not just as future educators, it builds trust and makes for a more cohesive, caring environment. As one trainee reflected, “You cared about us as people. Whenever there was an issue with our teaching, you followed up with us, not as an authority figure, but as a friend wanting to make sure we were okay.”

Creating a strong, supportive community within schools doesn’t require grand gestures, it’s the thoughtful, consistent actions that make a lasting difference in the experience of every staff member, including our trainees.

CREATING A STRONG, SUPPORTIVE COMMUNITY WITHIN SCHOOLS DOESN’T REQUIRE GRAND GESTURES, IT’S THE THOUGHTFUL, CONSISTENT ACTIONS THAT MAKE A LASTING DIFFERENCE IN THE EXPERIENCE OF EVERY STAFF MEMBER, INCLUDING OUR TRAINEES.

SHARON MASSEY

Mentor Formation Framework

Mentors are critical to teacher trainee development (Department of Education, 2023) including the formation of professionally and contextually ready Christian pre-service teachers. The value of mentorship was affirmed when external consultants, Strategy and Advancement, reviewed the St Philip’s Teaching School (STTS) program in 2024. As a result, STPS has initiated a more intentional mentor support system including the development of a mentor formation framework. The SPTS Team researched literature and gathered feedback from trainees, mentors, and teaching school coordinators (Betlem et al., 2019).

MENTORS ARE CRITICAL TO TEACHER TRAINEE DEVELOPMENT (DEPARTMENT OF EDUCATION, 2023) INCLUDING THE FORMATION OF PROFESSIONALLY AND CONTEXTUALLY READY CHRISTIAN PRE-SERVICE TEACHERS.

After several iterations, the team developed the mentor formation framework, which identifies the knowledge, skills, and understandings mentors require to be effective and grow in their roles. The framework launched in January 2025. The mentor formation 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 are written in the first person enabling the framework to be used as a mentor self-assessment and personal reflection tool.

We hope mentors will not only build their capacity in being all God has called them to be, serving as effective mentors, but also, they will find the mentor formation professional learning is a relevant, meaningful, accessible, and cost-effective way to maintain their teacher accreditation.

REFERENCES

Betlem, E., Clary, D., & Jones, M. (2018). Mentoring the mentor: Professional development through a school-university partnership. Asia-Pacific Journal of Teacher Education, 47(4), 327–346. https://doi.org/10.1080/1359866X.2018.150 4280. Betlem, E., Clary, D., & Jones, M. (2018).

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/qualityinitial-teacher-e selected.

LIZ HUTCHISON Lead Specialist - Higher Education Development and Research

St Philip’s Teaching School Mentor Framework ‘You As a Person’ Excerpt ©

Walking the Journey Together

Stepping into the role of a mentor teacher for trainee teachers has been one of the most fulfilling experiences of my career. Guiding, advising, and watching passionate, faith-filled educators grow into their calling is both humbling and rewarding. My own negative experience as a preservice teacher is what has driven my desire to serve and grow the next generation of teachers in a supportive and caring environment.

Teaching is not just about lesson plans and assessments, it’s about shaping lives, and I am deeply committed to walking alongside new teachers as they embark on this journey. Positive relationships, founded on trust and mutual respect, foster an environment where trainee educators can feel supported, encouraged, and equipped. I have seen firsthand how the challenges of the classroom can feel overwhelming, but I have also seen the transformation that happens when trainee teachers are nurtured with wisdom, prayer and practical skills.

One of my greatest joys is observing those lightbulb moments when a trainee masters a new strategy, connects with a struggling student, or finds their unique voice in the classroom. In these moments, I see God at work, shaping them into the teachers that they are called to be.

MENTORING STRATEGIES: COACHING IN THE MOMENT

Having someone observe you with a clipboard—or now, a computer—can be daunting. My coaching style, however, is somewhat unique.

ALLISON MURRAY

St Philip’s Teaching School Mentor

St Philip’s Christian College Cessnock The Author

I practice 'in-the-moment' coaching. I explain to my trainee that if I see an opportunity to help them grow or model a strategy, I will politely interrupt. Then, I show them how to use a particular strategy or manage a particular situation, whilst in the moment. Over 20 years, my trainee teachers have valued this handson approach. During my own teacher training in the 1990s, the method was more passive— letting teacher trainees struggle and fail before discussing improvements. I choose a different style of coaching, that starts by seeking permission from my trainees to mentor in the moment.

Another key coaching strategy is modelling what your teacher trainee needs. Observe their areas for growth and, at the earliest opportunity, demonstrate those techniques while teaching. It’s rewarding to hear your class recognise the purpose behind teaching methods as you unpack them for your trainee. They too, become a part of the coaching process. A recent anecdote: After coaching my trainee through a lesson, I suggested asking the students for “two glows and a grow” about her teaching. Their feedback was insightful and encouraging, reinforcing the idea that teacher growth isn’t just about written evaluations—it happens in real time, from mentors, colleagues, and even students.

Ultimately, our role as mentors is profound yet simple: to guide with wisdom, model excellence, and equip with purpose. We stand beside our trainee teachers, not just as instructors, but as supportive partners who understand that teaching is more than a profession—it's a calling. Together, we cultivate educators who will not merely instruct, but inspire, challenge, and ultimately shape the hearts and minds of future generations.

Teaching from Who You Are: A Graduate’s Reflection

The Author

MICHAEL KALOKERINOS

Philip’s Teaching School Alumni

Education is all about connection. The Teaching School isn't just about ticking boxes for training—it's about real relationships. From day one, trainees are prayerfully matched with mentors who challenge, encourage, and inspire. The Teaching School also offers a unique space between tertiary and practical training, known as the Third Space. Here, trainees collaborate with experienced educators to challenge and grow one's understanding and philosophy of Christian education.

I've been lucky to work with some incredible mentors who gave me an honest look at what teaching and leadership really involve. They didn't just offer advice; they shared the realities of running a classroom and leading a team. One of the biggest lessons I learned from them is that leadership isn't about having a title; it's about serving, listening, and creating a culture of trust.

One mentor once asked me, "How did Jesus teach?" That question has stuck with me, reshaping how I see leadership. It's not just about getting things done—it's about walking alongside people, supporting them, and growing together. The Teaching School's crosscampus collaboration model also gave me a broader perspective on education.

Working across different campuses, I saw how powerful shared knowledge can be. The art faculties I worked with were incredibly supportive, making what could have been a daunting leadership transition feel more like joining a team of friends. I realised that real strength comes from working together, sharing ideas, and learning from one another.

One principle that has become central to my teaching philosophy is: "You teach from who you are." In a Christian school, leadership isn't just about skills—it's tied to faith and daily spiritual practices. I try to start each day with prayer and scripture, reflecting on where God is leading me. When I keep those rhythms in place, I find more clarity and purpose in my work. Leadership isn't about having all the answers—it's about being open, recognising the strengths of others, and creating a space where people feel safe to grow and learn.

I've also come to see that vulnerability isn't a weakness—it's a strength. Being honest about challenges and uncertainties has helped me grow as a leader. Working in a Christian school has deepened my understanding of how faith and professional growth go hand in hand. Some days, keeping up with spiritual disciplines is tough, but when I stay centred on God, I find more peace and direction.

Looking back, I'm incredibly grateful for the community, mentorship, and faith-driven growth I've experienced. Teaching isn't just about passing on knowledge—it's about constantly learning, adapting, and walking this journey alongside others. The Teaching School didn't just prepare me for a job—it shaped how I see education and leadership, constantly reminding me to lead like Jesus.

The Strategic Story Behind the Teaching School

THE CREATION OF THE ‘THIRD SPACE’ GAVE MORE THAN IDENTITY TO THE PARTNERSHIP, IT BECAME THE EDUCATIONAL ENTITY THE PROSPECTIVE INITIAL TEACHER EDUCATION (ITE) STUDENT WAS CHOOSING.

The St Philip’s Teaching School was birthed out of a desire to prevent mission drift by creating an intergenerational approach to teacher formation that would guard and promote our Christian culture, values, and approach to education. Unbeknownst to many people, St Philip’s had tried this somewhat before. SPCC Gosford had taken on some interns during their degree training in an effort to attract them to the organisation, cultivate the school’s heart and ethos within them, and see them equipped to enter the classroom prepared. While the students had a meaningful experience, the program was not a long-term organisational success.

When Graeme Irwin (CEO of St Philip’s) met with Mark Hutchinson from Alphacrucis University College (then Dean of the Faculty of Education) in 2017, they had both been dreaming of a better way. The outcome of their discussion was to enter into a long-term strategic partnership, to invest proactively and deliberately, and to create the structures and approaches that would deliver lasting change. Both were aware of the Teaching School Hub/Alliance models from the UK, as well as clinical and work integrated models of Higher Education. They knew that schools needed to play an active and equal role in attracting future teachers and training future teachers, therefore the approach needed to be more proactive and strategic than recruitment and HR practices common to schools.

The strategy was to do more than capture those already enrolled in university and to secure them for our organisation – though not a bad strategy in itself.

The goal was to change the value proposition and narrative of the profession for school leavers and career changes. This was achieved by giving them the choice to be part of an innovative apprenticeship pathway employed within reputable schools. The creation of the ‘Third Space’ gave more than identity to the partnership, it became the educational entity the prospective initial teacher education (ITE) student was choosing. To change the outputs of ITE we must do more than just change the process of ITE, we must change the inputs of ITE. The School organisations involved in the St Philip’s Teaching School showed the value of the profession in the value they were investing into the trainees.

The Teaching School model is analogous to the impact of teaching hospitals in medical education and practice. While all hospitals maintain tertiary connections and host practicum students, teaching hospitals are qualitatively different. They develop long-term strategic partnerships with tertiary institutions, becoming active participants in advancing medical research, developing future practitioners, and defining best practices. This commitment requires structural and operational changes to both the hospital and the tertiary provider, but the results are apparent: teaching hospitals become centres of excellence that attract top talent, enhance patient outcomes, and elevate their institutional reputation.

The same transformative potential exists in education. While all schools routinely host practicum placements from tertiary providers, the Teaching School model represents a fundamental reimagining of the role of the school in teacher development. By bringing together a network of schools in strategic partnership with the third space and tertiary institutions, this model reimagines teacher formation and qualitatively changes the school and its relationship to ITE. Like their medical counterparts, Teaching Schools move beyond being passive recipients of pre-service teachers to become active partners in shaping the future of education.

Establishing a sustainable and innovative strategic HR program demands the same rigorous approach we apply to major capital projects. Just as schools meticulously plan, design, and invest in physical infrastructure, the development of a Teaching School model merits equal—if not greater— strategic consideration and resource commitment.

After all, while buildings provide the physical housing for education, it is quality Christian teachers who form the essential foundation of quality Christian schooling. They are, in effect, the living building blocks of our vision and mission. Creating a pipeline of such educators through a Teaching School model is not merely an HR initiative—it is a mission-critical investment in the future of Christian education.

The Author

ANDREW YOUD Strategy & Development Manager

AFTER ALL, WHILE BUILDINGS PROVIDE THE PHYSICAL HOUSING FOR EDUCATION, IT IS QUALITY CHRISTIAN TEACHERS WHO FORM THE ESSENTIAL FOUNDATION OF QUALITY CHRISTIAN SCHOOLING. THEY ARE, IN EFFECT, THE LIVING BUILDING BLOCKS OF OUR VISION AND MISSION.

Through collaboration, we grow stronger. By sharing resources, expertise, and vision, schools can collectively strengthen the process. A strong Teaching School is not just about linking schools to tertiary education; it's about providing resources, professional development, mentorship, and practical training opportunities. This collective support helps successfully attract, train, and retain quality teachers who are equipped to teach Christianly, ensuring a strong future for Christian education.

SAMANTHA VAN DE MORTEL Teaching School Principal

Cedars Christian College Principal, Steve Walton & Coordinator, Taminee Taylor Celebrate with first graduates

Christian schools across our nation are forming partnerships to shape the next generation of Christian educators. United by a shared vision, these schools recognise that training Christian teachers is a mission that must be embraced within the Christian school community.

Teacher formation requires a broad range of resources and support, which can be challenging for schools to manage alone. But through collaboration, we grow stronger. By sharing resources, expertise, and vision, schools can collectively strengthen the process.

A strong Teaching School is not just about linking schools to tertiary education; it's about providing quality resources, professional development, mentor support, and the intentional placement of trainees and monitoring of progress. This collective support helps successfully attract, train, and retain quality teachers equipped to teach Christianly, ensuring a strong future for Christian education. This is the core of the St Philip's Teaching School's mission—creating a "Third Space" where schools support one another and nurture the calling to Christian education. This work is Kingdom-focused: forming teachers who will serve the vision of Christian School communities with faith and excellence.

The initial teacher education program, launched in 2018 to serve the needs of the St Philip's Christian Education Foundation group of schools, has since grown well beyond its original vision. In 2021, Maitland and Hunter Christian Schools led the way by partnering with the Teaching School to sponsor and employ trainees.

Strengthening Community Connections

SAMANTHA VAN DE MORTEL St Philip’s Teaching School Principal The Author

Fourteen schools across the Hunter, Mid-Coast, and Central Coast regions are now investing in the next generation of educators, actively building a strong pipeline of dedicated Christian teachers to serve these communities.

Across Australia, more schools are embracing the vision of forming Christian teachers within their own communities. Since 2022, schools from the ACT, South Coast, Central West, Southern Highlands, and Western Australia have joined the movement. Today, 21 schools, including K–12, early learning, Aboriginal, and special education entities, form a missiondriven network shaping Christ-centred educators. These trainee teachers are responding to a calling, being equipped to serve diverse communities with humility, love, and a deep commitment to the gospel-centred education.

An unexpected outcome has been the sense of community that has developed. As trainees rotate between schools in some regions, they embrace both the call to teach and to community. This sense of belonging has proven to be a significant factor in teacher retention, as graduates prayerfully seek God’s guidance in choosing where to serve.

The partnership with schools has been inspiring, marked by many moments of celebration, gathering 75 trainees for our launch event, being warmly welcomed to schools across the nation to meet with mentors, leaders and to observe trainees, and recently celebrating the graduation of five partner school trainees out of sixteen graduates. These moments remind us of the power of unity and collaboration.

Just as iron sharpens iron, partnerships between schools are strengthening Christian education for generations to come. The road ahead remains full of opportunity, and with faith and collaboration, we are watching God’s vision unfold. It takes a village to raise a teacher, and this village is expanding across the nation and beyond. Praise God for His faithfulness in providing quality Christian trainees and mentorsthe future of Christian Education is in outstanding hands!

Nathan Cathcart

Chloe Cathcart

Bethany Clare

Maegan Craig

Amy de Jong

Emily Dobos

Laura Farrelly

Matilda Gibson

Eternity Haak

Caleb Haddon

Taleah Hammann

Launch Week: From

8 to Nearly 80 in 8 Years

As we gathered for our 2025 Teaching School Launch Week, we were reminded of the profound truth found in Luke 16:10: "One who is faithful in a very little is also faithful in much." Eight years ago, the St Philip’s Teaching School began with just eight trainees. Launch week saw us celebrate with nearly 80 trainee teachers from across New South Wales, the Australian Capital Territory and Western Australia – a testament to the power of faithful commitment to His promises.

Jonothan Lethbridge

Bailey Muendel

Tom Oyston

The week was packed with incredible moments. Worship led by trainees, breakout sessions which explored everything from AI and study hacks to navigating Christian school environments, complemented by Q&A panels with graduates. Group challenges, a trivia night, and connection activities built a strong sense of community among the trainees.

What truly matters is what these nearly 80 trainees represent: hope. Hope for schools, hope for students,

and hope for transformative education that reflects the Kingdom. This is not just about training teachers –it's about forming Christian educators who will shape young minds and hearts for His kingdom.

What began as a small program has become something extraordinary. From eight to nearly eighty, from a small vision to a significant movement, the Teaching School continues to stay true to its mission. These trainees are being formed to be light in their classrooms, bringing faith, hope and the better story into every learning environment.

Stepping forward in faith, we look ahead with expectation, trusting that God will continue to guide and grow this Kingdom work in the years to come.

TS Launch Week, 2018

TS Launch Week, 2025

Trainee Spotlight

Will McLennan

STUDY

PATH

First Year of Bachelor of Primary Education

CURRENT PLACEMENT

Emmaus Christian School

MENTOR

Tim Davies

The Career He Never Saw Coming: How Will Found His Calling in the Classroom

When Will walked out of school for the last time, he never imagined he’d return. Frustrated by a system that felt irrelevant, he set his sights on a trade, only to find himself drifting between jobs that didn’t click. From delivering pizzas to labouring, nothing sparked a sense of purpose. But then a casual conversation with his former school principal took an unexpected turn. What started as a simple chat set a journey in motion that Will never saw coming, and at times tried to fight against.

With labour work drying up, Will agreed to what he thought was some part-time maintenance work at the school. But he unexpectedly landed in a Year 1 classroom surrounded by energetic six-year-olds. Convinced teaching wasn’t for him, he kept his guard up, determined not to enjoy it.

Despite initial resistance, Will’s perspective shifted when he began helping a struggling student thrive. That connection sparked a passion for teaching he never saw coming. As Will discovered the path to becoming a Christian Educator, he realised he couldn’t imagine doing anything else. Now, every lesson he learns feels relevant, shaping both his work and his sense of purpose. What started as an unlikely detour has become his calling.

WHAT INSPIRED YOU TO PURSUE A CAREER IN TEACHING?

I know what it’s like to feel disconnected from school. When I worked with a student who felt the same way, I saw myself in him. Supporting him made me realise I could be the teacher I always wished I had. I didn’t become a teacher because I loved school, but to help kids who don’t.

Transforming a student’s experience and making them feel supported is powerful, and it’s something I feel called to do.

WHY DID YOU CHOOSETHE TEACHING SCHOOLOVER OTHER TEACHER TRAINING PATHWAYS?

Honestly, the traditional pathway simply wasn’t an option for me. I wouldn’t have signed up to years of study without the hands-on aspects from the beginning. Plus, the faith-based foundation made it even more meaningful, something a mainstream university couldn’t offer.

WHAT ASPECTS OF THE PROGRAM HAVE BEEN THE MOST BENEFICIAL FOR YOU SO FAR?

The biggest benefit has been learning something and immediately applying it in the classroom. Watching experienced teachers gave me ideas, but I quickly realised teaching is harder than it looks! Each week, I get in front of the class, make mistakes, and learn from them in a supportive environment. The hands-on experience, combined with reflection in Mosaic and mentorship, has been invaluable. The program’s focus on practice, feedback, and growth is shaping me into the best teacher I can be.

HOW HAS YOUR SCHOOL PLACEMENT BEEN SO FAR?

So good! I’ve learned a lot from my mentor, Tim, who’s not only an amazing teacher but also practically part comedian. He’s a performer - and while I admire his style, I also reflect that he’s very different to me, but I’ve taken notes on how he engages students and reflects on each lesson with me afterward. It’s been eye-opening to see the layers to teaching and understand what I can learn from him, as well as what I can do differently.

IF YOUR STUDENTS HAD TO DESCRIBE YOU IN THREE WORDS, WHAT WOULD THEY BE?

I asked them today to find out! They said funny, kind and helpful. They also added ‘sigma’ (not a word I would’ve chosen but won’t complain...I guess?).

WHAT’S THE FUNNIEST OR MOST UNEXPECTED THING THAT’S HAPPENED TO YOU IN A CLASSROOM?

Well, kindy happened. One funny moment was when a sweet boy came up to me with tears in his eyeswhen I asked what was wrong, he goes, "I’m just sad that I can never be a teacher.” Confused, I asked why“Because my name doesn’t start with 'Mr.’”

DO YOU HAVE ANY WORDS OF ENCOURAGEMENT FOR YOUR FELLOW TRAINEES?

I’ve made plenty of mistakes during my prac days. I’ve told so many kids over the last few years that mistakes are essential to learn – now I have to work hard to remember it myself! Remember, you’re not a teacher yet, and it’s okay to make mistakes. Keep learning from them!

NICKEY BRIGHT Lead Specialist — Operations and Strategy

Interviewer

St Philip’s Teaching School Celebrates the Class of 2024

Sixteen outstanding graduates were celebrated on Friday, March 28th, as they officially completed their journey through the SPCC Teaching School. This milestone marks not only their hard work and dedication but also their readiness to step into classrooms as confident, capable educators. Among them were the first graduates from partner schools, Cedars Christian College and Maitland Christian School, further expanding the reach of Christian education.

These graduates have persevered through unique challenges, including navigating COVID-19 disruptions and creatively supporting their schools during that time. They have grown in skill, resilience, and faith, developing into teachers who are not only professionally equipped but also deeply committed to shaping young lives.

2024 GRADUATES

Meagan Cameron

Nathan Cathcart

Chloe Cathcart

Bethany Clare

Maegan Craig

Amy de Jong

Emily Dobos

Laura Farrelly

Matilda Gibson

Eternity Haak

Caleb Haddon

Taleah Hammann

The evening commenced with the graduation ceremony where each trainee was honoured for their dedication and growth throughout their training journey. The evening was filled with joy and gratitude as these newly qualified teachers prepared to embark on their careers and reflected on the journey to date.

"It has been incredible to watch them transform from trainees into teachers ready to make an impact," shared one mentor. "Their dedication to their students and their passion for Christian education have been inspiring to witness."

Jonothan Lethbridge

Bailey Muendel

Tom Oyston

Beyond the classroom, these graduates have embraced their calling with enthusiasm, forming strong connections with their students, colleagues, and school communities. They have contributed meaningfully to their schools, applying their learning in real-time and demonstrating a heart for servant leadership.

The celebration continued with a dinner in Newcastle, where graduates, mentors, and families gathered to connect, reflect and look to the future. It was an evening filled with gratitude, laughter, and anticipation of the exciting journeys ahead for our newest teaching professionals.

As they now step into their roles, they carry with them not just knowledge and experience, but a deep commitment to providing transformative education grounded in faith.

Congratulations to the SPCC Teaching School Class of 2024 – the next generation of Christian educators, ready to make a lasting impact.