The 10 Most Inspiring Educational Leaders in Australia

2020| VOL 08 | ISSUE 04

10 T h e

M o s t

Inspiring Educational

Leaders in Australia-2020

Mark Robertson

Mark Robertson Principal

Welcome

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ransforming a school or a college or the entire education system is a long, hard, and frequently arduous mission. An educational leader sets off on this journey and figures out what to do, when to do it, who to tune in to, and how to manage crisis along the way?

Educational Leaders: Achieving New Heights

Majority of the people perceive that educational leaders as principals, supervisors, and thought leaders in the schools, professional networks, and even businesses. But an educational leader is someone who aids the next generation in nurturing their dreams and ambitions, keeping eye on the horizon, making shared culture and qualities and so forth.

This responsibility is not just levied upon a limited handful, sprinkled with some enchantment dust. It is within the grip of every one of us. It just requires genuine efforts and strong commitment towards the cause of education.

Today, many successful educational leaders are making a significant impact on improving learning. However, what requires more clarity is on to what extent does leadership matter, how significant those impacts are in promoting the learning of all age groups, and what exactly are the fundamental elements of fruitful leadership.

In any case, if learning is considered as a lifelong process, even educational leaders need to stay on the learning trail and consider progressing and improvising as basic to their and their students’ achievement.

The basic purpose of educational leadership is to guarantee academic accomplishment through constantly upgrading the process, content and training.

This is essentially practiced through a coordinated effort with various people, for example, instructors, guardians, students, public policy producers and general society members How do top-notch leaders accomplish all the above mentioned parameters?

• By setting directions – outlining a clear course that everybody comprehends, building up exclusive requirements and utilizing information to follow progress and execution.

• By developing individuals – aiding instructors and others in the framework with the vital help and preparing to succeed.

• Also, by making the organization work – guaranteeing that the entire range of conditions and motivating forces are completely bolstered instead of repressed teaching and learning.

There is still more to find out about the fundamentals of quality leadership. Successful leadership can play a profoundly huge and often underestimated role in improving student learning, as the primary objective of

an educational leader is to improve the quality of education and the education system itself.

Believing the same, we set out on a quest to find such strong educational leaders in Australia compelling us to derive this edition The 10 Most Inspiring Educational Leaders in Australia, 2020.

Featured on the cover of the edition is Mark Robertson—Principal of Oakleigh Grammar School, who with his zeal and educational expertise brings continuous growth. We have also featured Suzanne Farley—Deputy Principal Learning and Teaching, Caroline Chisholm Catholic College, Jason Smith—Tamborine Mountain State School, Mark Savery—Head of eLearning at Emmanuel College, for their contributions towards the improvement and implementing new ideas for the education industry, students, and the society as a whole; most importantly who are both bringing and leading change.

While flipping the pages, you will also come across articles penned by our in- house editors which will give insight into various leadership traits and qualities that global leaders possess. We hope you enjoy reading this edition as much as we did while curating it for you.

Happy Reading!

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Shruti P. Jambhale

Cover story

Teaching and Leading with Passion

Article

Mark Robertson

contents

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Jason Smith

A Tenacious Educator in Pursuit of Excellence

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Decoding Leaders Attributes of Educational Leaders

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Suzanne Farley

Fostering Innovative Learners through Passionate Teaching

Mark Savery

A Persistent Leader with an Empowering Vision

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Cover story Mark Robertson Principal

Mark Robertson Teaching and Leading with Passion

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I believe an educator should be authentic and remain true to themselves to be the best role model they can be

The 10 Most Inspiring Educational Leaders in Australia-2020

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he time-old tradition of holding teachers in reverence has been existing in this world since the existence of mankind. It grew out of an acknowledgement that learning should not be hoarded, rather it has to be passed on. Life embraces all without distinction hence; its lessons become shared experiences.

Thus while passing this experience; both teachers and students enter into a relationship, wherein both are students and teachers of one another.

This realization makes a good teacher great. They know that the best thing about teaching is continuous learning.

Such teachers enchant their students. Not only do they urge to make a difference in a student’s life but desire it passionately. They treat all their students as equal ones and invite them to build a student-centric classroom, or school together with them. A great teacher in this way makes students an author of their academic, professional and personal life, while always guiding them.

This calls to mind an American Historian, Henry Adams’ words, “A teacher affects eternity: he can never tell where his influence stops.” Adhering to the same, we at The Knowledge Review on our quest to find an influential educator, crossed paths with Mark Robertson, the Principal of Oakleigh Grammar School. His journey from a teacher to a Principal and now an educator depicts how continuous learning has helped him grow and evolve.

Today, he uses his accumulated knowledge and experience to change lives and educate a community.

Nothing Equals Passion Robertson is a passionate leader who has the knowledge and the experience to take risks, step up to the plate and help take the biggest leaps forward within his educational institution. Leaders like him make things happen.

Robertson tells us how his journey as a teacher and influencer began.

“After completing my studies in Bachelor of Education, I secured employment in the Government Education system to teach Secondary Physical Education and Accounting/ Legal Studies. This job helped me hone the skills necessary to become an effective and inspiring teacher in the classroom setting. Recognizing my passion for excellence and strong ability for organization, I was promoted young and was soon charged with overseeing Sport in my region.”

The unfolding chain of events after the aforesaid event in his life marks his journey as a teacher, who teaches us that optimism, continuous learning and a love of learning itself is the key to everything. He says,

leadership style. At this time, I was beginning to cultivate my leadership style and enjoyed overseeing my team of educators and of course, helping to shape and support students during this often difficult stage of adolescence. After 5 years as Head of Middle School, I decided that my next move would be a critical one as I was emerging as a passionate leader, eager to make a significant difference in the lives of young people,” he recalls.

Growth Equalizes Continuous Learning

“I believe that we must cultivate our own path in life and resist the temptation to become complacent and stagnant”

career, his time here helped shape him into an educator and the influential leader that we know today.

“Recognizing the need to broaden my skills further, I taught Accounting in the TAFE sector part-time and even moved into the sales lighting industry to experience ‘life’ outside of schoolsan understanding I gained that I firmly believe gave me vital perspective to further understanding the context of education within society and to appreciate the pathways that young people in our schools are on.”

“It was here that I was privileged to work amongst gifted educators who helped to influence and shape me within a traditional institution that would allow me the space and time to grow both as a person and an educator.”

“Returning to teaching two years later saw me energized, enthusiastic and ready to step into the independent education sector with renewed vigor.”

However, it did not stop him from learning further. While working as a full-time teacher, Robertson constantly had his eye on the future, also pursuing his Masters in Educational Studies.

During this period, he served at Haileybury College. Call it a path breaker or a milestone in Robertson’s

“During my time, I was promoted to Head of Commerce and felt privileged to be part of the Haileybury “fabric” for 8 years before my promotion to Head of Middle School at Yarra Valley Grammar School. Yarra Valley was an important time in my development as a leader as I was able to work closely with the current Principal as part of the senior Executive team. This proved to be instrumental in developing and shaping me and exposed me to a strong

Having emerged as a passionate and strong leader was only one part of Robertson’s evolution as an educator. His personal quest was to embrace life and cultivate his own path, resisting the temptation to become complacent and stagnant. The following choices in his life inform us as to how he achieved this.

“I decided to apply for the position of Head of Senior School at Mount Scopus Memorial College- a large Jewish school in Melbourne’s East.

This remains one of the most significant moves in my career to date as I was thrust into a very different world to what I had known previouslya world of Judaism, a community that possesses a deep love for the State of Israel and a community with considerably high aspirations for success”.

“After leading the Senior part of the school for 4 years and my entire family being warmly embraced as part of the Jewish culture, I was appointed

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Work with others and never against them as team players are highly valued in education

“We encourage and empower children to pursue their intellectual curiosity and creativity”

Principal of a large, multi-campus, Anglican school. Landing my first Principal’s role was exciting, immensely rewarding yet challenging on so many levels. I learned so much about human behaviour in those first years and believe it provided me with an incredible grounding for the complexities we face as school leaders and indeed citizens in such a rapidly changing world. My current school, Oakleigh Grammar is an absolute community hub in the truest sense and a very unique school- one I believe has given me true satisfaction and pride. I work with an immensely talented Executive team on a range of exciting strategic initiatives that serve our students for a future world,” he states.

Not Just an Ordinary Educator The duty of an educator or a teacher does not end with being just a teacher or a Principal. Their duty goes beyond classrooms, as mentioned above, a teacher influences a student’s life in many ways. Robertson realizes this and his quest always has been to achieve something beyond classrooms. He says the world of education can be very challenging. “I have faced challenges in my career that are too numerous to mention and I would like to think that I have experienced a range of encounters because of the breadth of settings I’ve been in as a leader. In saying this, people are people everywhere and it has been important

for me to strive to understand motivations and key drivers in order to confront and adapt to challenges I have faced”, he adds.

However, overcoming trepidations is what makes one a true leader. Not only was Robertson successful in overcoming any problems but he also succeeded in eliminating many crucial issues faced by his students. “I certainly feel proud of how I’ve dealt with challenges. Sometimes, courageous decisions need to be made in difficult circumstances and I believe that despite pressures from numerous sources, I am always able to maintain a clear sense of integrity and conscience and make them with my

student’s very best interests in mind,” comments Robertson.

However, he also believes there is always something that can be bettered and is continuously working towards improvement in all he does. “I’ve had difficulties in my career and have always created opportunities for myself to reflect upon ways that I may have handled things better. I firmly believe that the chance to reflect is vital and educators must take the opportunity on a regular basis as an inherent part of our “cycle” of output. Education is inherently a multi- dimensional process and is not linear- the way we manage this process often relies upon some type of deep, reflective practice and no one should be above personal reflection or using collaborative approaches to improve themselves further. Without a doubt however, I believe that dealing with student’s mental health struggles have been the single most confronting aspect for me as an educator. The mental health of young people is, in my opinion, the most challenging and compelling aspect facing education today,” he shares.

Motivation is a Two-way Process Robertson’s quest to bring change through education lies at his heart. “I have always been driven and committed to pursuing a higher ideal and just love the varied role of an educator. I love to collaborate on ideas and systems, work as part of a team within a community and I really love inspiring others to be their best,” he says.

However, inspiring him to achieve his goal are the young people around him.

He says, “To me, being around young people and having the privilege to witness the future unfold around me is very exciting and always feels fresh and energizing. Young people are a

constant reminder of how hope exists in our world and that we should not be frightened by change and all it entails.”

Envisioning Equal Growth As mentioned above, a leader recognizes that change is the only constant and one should harness this chance to learn something new and teach others that change can be a positive opportunity. However, when it comes to great leaders like Robertson, they believe leaders should not only navigate the path but create opportunities for those around them to grow as well.

“This is a powerful one as I strongly believe that good leaders produce and inspire other, good, effective leaders. A successful leader needs to remain open to others and be highly accessible- we are constantly cultivating competencies and enabling others so that they may grow too. This parallelism is vital for any organization but it would be highly ironic if it didn’t happen regularly in education! I try to remain open with my staff and team so that they can understand the inner mechanisms of the “why” behind decisions so we are able to make these decisions as a team of educators, synergising effectively. states Robertson.

A Word for Aspiring Educators Robertson’s journey until now and what we foresee in the future makes us realize one thing that only deep-rooted passion towards education can help any teacher achieve greatness. His continuous endeavor to improve lives around him giving us hope that teachers, educators and leaders like him will always create opportunities to help others achieve their true potential.

A great leader like him inspires us through his actions and work. He says

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My present school, the Oakleigh Grammar is an absolute community hub in the truest sense and a very unique school

the reason why he achieved what he did is because of his love of humanity and sense of hope for the future of his students. He also, advises having the same to any aspiring educator. “Make sure you are an optimistic educator and fundamentally like working with children. Find mentors with whom you connect personally and keep a career plan in mind, speaking to those in positions of leadership to touch base and understand how you’re performing, sharing what your future aspirations are, as they can help you to connect with others in the profession too. Work with others and never against them as team players are highly valued in education,” he concludes. T R

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JASON SMITH A TENACIOUS EDUCATOR IN PURSUIT OF EXCELLENCE

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At Tamborine Mountain State School, students are encouraged to be risk takers, to be curious and be a visionary

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ost of the people live by the motto, ‘if it is not broken, don’t fix it’ however, that is not what great leaders or influencers (of any industry or sector) believe. They know that the path to exceptional growth, change, and performance requires upending existing or innovative ideas to choose a new path. It means every leader has to challenge the status quo to create greatness that they have envisioned. Jason Smith, the Principal of Tamborine Mountain State School is one such influential educational leader who attributes his growth to this belief.

“My inspiration to be the type of educator and leader I became came from my sense of wanting to make a difference in young people’s lives by providing them a space to have their voice heard and inspire them to become curious, creative thinkers and dreamers who shape their own destinies by becoming well-rounded citizens,” comments Smith.

But, change is not an easy sell and despite knowing that what motivated him to achieve greatness. “I was motivated to become an educator by both positive and negative experiences that I faced as a student during my own schooling,” says Smith.

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Jason Smith Principal

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Smith’s journey was shaped by his own student life. He recalls his journey saying, “I was inspired by my Isleworth Primary School teacher, Mr. Samuels, who encouraged me to be the best version of myself I could be, to challenge the ‘norm’ and reach for the stars. My secondary schooling was notably different. I felt my voice had been silenced and I was relegated back to the norm, with more of a focus on conformity rather than individuality. I was encouraged by my mum to pursue my love of teaching, which I did, training via correspondence.” Coming a long way from finding inspiration from those around him even today, Smith has not only grown to become an educator but also an influencer.

Evolving as an Influencer Smith’s educational leadership journey began in 1989 right after he got qualified as the youngest professional swimming coach in New Zealand at the age of 17. Soon he immigrated to Australia in 1994 and was appointed as Head Swim Coach at Leichhardt Park Aquatic Centre. He had coached swimmers at both state and national levels and in 1996 was also entitled as New South Wales SunRice State Coach.

Though Smith was influencing the young generation and bringing out the true potential he wanted to do something more. His love for teaching was unfathomable and so he deiced to take up new roles and hence moved to 20 | THE KNOWLEDGE REVIEW

Queensland and commenced teaching at Coombabah State High School in 1997. After working here or a few years taking roles including that of Year Coordinator (2000) Head of Department, English at Elanora State High School (2005), smith relocated to Queensland.

“I challenged my curriculum leaders to inspire a shared vision of an open, guaranteed and viable curriculum that not only aligned to the Australian Curriculum standards but also broadened the scope of topics, localized teaching, and learning experiences and gave student advocacy and voice through a collaboratively planned student-centered learning approach. Collaborators included teachers, teacher aides, education and school community partners, specialists, and most importantly students.”

The progression of his educational leadership journey took a new turn soon. He was appointed as the Principal of Blackall State School P-12 in 2009 and later was appointed as the Principal of Tamborine Mountain State School in 2012.

Smith believed that students should be lifelong learners and the subject matter that is being taught to them should prepare them for college and career readiness. And hence to remind every student that they are decedents of greatness, Smith challenged the norm and designed a curriculum that taps the greatness students have within themselves while also allowing them to take control of their own learning. This way he ensures that his students are critical thinkers, problem solvers, and leaders who can take over the world.

Challenging the Status Quo Having established Smith’s journey from being a swim team coach to being a principal does not really explain how Smith’s contribution has changed both the education sector and the lives of the students. To understand it we have to look into the problem he was addressing. According to Smith one of the biggest complexities faced by the schools is a cluttered and congested curriculum.

He further comments, “My research over the years led me to believe that reshaping our curriculum to suit the needs and interests of our students as well as the experience and skillset of my teachers would be a more positive approach to improve student learning outcomes and increase student engagement; rather than to follow a prescribed, narrow-focused curriculum, that in all cases left students stressed, frustrated and disinterested and teachers struggling to ‘fit’ everything in.”

A Platform for Holistic Growth We established how Smith influenced the schools he led to reshape their curriculum, here arises the question, what entitles Tamborine Mountain State School (TMSS) in achieving Smith’s goal of supreme quality education.

Tamborine Mountain State School is a fully inclusive and diverse school that is dedicated to the holistic and personalized education of each student.

This focus is underpinned by multiple layers of community support and local business partnerships. Its primary school uses innovative and creative teaching pedagogies to engage students with the curriculum by linking its teachings to the real-world context.

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TMSS embraces STEAM-based learning opportunities such as; Digital Technologies, Robotics, Coding, Specialist Science, Maths, Dance, Drama, Music, Choirs, Concert Bands, and Multi-media.

Additionally, the school’s redesigned guaranteed and viable curriculum designed under the guidance of Smith provided teachers with not only the time to teach subject matter but most importantly time for students and teachers together to explore curiosities, experiment with theories, challenge the intent and respond through a variety of mediums. The school’s academic performance across all subjects, effort, and behavior bell curves shifted from the ‘norm’ (‘C’ high) to ‘B’ high.

To check the response of this new curriculum the students are asked to give regular feedback to teachers, whether about their lesson or the unit of work they were studying, to contribute to the reflection phase or curriculum planning. Student and staff efficacy soared, and the school survey responses from students, staff, and parents reflected this positive change.

Adding Value to Education Smith has been passionate about education and his passion is clearly visible in his actions and even words.

He says that when he thinks of an educator he thinks of someone who can build positive relationships, is caring, compassionate, empathetic, a life-long learner, and collaborator, as curious as students are about learning. And thus, his continuous effort has been to grow as an educator who supported children to exceed their potential and inspire a shared positive vision of the future.

To achieve the same he went beyond and above the call of duty. He established a unilateral partnership AUGUST, 2020

Tamborine Mountain Learning Academy (TMLA) with Tamborine Mountain State High School, Griffith University and Swinburne University.

He also created a Young Scholars Program (YSP) which provides a platform for each student’s learning to be enriched alongside other high performing students beyond their chronological age. Queensland’s Director General of Education Dr. Jim Watterston said the program was a ‘Game Changer’ for TMSS students, which was the collaborative effort of Smith, executive leadership team, and Mrs. Tracey Brose, Principal of TMSHS. From One Educator to Another Smith’s journey until now and ahead can be foreseen as one where both educators and students are on a voyage of continuous growth. While TMSS only has a small percentage of Indigenous students who attend the school, Smith is passionate about providing opportunities for all of his students to deeply understand local Indigenous culture, heritage and traditions. Over many years Smith and his staff have developed rich partnerships with Wangerriburra Elders from the community who are actively involved in embedding and extending Indigenous perspectives in their school and community.

Smith feels blessed to be gifted with the talents and support of his family, friends, executive leadership teams, staff, students, parents and community partners over the years, who have all played a significant role in his development as an educational leader and positive role model.

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advice for aspiring change leaders is also the same. “Be yourself; the one who is blessed with talents and has minor imperfections. Be prepared to fail, make mistakes, and learn from them by asking others for help. Share those precious moments with your students and ask your students what they do when they fail or make mistakes,” shares Smith.

Smith has dedicated his life to student development and enhancing educational opportunities by characteristically challenging conventional methods, like banning primary school homework sheets, in favour of inviting students to be kids after school by playing, exploring nature, participating in sports and hobbies as well as engaging in community events. His advice for aspiring educators is the same too. He asks them to know the lives of students; listen to them, learn from them, and grow together.

“Accept there is a difference between listening and hearing, and be conscious to listen to your students with attention and interest. Encourage your students to be risk-takers, to be curious and be a visionary.

Demonstrate the difference between knowledge and understanding by using real-world examples and personal experiences. In essence – model the way, but do it in a way that allows students the opportunity to grow, celebrate successes and equally reflect on disappointments when they come, and forge their own pathway forward by taking stock of the footprints they’ve left behind,” concludes Smith. T R

His mantra of being an exceptional educator is by being true to oneself, never missing an opportunity to learn, and learning from own mistake. His THE KNOWLEDGE REVIEW | 21

MARK SAVERY A PERSISTENT LEADER WITH AN EMPOWERING VISION

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Led by the Principal, Patrick Innes-Hill, Emmanuel College continues to thrive, and I am continually given opportunities in my role to grow, stretch and seek excellence as an educator

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he words ‘inspire’ and ‘motivate’ are often used interchangeably.

Though conceptually these words seem similar, they are worlds apart. The word ‘inspire’ took its origin from ‘in spirit’ which means ‘inspiration from within.’ Similarly, the root word of ‘motivate’ is ‘motive’. Thus, the meaning of motivate is actually; an external force that causes someone to take action.

We can say that motivation pushes one to accomplish a particular task, or work through a difficult event, even when they would rather not be doing it; motivation helps them to get the desired result.

However, inspiration pulls one towards something that stirs their mind, spirit, or heart. When one is filled with inspiration, they often do not think about the end result, rather the feeling of purpose and meaning is enough for them to propel towards their ambitions. Mark Savery, the Head of eLearning at Emmanuel College is an influential educational leader who attributes his growth to this belief.

Mr. Savery’s journey was shaped by the inspiration he received from those around him. He recalls his journey saying, “I owe my gratitude to working at Emmanuel to Peter Fernance, the Head of Performing Arts when I was first employed, and

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Mark Savery Head of eLearning

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Graham Leo who was the Principal at Emmanuel College at that time – they both extended an opportunity and inspired and guided me in those earlier years of my career.”

“Through their encouragement, feeling a sense of belonging in a workplace (not just working for an institution) and having people that believed in me seeing potential beyond what I myself could see - encouraged me to strive for excellence in my career.” Coming a long way from finding inspiration from those around him even today, Mr. Savery has not only grown to become an educator, but also an influencer.

This is Mr. Savery’s story in his own words.

A Journey of Prominence “Funnily enough, I never formally applied for a job at Emmanuel!

Growing up, I struggled at school – I struggled with bullying, I struggled being a musician in a school that was very sport-driven at the time. Many of my memories of school were not positive ones. However, I did have some inspiring teachers and great friends who encouraged me through the challenges. It was not until midway through my 12th year when I finally came to a place of knowing what I wanted to do beyond school.

And to be honest, a career in education was not my intention.”

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“On completing Senior School, I enrolled in a music degree with the desire to be a musician. While doing some casual music tutoring and performing for church, weddings and functions, the Head of Performing Arts of Emmanuel College at the time, invited me to an interview with the Principal to do some music tutoring. This impromptu meeting really started my career as an educator.”

at Emmanuel for over 16 years I feel more passionate than ever about being an educator. I have worked across a variety of roles and experienced some fantastic achievements throughout my career.”

“While working at Emmanuel as a music tutor, I returned to university to complete a post-graduate Bachelor of Education, with a view to become a classroom music teacher. During this study, I fell in love with teaching in the primary classroom and my exciting education career really took off!”

Knowing More About Emmanuel College

An Influencing Educator “I have always had a creative mind and a desire to push the boundaries – to explore and think outside the box to find a solution. As a child I have fond memories of pulling broken things apart with my Grandad only to see if we could fix them and put them back together again.”

“On many occasions, things did not quite work the same as they should, and some things remained broken, but there were also many successes. The process of not always knowing what you’re doing, but giving it a go, trying things from different perspectives, and adding a little creativity along the way really established a great mindset that has become invaluable as an educator.”

“These have included speaking at conferences and on webinars locally, nationally and internationally. I have been recognized on the Educator Magazine’s Hot List for three consecutive years – for being an influential figure in the K-12 education space – and have developed connections with other educators, businesses, education leaders and specialists across the world.”

A learner-centric environment, a growth-mindset, and ever-evolving leader, Emmanuel College has earned a reputation as a high-quality and indemand educational institution. While these factors have certainly contributed to the school’s growth and popularity, we wanted to know what sets Emmanuel College apart.

On this, Mr. Savery says, “Emmanuel College is a K-12 co-educational, multi-denominational school of 1,600 students. Over many years we have developed a reputation for our leadership in the areas of educational technology and innovation, with Emmanuel College being recognized in 2019 as one of only eight Microsoft Showcase Schools in Australia.”

At Emmanuel, our mission in the technology and ICT support area states that our technological ecosystem must “serve to enrich the learning experience for all.” It is this core value which drives adoption of technology and its integration into our curriculum.

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We make the learning environment more vibrant through having a focus not on consumption of content through technology, but by using technology to unlock students’ curiosity, creativity and potential through the development of their own content.”

“This has been particularly evident through our continued work with Augmented and Virtual Reality to enhance student engagement. The 3D models and 360 video work samples created by Emmanuel students have been seen around the world via the ClassVR Community, and lesson plans based on Emmanuel College’s innovations have been included in the ClassVR Best Practice Book distributed through the UK. The College has recorded multiple video case-studies for Class-VR that have helped schools across the world.”

Serving a Greater Purpose Bringing organisational change and changing lives is not the only characteristic feature that sets versatile leaders like Mr. Savery apart from others. While transforming lives and organizations, Mr. Savery addresses and advocates for change to be brought in the society or education system as a whole.

has provided me wonderful opportunities to collaborate, create and share experiences on integrating technology with pedagogy to further advance learning, achieve student outcomes and transform education.

This has been not only beneficial to myself in my professional growth as an educator, but also for Emmanuel College as it has given us an exposure to cutting-edge technologies and connection to leading educationalists around the world who are similarly inspired by Microsoft’s mission to ‘empower every person and organization on the planet to achieve more.’”

Drawing Inspiration from Others We can conclude that persistence is one of the traits that can lead one to success and Mr. Savery is an embodiment of persistence. No matter the challenges that came along the way, he tried harder and his persistence fueled him to creatively make great accomplishments possible. Here arises a question of what motivates him to be persistent and achieve the desired goal.

“For the past 5 years I have been involved with Microsoft as an Innovate Expert Educator and this past year had the pleasure of joining them as only 1 of 5 Australian Microsoft Fellows. This exclusive program runs yearly and gives opportunity for passionate educators to connect with a global, professional learning community who are constantly pushing the boundaries of what a classroom looks and feels like.”

He says, “For many students and teachers alike, having just one champion to cheer you on can be all that is needed to set someone on a path to success. This continues to motivate me as a teacher now – to look for and recognize the students that may be struggling, with a desire to see them feel that same sense of belonging and achievement. Including those students might be a little ‘outside the box’ and encouraging their creativity and imagination. I strive to create an innovative and technology-rich environment that aims to meet the needs of each individual learner.”

“Being involved with the Microsoft Innovative Expert Educator program

“I feel blessed now to work with a very forward-thinking, inspiring Director of

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IT, Dan Pearson, who continues to encourage, mentor and work collaboratively with me to pursue excellence in the application of using technology to enrich the learning process. Led by the current Principal, Patrick Innes-Hill, Emmanuel College continues to thrive, and I am continually given opportunities in my role to grow, stretch and seek excellence in my role as an educator.”

“I love being an educator and it has certainly been a rewarding career. I am passionate about technology in education as having the right tools can foster personalized, inclusive, and immersive learning experiences. These create opportunities for students to develop emotional and cognitive skills, in conjunction with academic learning, in and beyond the classroom.”

From one Leader to Another “Smooth sea never makes skilful sailors” Mr. Savery is a believer of the aforesaid adage and his progression as a leader is an ideal example of it. He says challenges have always been a part of his journey, however, his drive for excellence, patience, and passion helped him achieve greatness. His advice to aspiring educators, leaders, or influencers is the same too; never give up.

He also says, “For people who are early on in their teaching career, I would recommend aligning yourself with similar-minded people. There are some fantastic educators programs that you can be involved in alongside your workplace that will help you refine your craft as an educator, inspire you through your journey and develop lifelong friendships that will carry over your career.” T R

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SUZANNE FARLEY

FOSTERING INNOVATIVE LEARNERS THROUGH PASSIONATE TEACHING

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At the heart of our college lies understanding the needs and abilities of the student and looking for ways to support their growth

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ritish Writer, C.S. Lewis once quoted, “The task of modern educators is not to cut down jungles but to irrigate deserts.” What C.S. Lewis said here is of utmost importance. A teacher is someone who goes beyond their way to ensure that all students achieve their fullest potential. However, that is not easy; they have the most challenging job.

It is because every child is different from one another and hence, their pace of learning differs too.

Yet, it is a teacher who takes students from where they are to where they need to be. At some of the stages of our academic life, we all might have been positively affected by a particular teacher. He or she might have helped us learn that seemingly impossible concept with great ease. Such teachers not only impact our ideology and character but also change the way we look at learning.

Our gratitude towards all those teachers who go beyond their immediate duty to ensure that every student achieves their dreams and get the rightful education compelled us to meet some extraordinary educators and derive this edition. Portrayed below is the story of one such educator, Suzanne Farley, Deputy Principal Learning and Teaching, Caroline Chisholm Catholic College. Ms. Farley tells her story and her evolution from a teacher to an educator .

“I began teaching in 2000. I started my career in Gippsland Victoria teaching Biology and Secondary Science subjects in regional Catholic secondary schools in Sale and Traralgon. My first leadership position was leading the Year 9 and 10 Curriculum as the Victorian Curriculum was introduced. We started to look at the curriculum differently around then, planning the curriculum outcomes as a twoyear continuum. I grew up in Gippsland Victoria and attended school in Sale and was very grateful to the school for giving me my start.”

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Suzanne Farley

Deputy Principal Learning and Teaching

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10Leaders Inspiring Educational

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chose to be an educator. Her reply to this was, “I was motivated by a desire to share my interest in the Sciences.

During several years studying and in Science research, alone in a University laboratory, I was inspired by the opportunity to discuss the concepts and theories I love.”

However, fulfilling this desire of hers was not always easy. “When you talk about forums and selling an idea and a solution, you need to be objective enough to recognize that there is no one answer. Context is significant and you need to be creative to find solutions to challenges within a learning environment. Conferences provide an idea, but they need to be adapted,” comments Ms.Farley.

However, her persistence and unfathomable love towards spreading knowledge encouraged her to overcome all the trepidations.

“After many years of teaching in the country, I felt it was time for a new challenge. Moving to work in the city was an opportunity and experience I thought I might regret if I didn’t take it. The students vary in so many ways and I have loved the different learning styles and needs that I have encountered.”

“I have worked with some incredible teachers in my career and was delighted when the opportunity arose to work with someone familiar.

Coming to Caroline Chisholm Catholic College in the role of Director Learning Year 10 - 12 was exciting.

The opportunity to move up to Deputy Principal came about shortly after my arrival.”

A Conscientious Educator From the above-mentioned, we could understand Ms. Farley’s journey until now. However, it is not clear why she 32 | THE KNOWLEDGE REVIEW

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A Benchmark in Itself Evolving as an educator with the care of details, accuracy, and reliability, Ms. Farley is not just a subject expert but also a teacher who wants students to have the right information. She says, “The best word that expresses me is conscientious. My role can be quite detailed oriented, and reliability and accuracy of information are important.”

It is safe to say that having such teachers at the helm of the institute upholds the mission of the institution and also ensures that students are nurtured in the right educational environment.

It made us curious to ask more about her present school. She says, “Caroline Chisholm Catholic College is a co-educational secondary College in Melbourne's inner west, dedicated to learning excellence in an engaged, faith-filled and supportive environment.”

“The school provides a rich pastoral care program that supports students as they enter high school and until they graduate from the College. We value positive relationships and partnerships between the College, home, and community. It provides for students in a safe, caring and enjoyable learning environment and a motivating and challenging educational environment.

The College has an established Primary Links Transition Program designed to support our new Year 7 students in helping them settle into their new environment. To us, it means welcoming them into a new community for the next six years.

Homeroom Teachers, House Coordinators, Directors of Campus and Deputy Principals oversee the wellbeing of their students and are

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involved in every stage of a student’s life at the College. They offer a valuable point of contact for parents who wish to discuss their child’s progress. They particularly concern themselves with the needs of the individual and with maintaining the standards and expectations of the College.”

“Academically, we provide a wide variety of opportunities across the academic curriculum, including VCE, VET and VCAL programs, as well as a comprehensive co-curricular program, spanning sport, music, art, drama, technology, maths, languages and social justice.

Our students’ academic results are strong; 95% of our Year 12 students have gone onto tertiary education, and in 2019, our median Study Score of 29 was well above the state average. The College DUX achieved an ATAR score of 97.2 and several students were successful in achieving scholarships to leading universities.”

Going Beyond the Immediate Duty It is almost amazing to see educators like Ms. Farley with their profound knowledge and love towards learning bring changes in lives. But, has the thought of ‘how’ ever crossed your minds? Teaching, alike any profession has its challenges, but what kept Ms. Farley going. The answer is undying passion. She even says that it is a strong emotion that helps one choose their desired career.

essentials of being a good educator.

Students bring many challenges and educating them requires being able to find what motivates and inspires them.

That can be time-consuming and frustrating and can send your plans into chaos. But the purpose of educating is to see students grow in their knowledge, their understanding, and their skills, so you need to have that flexibility and patience to go the extra mile.”

A Word from the Educator Herself The Australian educational sector is currently at a very significant point.

There is a shift from a traditional focus on the performance and academic achievement of students to a greater emphasis on the abilities of students to grow and achieve. Growth is becoming the catchphrase and it’s a positive move.

But, amidst all the change, how does one ensure that they overcome the challenges and focus on their result.

“Be innovative. Never be afraid to try something new. Failure is not a bad thing, it’s integral to how we learn, so try new things, reflect and evaluate, but never be afraid to try something because it might not work,” concludes Ms. Farley. T R

She says, “A career decision should be made based on passion. It should be something you enjoy and find fulfillment in.”

However, that is not all it takes to succeed as an educator. She says, “Flexibility and patience – under ridden by love and care are the

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Decoding Leaders

ATTRIBUTES OF EDUCATIONAL LEADERS

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reat schools, colleges and educational institutes are driven by teachers, Principals who are passionate about making a difference in the lives of the learners. However, the complications of 21st Century and the technological advances have set leaders under more pressure than any time in recent memory.

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Educational leaders are the one who play a vital role in influencing the atmosphere, attitude, mentality and reputation of their institute.

They are the foundation on which learning networks work and develop. With fruitful school initiative, institutions become viable incubation centres of learning; places where students are educated as well as challenged, supported and encouraged.

Then again, poor institutional leadership can disrupt the objectives of an educational system. At the point when institutes come up short on a solid foundation and courses, learning is compromised, and students endure. As per a Wallace Foundation study, “Leadership is second only to classroom teaching as an influence on student learning.”

The Makings of a Successful Leader How would you become really powerful as a head or in a leadership position? What makes a person a successful leader? While there is not a single solution for a fruitful leadership, there are certain systems, aptitudes, characteristics and convictions that huge numbers of the best educational leaders have shared.

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Here are the attributes I trust you have to create to flourish in the 21st Century.

1. An understanding of student results.

Educational programs must advance to reflect the aptitudes that students will require later on. The futuristic educational leader will comprehend the practices and environment vital for student accomplishment.

2. The capacity to execute large-scale turnarounds.

The bar is set progressively high for student accomplishment in numeracy and proficiency.

Educational leaders must include programs that lead to profound and enduring learning.

3. A comprehension of the variety of tools accessible to educators.

Leaders must know about the variety of accessible tools and the exact way by which they can uphold teaching and learning.

4. The desire to reform/change an institution’s culture.

The leaders of the future must have a convincing vision and a commitment to elevated expectations, with the goal that they can execute profound and enduring change.

5. A promise to quality development.

The educational leaders of tomorrow realized that they should gain some new useful knowledge consistently to keep their techniques new in evolving times.

benefits of students in the cutting edge of dynamic.

8. The ability to gauge progress and achievement.

As new tools and techniques are presented, it's critical to assess their adequacy and their effect on student learning.

9. Investigation of new tools.

The head of the institutions will demonstrate learning for others by adding new tools to their own collection.

10. Emotional intelligence.

While managing their institute through problematic changes, leaders should keep up solid relationships with students, teachers, guardians and the community.

What’s to come is a moving objective; however, one thing is clear: powerful educational leaders show fearlessness, care and assurance. These characteristics will work well for our leaders in any culture or time frame.

One of the prominent essayist and educator John F. Kennedy said- “The best leaders I’ve gotten to know aren’t just the boldest thinkers; they are the most insatiable learners.” Further, he added- “Leadership and learning are indispensable to each other.”

Well, to be a fruitful and compelling leader is no simple accomplishment. However, successful leaders are frantically required in a large number of schools, colleges and every educational institution over this nation and around the globe. T R

6. Knowledge of the most ideal approaches to help staff.

Tomorrow’s leaders will comprehend what staff needs to do objectives viably.

Shruti P Jambhale

7. An unfaltering good compass.

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