The Knox School Learning Ecosystem
Guiding Assumptions:
“We (at The Knox School) believe it is our obligation and our responsibility to make fundamental changes to the system of education which we operate within globally today. To move beyond the silos of traditional content and towards the development of global skills/competencies and holistic character. To fail to do so, is to fail our current students, our children and those of the future.”
• We believe that at The Knox School your child will be known.
• We believe that a focus on sustainability, within all its forms is vital for a thriving community; sustainable futures, as a concept, underpins all strategic initiatives and informs decision making within the Learning Ecosystem.
• We believe learning to be ubiquitous and that previous traditional structures and confines of the education system may at times work as inhibitors to optimal learning within a modern learning environment.
• We recognise that increasing complexity within the education sector— reflecting widespread uncertainty and rapid change driven by evolving societal norms, the adoption of smart technologies, and growing economic pressures—necessitates a forward-thinking approach.
• We recognize the rapid advancements in technology and the pervasive presence of Artificial Intelligence and understand the need for a proactive, ethically focused approach underpinning our strategic initiatives and operational actions.
• We believe that the concept of time within the learning environment must be reviewed and explored in order to countenance that ‘schooling’ could be premised on forms of time that are not governed by clocks, that is not uni-directional, that is not always determined by what is finite and quantifiable, without this, we will remain bound to this paradigm where structure not human agency defines the limits of potential and creative human permutations.
• We believe that psychological safety and holistic wellbeing are integral to optimal learning environments; we value hearts as equal to grades.
• We believe that our actions will underpin and be guided by our School values.
(Achievement, Care & Empathy, Resilience, Respect and Responsibility )
Purpose:
To empower and equip our community of learners to foster character, to connect and co-design their learning to enable them to enact purposeful change now and into the future.
Future Focus:
• We will be the number one school of choice in Melbourne as leaders in holistic, learnercentred and personalised learning
• We will be positioned within the local and international community as an innovative and experiential thought leader and also a thought doer
• We will have a fully implemented and integrated learning ecosystem supporting our community of learners
• We will be an engaged, active, agile and interconnected community of global learners
Strategic Domain: Student Development
Student development is at the heart of our vision, and every decision made through this lens ensures we provide an education relevant to the needs of contemporary learners and their overall holistic development.
For learning to address the diverse needs of individuals, learners require the opportunity to have input into what aligns with their interests. Transitioning from a teacher-centric model to a student-centred model supports the development of skills and competencies relevant to the 21st century and encourages lifelong learning. Educators in this new paradigm need to be supported to deliberately and strategically make this shift to place learning responsibility into the hands of the individual learner, thus shifting the locus of control.
Strategic statements of Intent and Initiatives
Our students are inspired to learn
Implementation in 2026 of the TKS New Paradigm for learning: the innovative approach offers a holistic pedagogical framework for learners to contextualise and grow their individual capacities in becoming lifelong learners. The paradigm builds on the TKS Pedagogical Framework which already has elements embedded across the school.
The new paradigm provides an enhanced framework for:
• thinking and learning through real world experience, real world application and research;
• enabling TKS learners to contextualise a new roadmap for learning;
• addressing the complexities of change, and;
• identifying and providing solutions for the challenges of embedding and sustaining change
Ongoing review of the structures of “time” within school. Traditional concepts of time within school are made visible through logistical structures such as timetables, schedules and often demarcated through bells. Whilst these structures are useful for logistics and operational requirements of a large organisation, they are not always necessarily conducive for optimal learning outcomes. Through our series of reviews, research and consultation we will work to evolve and structure time, how it is designed, allocated and utilised to ensure an optimal learning environment for all our learners, where time is a resource leveraged for optimal learning outcomes rather than learning being retrofitted into bureaucratic segments of time.
Our students are inspired to learn
Implementation and embedding of the TKS Learner profile in 2026 across the school as age and stage appropriate. This allows our learners to measure their personal learning outcomes and experiences in all its forms, beyond the traditional metrics of academic grades.
Student Led parent sessions – the 360 (formerly parent/teacher conferences) will be the outcome of the above as the students take greater ownership of their progress, targets and overall growth. 360° assessments offer instant, real-time feedback - the type of feedback that research suggests can have the greatest impact on promoting effective learning and enable authentic levels of self-reflection. 360° learning assessments focus on aspects of learning beyond content and provide opportunities for growth and development on a personalised level.
Expansion of the program of electives and learning modules to ensure maximum choice of personalised pathways, enrichment and opportunities for cross cohort participation – e.g. Year 9 and 10 combined pathways in electives and the introduction of the Passion Project elective, which allows students to drive a project of choice and move more fluidly through the programs of learning.
The Falcon Centre for Excellence (Languages) at The Knox School. Over the last five years, significant development of our Language programs have led to enhanced numbers of students following language pathways from Junior through to Senior School; leveraging on this success, we aim to further evolve this program towards a Centre for Excellence. This would include access to a Language Lab, global exchange opportunities and access to our industry partners.
Our students are equipped to thrive in their life after school
Journey 2 – Skill development - If the overarching goal in a new learning paradigm is to build the capacity for self-determined learning and skill development, then learning design and assessment must reflect this. Lifelong learning is required to ensure continued success for every individual long after formal education ceases, thus the learning ecosystem must provide the infrastructure to enable learners to develop the skills and competencies that can enable them to design their own learning and cultivate their own life paths. Whilst the development of our own systems will enable this, the continuity of the partnership with Melbourne Metrics to expand the work on student credentialling and warranting in this space with an outside authority is intended to provide our learners utility beyond the borders.
Continued refinement of the Flexible model of Learning for students, currently in Year 4 – Year 12; this will expand to Year 3 and be enhanced in application in the upper years using the Junior School model as a guide.
Extension of the current suite of micro credentials on offer for students at TKS to ensure a personalised approach. Knowledge has become democratised, leveraging a world of new possible formats for learning. Learning is no longer limited to the physical or time-constrained confines of an institution. Through a TKS approved suite of micro-credentials, our learners can have access to a range of courses which can support unique student passion and purpose and cultivate lifelong learning pathways within the secure environment of TKS.
Further development of the TKS Entrepreneurial framework of opportunities on offer to our students across the school, with access to courses, mentors, internships, pop-up spaces to host their enterprise and virtual learning communities. The opening of the TKS Futures Hub will further leverage this approach, providing a purpose-built facility for our students to pursue such endeavours.
TKS Flight Deck – the launch of the podcast in 2024 allowed students to connect the community through ideas and showcase their skills in hosting and curating the material. While many schools and leaders have podcasts in the style of a thought-leader, few have student led examples. This has proved be a differentiator for TKS. In 2025, students interviewed Professor Yong Zhao and Director Anna O’Byrne as part of their program. Further enhancement of this facility will see our students utilising this platform to connect with learners and our global partners, influencing the narrative beyond borders.
Our students are growing in their character
Further development of Journey 3 – Student Character Development through enhanced suite of Experiential Learning offerings, Service Learning, Community Programs and Project Based Learning methodologies.
Knoxpeditions – launched in 2023, the learning modules have delivered exceptional outcomes for our learners and clients and have proved to be an engaging learning experience; 2025 and beyond will see the model moving to scale, beyond the initial pilot studies. Real world learning with real world clients and outcomes.
Student Leadership is a fundamental concept embedded within the Three Journeys model, as the concept develops, we commit to the refinement and the expansion of opportunities across the school at all ages and stages, to enhance student development and provide additional opportunities for student voice. This includes, but not limited to, SRC (Student Representative Council) review and development in the Junior School and Senior School -Student Leadership Portfolio –enhancement of the program.
Strategic Domain: Student Wellbeing
Ensuring the personal and collective wellbeing of our learners is essential for both individual and community development. Within a learning ecosystem, wellbeing is critical on various levels. Each learner’s wellbeing deeply influences all relationships within the broader community.
In an environment characterized by continuous growth and change, we must nurture a compassionate culture where everyone feels valued and supported. By developing intentional frameworks and strategies, we can uplift and maintain the wellbeing of both individuals and the entire community, ensuring they thrive in a caring and loving environment.
Strategic statements of Intent and Initiatives
We provide a safe and nurturing learning environment
ELC – Year 12 Framework of Holistic Wellbeing prioritised by the whole community. All members of the learning ecosystem understand and can grow their knowledge and capacity in the following key areas; cognitive; physical; social; emotional; spiritual and digital well-being. Neglecting any of these can deplete holistic wellbeing for learners. Learning experiences which foster them are as important as any other learning. Deliberate links fostered between a learning and wider community through the ecosystem, can create a supportive network for people to work together and help one another thrive. This complements and aligns with the TKS New Paradigm for Learning.
Learner wellbeing is prioritised by the whole community
A continued commitment to all staff trained in Mental Health First Aid to empower staff to support initial student issues and promote overall wellbeing as first responders. All educators were initially trained in 2024; this was extended to all professional staff in 2025 and extension programs offered to educators in 2026 to further support development.
There are strong social connections between learners
The continued development of the Student Peer Connection programs (Year 12 – ELC Reading etc) to enhance strong social connections and enhanced relationships between students. This leverages the one campus approach we have at TKS and strengthens the concept of the TKS Journey.
The school supports students to navigate life’s challenges
The introduction of an enhanced team of wellbeing professionals in 2026 – Fitness Coaches, Nutritionist, Wellbeing Coach to support staff and student holistic wellbeing goals. This is in addition to the current team and will provide a more holistic provision, a proactive model and additional layers of support for our community.
Launch and full implementation of the learning without Borders program – TKS Constellation series, initially set to launch in 2026 for Year 10 as a continuation of the Y9 Northern Territory Arnhemland experience with the objective of allowing our students access to experiences beyond TKS and Australia. This includes programs such as the PBL and Cultural partnership with Singapore Republic Polytechnic, Liger Academy in Cambodia, Budj Bim in Victoria and existing partnerships with our sister schools in China and Japan. Additional sister school relationships with the intention of developing future exchange programs are currently in development. Virtual shared classroom experiences, such as the existing opportunity with Entel School and Shonen Ghaku to be expanded strategically.
Strategic Domain: Teaching
In the 21st century, learning must shift emphasis from content acquisition to skills and competencies due to the ubiquitous nature of technology providing easy access to information. While content is still relevant, it is now not the sole outcome of a learning process. Learners require lifelong, equitable, and transferable skills, including human skills that machines cannot replicate, to thrive in a volatile, uncertain, complex and ambiguous world.
A new learning paradigm requires shifting focus from control to empowerment, involving skilled learning professionals who work closely with learners to meet their needs.
The ultimate goal is empowering learners to become self-determined and guide their own lifelong learning journey.
Strategic statements of Intent and Initiatives
Our educators have the tools and are well supported to provide a quality learning experience
Staff Wellbeing Framework – data from McCrindle reinforces our belief that staff wellbeing is a fundamental element to a thriving and engaged community. A proactive, personalised approach within a co-designed framework provides a holistic approach for staff who can access the various elements such as nutrition, fitness, financial and also more therapeutic – the model being developed with Adrienne Hornby (Well Led Schools) will be launched in late 2025 and complements the already established Employee Assistance Program (EAP) which is well utilised. Many aspects of this framework are already underway with a range of options available for staff to avail of, reformer Pilates classes, Yoga, Book Club, Thursday morning staff social and coffee mornings to name just a few.
The continued investment and refinement of Staff agency through the CPLP (Collaborative Professional Learning Program) – the ongoing development and implementation of staff driven projects that support the development of the overall strategic vision. In 2025 we initiated a staff review of the current program of Professional Development; outcomes suggested a desire to model the program on the TKS Paradigm for Learning with an “Accelerator” Design Thinking style of approach. The alignment of models ensures the continuity and consistency of approach to learning and ensures high levels of engagement.
Our staff have access to a range of resources and networks through our established partnerships (Melbourne Metrics, Future Schools Alliance) and in addition, through our existing program of staff professional development, we offer access to a range of speakers and presentations, such as Professor Yong Zhao, Professor Louie Montoya (Stanford D School) and Michael McQueen (Teaching for Tomorrow) to name just a few. In 2025, this program was enhanced and made accessible not only to parents, but also to educators from within the sector. The success of the program will see this extended and enhanced in 2026.
Leadership Pipeline at TKS – utilising the existing staff CPLP to create a TKS Personalised Learning Institute for staff. Building on the personalised approach already in place, the Leadership Pipeline would provide targeted mentoring, coaching and upskilling in areas of focus for staff. The concept could be expanded to offer learning to others outside of the organisation at cost, once the programs are in place. The goal, to establish a ‘talent generation’ environment that provides exceptional professional learning opportunities, targeted individual career trajectory and pathway planning, and unrivalled advancement prospects. This ensures excellence in teaching, leadership, and administration through coordinated and bespoke strategies.
Co-working Space – the completion of the redesign of the staff co-working space in the IC building has provided all staff a space to work alongside colleagues collaboratively in a modern, flexible space in the heart of the school. We intend to focus on the spaces within the Community Café to add an additional working space which will allow for coworking.
Staff Flexibility – for the last 3 years we have committed to and piloted models for staff flexible working. As we work towards 2030 and beyond, we commit to further refinement of our Staff Flexible Working Program – aim for all staff to have one scheduled day of Working from Home per cycle.
Our educators are effectively engaging learners in the delivery of learning outcomes
Learning Design Leaders – fully embedded across ELC – Year 12 to enable a dual leadership model to Learning and Teaching; whilst the role of the Head of Department will focus on growing people (skills and competence) in departments, the LDL will focus on the interdisciplinary pedagogical design. This model is the evolution of the helix model of influence referred to by TKS in Strategy Horizon 1 – The McKinsey Model.
Educators personalise the learning to meet individual learner requirements
The continuation of investment in our TKS Personalised Learning approach since 2016 is now embedded across all aspects of the school. Through the implementation of TKS New Paradigm for Learning this offers an enhanced holistic pedagogical framework for learners to contextualise and grow their individual capacities in becoming lifelong learners. Along with the TKS Learner Profile, our educators can authentically personalise the learning experience and outcomes for all of our learners.
Our educators curate an environment that is conducive to learning and active participation
Refinement of the Atlas curriculum mapping strategy to optimise student learning outcomes and transdisciplinary approaches to learning; this reflects a diminishing in the silo approach to learning commonly found in upper years of education as subjects specialise and a move away from content focused learning.
Skill Transfer – the expansion and utilisation of the above will allow for a greater development of skill transfer for students between subjects and classrooms, avoid repetition and enhance their overall learning outcomes.
Continued refurbishment of existing learning spaces – multipurpose to enhance the flexible learning spaces available to our students and support this style of learning. Classroom furniture to be renewed across campus from 2026 to support the student use within this framework of teaching and learning.
Strategic Domain: Schooling Experience
A creative learning environment must exhibit flexibility to accommodate both current and evolving pedagogical methods. This necessitates that furniture and equipment can be easily rearranged. The adaptable space should be designed to anticipate future developments, allowing for reconfiguration as new learning styles emerge. Additionally, it should support a robust network of collaboration and communication.
In the digital age, spaces need to be designed to meet the demands of a global economy. Education in the 21st century must evolve to mirror the complex communication networks individuals will encounter after leaving formal education systems. Newly designed learning environments should establish the necessary connection between formal education and practical applications in the real world, thereby preparing individuals for ongoing, everyday learning.
Strategic statements of Intent and Initiatives
We use technology effectively to enhance the learner experience
Futureproofing approach to use of technology – AI, technology used to enhance the overall student learning experiences and professionalise the role of the staff. Technology utilised to leverage the pedagogy and the learning experience, rather than definition. (further detail in ICT Strategic Plan)
Sustainability – our learners are committed to sustainable futures and have become a fundamental part of our TKS future planning from the ELC Eco Team through to the Senior Years Sustainable Futures Knoxpedition. In 2024, with the help of our learners (design) we began to install solar panels on 2 major buildings, with the remainder completed of the project completed in 2025. Our commitment to sustainable futures continues towards 2030 and beyond as we consider sustainability across all aspects of our learning ecosystem from our energy use, waste and recycling through to product choice and finance.
We provide quality equipment, resources and facilities
The TKS Masterplan has been reviewed and redefined to enable an agile approach to the future development and to respond to the requirements of our community of learners. The architecture of our campus and availability of space allows for further development of our open learning spaces to maximise the potential of flexible and multi-modal learning.
Outdoor Learning Spaces: leveraging the benefits of our abundance of outdoor space and its colocation to the Junior School, we have initiated a redesign of the spaces to maximise the natural landscape and the potential for outdoor learning activity. The focus will be on a theme and learning spaces which embrace the rich indigenous history of the area. The redesign has been cocreated with our Junior School learners who have had input from inception with the landscape architects.
We provide clear communication between home and the school
We commit to a continued focus on the partnership between family and school to strengthen the notion of belonging and connection. The concept of open campus approach to be refined to encourage family participation. We recognise the fundamental importance of this partnership and commit to continual improvement of the customer service experience for families and learners in our community.
Development of our TKS social media and marketing strategy to reflect and support the initiatives and strength of community within the wider networks. The strategy must focus on the stories we tell and the narratives we build. The strategy will also build upon the concept established in our anniversary year in 2022, #ProudtoBelong as a central facet of development. Significant work was carried out in late 2024 and throughout 2025 to develop the brand identity and narrative of TKS towards the launch of Intentionally Untraditional and the associated collateral.
Retention and Advocacy – our social media and marketing strategy aims to contribute to an improved customer experience for families and learners throughout the student lifecycle to strengthen our enduring relationship as lifelong members of TKS.
We provide a range of additional experiences and activities which contribute meaningfully to the learner overall experience
Launch of the Falcon Academy in 2026; following the development of the TKS Student Fitness Program, building on the success of EISM, PE and Before School Fitness – TKS is committed to a move towards Fit for Life and Personalised Student Fitness Programs approach. This will leverage the involvement of 1:1 and Small Group Fitness Coaches in association with Rise Health and include use of the Pilates studio opened in 2025. The appointment of a Senior Head of Sports Strategy, Programs and Pathways in 2025 was the first step in this significant journey as we transition towards this model which will see TKS as centre of excellence for sports, health and fitness in the Southeastern Suburbs.
In 2025, TKS signed a partnership with Anna O’Byrne (Actress and Soprano) to work alongside our students to design a bespoke arts production for TKS. The production - Once Upon our Time – written and directed by Anna, performed in August of 2025 is the forerunner for the 2026 Musical Production, which will see our students perform on a professional stage. The 2025 showcase is strategically positioned to enable our students to grow through the experience of theatre and performance with access to arts professionals and targeted workshops. The 2026 location and production will be announced in late Semester 2 2025.
The introduction of Passion Projects in 2021 for our learners was well received and saw many of our students go on to lead co-curricular programs for peers. An enhancement of this concept will allow for our learners to develop their passion projects on campus and with potential for credentialling, embedded within their Learner Profile.
Strategic Domain: Connection and Belonging
We believe a positive relational learning community enhances learning for all by ensuring social, emotional, physical, and academic safety. Essential aspects include an intentional support network, continuous engagement in learning, equality, diversity, inclusion, respect, resilience and commitment to overall wellness.
Thriving stems from genuine relationships within the learning community, where positive relationships drive optimal learning outcomes.
Strategic statements of Intent and Initiatives
Strong partnerships are built across all aspects of the learning ecosystem to achieve optimal learner outcomes
Community Café – following on from the success of our Coffee Van introduced in 2024, the existing pavilion will be redesigned to become the social hub of our community offering meeting/ working spaces for our community (staff, students and Parents) co-working spaces, a whole day food and drink offering with nutritious range of meals and snacks on offer. Students have already been engaged in the co-design of the build which will reflect the style of a Melbourne Coffee Shop, rather than traditional canteen. The Community Café will open in late 2025.
In 2025, we have focused on the development of our TKS strategic partnerships and networks within the local community, e.g. Barry Plant, Bendigo Bank, Knox Westfield, Arcare to refine and embed reputation as a community partner within the area. This focus will continue to develop in 2026 beyond as we advance and widen the relationships. Thus far, the partnerships have established investments into sports facilities, donations towards scholarships and the TKS Building Fund and availability of student entrepreneurship opportunities and cash awards.
Beyond the Gates: Further strategic support and leveraging of our TKS Alumni – The year 13 experience, ‘Legacy’ families and Young Entrepreneurs. The ongoing implementation of the Falconian Alumni Tutors for Year 11 and 12 students for use during Flexible Learning Time.
The partnership between home and school is a crucial element of the Learning Ecosystem. Over the last five years, we have offered several parent education sessions, which have seen a high level of engagement from our parents. In 2026 and beyond, we will extend this offering to include a suite of TKS endorsed microcredentials which will be on offer to the parents/carers of the Knox School community with a range of synchronous and asynchronous courses and modules.
Our community has a strong sense of belonging
TKS Futures Hub – In late 2025, we will see the opening of a bespoke modular build which provides maximum agility of use. Designed by Harwyn Pods and our TKS learners, the build comprising of 4 General Learning Areas with operable walls to allow for transdisciplinary teaching and project-based learning, the dedicated rooms are the intended hosts of TKS Knoxpeditions. The remaining 2 spaces will be available to be used as: a popup entrepreneur space for use by current students and alumni to host pop up enterprises, a double GLA space with operable wall to be utilised as design studios for specialist classes in Junior and Senior School.
End of Trip Facilities – In recognition of our staff commitment to health, fitness and wellbeing, we have committed to the redesign of the lower floor of the Pavilion to enable the provision of staff end of trip facilities: showers, lockers, bike storage to encourage participation in on campus activity (running club/yoga/ pilates) and bike riding to campus.
Our community are proud to belong
We commit to the development of a Reconciliation Action Plan (RAP) utilising the Narragunawali Framework to acknowledge the traditional owners of the land and to further enhance cultural awareness within the school. Following the inaugural visit to North-East Arnhem land, our learners will form an essential part of this committee drawing on their learning, connections to the land and vision for a more inclusive future alongside elders from the Yolŋu people, the traditional owners of the land upon which Nhulunbuy sits today. The support from the elders was agreed upon as part of the TKS partnership with Culture College and the inaugural visit in 2025.
We are excited by the development and the expansion of the TKS Parent Ambassador Program to help support the connection between school and the community. Since its launch in 2023, the group has had input into many of the most recent developments and has led community discussion, providing an essential channel for management to align the vision with community needs.
The Learning Ecosystem is an essential concept within the new paradigm for learning; to ensure continued development, growth of the Parents as Mentor Program, enhanced Community Partnerships and additional Learning Clients remains a focus in 2025 and beyond as our programs continue to develop and community support is required.
Our community align with the values of the school community
Positive culture within the community is essential to future growth and maintaining a sense of belonging. The ‘TKS Norms of Engagement’ launched in 2024, is an essential aspect of this development and is intended to be embedded and utilised as norms across all elements of the organisation. This enables a culture of shared learning and a safe, collaborative space to share ideas.
As the school moves towards its 50th year, we wish to leverage further recognition of the TKS heritage with a focus on symbols (The Falcon) Values and historical connections. Visual aspects have already been installed in the Gym and on wayfinding signs around campus. This will continue with the development of the Community Café, Junior School playground and Futures Centre and set the blueprint for future developments.
Values in Action – the values have long formed the basis of our operations and culture within TKS, we now commit to the development of the impact of our values in the school as society becomes ever more complex. Visual symbols, awards and awareness raising.
Strategic Domain: Leadership
Focusing on the intra-personal aspect is crucial when adapting to new learning paradigms. Aligning vision and values with purpose can spark deep learning, resulting in stronger engagement, achievement, and lifelong confidence as self-awareness grows.
Establishing a vision for success is essential as it provides a solid foundation for strategic planning. A well-defined vision facilitates the making of significant decisions that can be executed purposefully, guided by personal values conducive to achieving success.
In a learning community, a collective appreciation of values enables individuals to recognize, comprehend, and implement those that are beneficial. Values supply the motivation necessary to accomplish a vision, helping individuals maintain consistency in their endeavours, regardless of the direction they may take.
Strategic statements of Intent and Initiatives
Our community has trust in the leadership of the school
TKS is recognised within the sector as a leader for innovation, employer of choice, alignment with Commonwealth vision and personalised learning. Recent recognition as Employer of Choice, 5 Star Innovation awards and the Commonwealth Towards 2030 are milestones on this pathway. We commit to not only maintaining this position but enhancing the experience for our stakeholders across these metrics.
Community Leadership – Building upon the accolades above, TKS commits to act as a community leader within the Aston Electorate; this leadership will be in the form of events, philanthropy, community education, community connection and liaison.
TKS Advisory Committee – in 2026 we will bring together a body of professionals including contemporary educators and established thought leaders within the sector to meet periodically to discuss the evolution of our pedagogical model – The New Paradigm of Learning; the intention of the Committee will be review and provide feedback into the developments within our model. This Committee provides an additional layer of insight and support to the innovations in this area and is an extension of our already existing partnerships within the sector at TKS.
Our Knox School Board of Directors are fully committed to the strategic vision and roadmap Towards 2030 and Beyond and have shown full support to the staff and community at TKS in all of its endeavours. The Chair and the Directors work closely with the TKS Executive to undertake ongoing professional development, aligned to the overall vision and to support the needs of the school.
The leadership of the school works closely with the community to ensure it meets its needs
Leadership for development – the co-design and implementation of a staff appraisal, feedback and development program which supports individual and organisational growth. The program should align with the growth journeys of the students and should be mapped and credentialled accordingly leading to the development of a staff portfolio. This program will be piloted in 2026 following the planning and development with staff currently underway in 2025.
The Student Commission launched in 2024 provides an essential channel of feedback to the educators on initiatives and the life of the school. From 2026, we commit to the extension of the role of the Student Commission to further enhance opportunities for student voice and student agency, potential for students to co-design aspects of learning.