MS LINDA DOUGLAS
Message from the Principal
INSPIRING GROWTH
“The greatest influence on student progression in learning is having highly expert, inspired, and passionate teachers and school leaders working together to maximise the effect of their teaching on all students in their care.”
JOHN HATTIE*
By Ms Linda Douglas Principal
As we share another edition of Wenona’s professional development publication, Upon Reflection I am reminded of the profound impact of outstanding educators. This fact is not only borne out by extensive international research but, like so many of you, it is also echoed in my personal experiences, where exceptional teachers and coaches fundamentally shaped the trajectory of my life. Individuals for whom I have so much gratitude as they enabled me to embrace challenge, overcome obstacles, and grow in self-belief.
The profiles of the members of staff featured in this edition of Upon Reflection, epitomise excellence in education and professional services. Each individual’s story reveals not only professional expertise but also passion and intellectual curiosity, not to mention unwavering dedication to our students.
The Wenona Foundation’s generous Teaching Fellowships and Seeding Grants showcase our commitment to excellence. In 2024 to 2025, our Fellowship and Grant winners have travelled to Europe to investigate STEM education, historic sites in Ireland and Scotland to look at the impact of contested memory and commemoration, and London to examine the origins of modern art. In each case, our staff have returned with rich insights that directly benefit our students’ educational experience.
What truly distinguishes Wenona, however, is the culture of collaboration that permeates our School. witnessed this firsthand when participating in a recent professional learning session. Both our long-serving staff and new teachers revealed an openness and willingness to share not only their expertise but also their vulnerabilities for
the sake of others’ learning. It demonstrated a collective commitment to learning and growth that enables innovation and best practice to flourish.
Harvard and Columbia University researchers, Chetty, Friedman, and Rockoff, revealed the importance of teachers who pursue best practice in their 2014 article Measuring the Impacts of Teachers: Teacher ValueAdded and Student Outcomes in Adulthood. They demonstrated that students assigned to high quality educators are more likely to attend university, earn higher salaries, and enjoy greater wellbeing throughout their lives. I see this transformative influence every day as I observe our staff in action, whether in classrooms, on stage, sporting fields, camps and tours, or supporting our students in the myriad of activities that take place across the School.
As Principal, I consider it a privilege to lead a team that ensures our vision of educating and empowering young women in a global learning community is not merely an aspiration but a reality; a team dedicated to the pursuit of continuous improvement and excellence.
The pages that follow offer just a glimpse of the numerous remarkable individuals who make up the Wenona staff. I invite you to explore these stories of professional growth and personal discovery, and to join me in celebrating all of those who make Wenona such a special place to learn and grow.
*Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, Routledge 2009.
COLLECTIVE WISDOM
“Wisdom is not a product of schooling but of the lifelong attempt to acquire it.”
ALBERT EINSTEIN
By Ms Nicole Timbrell Deputy Principal (Staff)
Wenona staff understand that because wisdom goes beyond formal education, lifelong learning is crucial to self-growth. Wisdom is gained from practical experiences, from collaborating with others, from successes and from failures. Wisdom is gained through reflective practices and working alongside colleagues in different points of their career journey. Such demonstrations of wisdom and learning are made visible each day in our work at Wenona as professionals, colleagues, and learners and are brought to the fore here in print through Upon Reflection.
Students come to School to develop their own wisdom, guided by the imparting of wisdom from Wenona staff. And anyone who has worked closely with our young Wenonians will be all too aware that the imparting of wisdom between staff and students is reciprocal. One only has to ponder the question of a Kindergarten child in her first weeks of school this year who posed the question, “I wonder what it feels like to read?”. Her query led to a Wenona-wide inquiry and sharing of practice between students and teachers.
Like myself, I imagine many Wenona staff have chosen to work in education not only to share their knowledge and skills with others, but also to continue their own learning. I’ve had the pleasure of reviewing closely the range of articles and staff profiles featured in this edition of Upon Reflection and the Wenona Value of Wisdom emerges firmly as a unifying thread. We are fortunate that Wenona staff understand their own wisdom is deeply intertwined with their professional growth and development, and that they actively seek to build on it each year.
Across the last 12 months, Wenona staff have engaged in professional learning as a collective and as individuals. At times, this learning has been guided by external experts such as psychologists, Dr Judith Locke and Dr Danielle Einstein, who spoke to us about increases in adolescent anxiety. Clinical psychologist, Lydia Meem from Understanding Autism, provided insights into the strengths of our neurodivergent students and how to best provide learning environments that will enable them to flourish. Director of Advisory from McCrindle, Ashley
Fell, provided demographic insights into the generational diversity of our Wenona community and how we can leverage each generation’s strengths for the betterment of our School. And the partnership with the Association of Independent Schools ‘NSW’ (AISNSW) as part of their 2024 Wellbeing Project, saw the delivery of four sessions on whole-school wellbeing, facilitated by educational consultant, Laura Brennan.
At other times, we have drawn on the expertise of our own staff to provide professional development in academic rigour and formative assessment, as well as the ongoing sharing of practice in the explicit teaching of writing, made possible by the support of the AISNSW Research Grant. Leadership of the Wenona Professional Learning (PL) Pods, is another way in which the wisdom of our colleagues has been shared throughout the year. The inclusion of professional book clubs within the PL Pods series, opened opportunities for staff to read and discuss professional texts such as: The Anxious Generation by social psychologist, Jonathan Haidt; Clarity: What Matters Most in Learning, Teaching and Leading by Dr Lyn Sharratt; and 10 Mindframes for Visible Learning: Teaching for Success by Professor John Hattie and Klaus Zierer.
The act of reading this year’s Upon Reflection publication will enable staff to draw on the wisdom of their peers. For example, readers may discover what it is like to return to Wenona as an educator after a decade or more in other schools (Ms Anne-Maree Bennett), how a parallel career as a professional singer provides insights into the needs of a performing arts team (Ms Robin McInnes), and how the use of creativity has been coupled with further study in event management (Ms Janine Edwards). Most appropriately, this year’s Upon Reflection also features our new Principal, Ms Linda Douglas, whose wisdom has been finely tuned from her vast wealth of experience spanning gymnastics halls, classrooms, and principalship appointments. Our individual stories are each part of a rich tapestry that is the Wenona staff. I hope you walk away from each one with insight, appreciation, and another grain of wisdom gained from your colleagues.
COLLABORATING FOR A STRONGER TOMORROW
Ms Noosha Jalili Associate Deputy (Staff)
A key belief of Wenona’s culture and Values is a commitment to collaborating with the broader educational landscape, so that together we can shape a stronger tomorrow.
Over the past year, we have hosted numerous visits from Australian schools as well as international educational groups. These have included the South Korean Ministry of Education and principals and teachers from 26 schools, ranging from Western Australia to Hamilton, New Zealand, as part of the Association of Heads of Independent Schools of Australia (AHISA) pre-conference program.
We frequently receive requests from schools worldwide to visit, eager to learn from our approach to girls’ education. These visits are integral to our mission, fostering a twoway learning exchange. While we share our practices and insights, we also gain valuable perspectives on how other institutions address the myriad opportunities and challenges within education.
In addition to welcoming external visitors, Wenona is deeply committed to inspiring school leaders across all sectors through our Renaissance Women’s Leadership Network (RWLN), established over a decade ago. In 2024, we hosted two RWLN events, including ‘So You Want to Be a Principal (or Not)’, featuring a distinguished panel of
four dynamic principals who shared their experiences and wisdom on school leadership. We also had the privilege of hosting a presentation by Dr Judith Locke, a registered clinical psychologist and then Wenona principal, Dr Briony Scott, for ‘How to Breathe (and Still Be a School Leader)’. These events offered invaluable opportunities for educators to network, form connections, and navigate their leadership journeys together.
Wenona also recognises the vital support needed for pre-service teachers as they complete their degrees. We maintain strong partnerships with universities, providing numerous practicum placements for pre-service educators each year.
This experience − being immersed not only in the classroom but also within our vibrant community − is essential, as the next generation of educators enters the profession.
STAFF AWARDS 2024
Every year at the Board of Governors’ Dinner, Wenona staff who have demonstrated exceptional dedication, are recognised with awards for their valued contributions.
Going Beyond Award
Mr Alan Hakim, Ms Brittany Skea, Ms Kaye Wheeler
Commitment to Improvement Award
Ms Jessie O’Mahony, Ms Melissa Sokol
Stepping Up Award
Mr Nick Drake, Ms Angela Ferreira, Ms Zoe Cookson
Behind the Scenes Award
Ms Irene Kalogeropoulos, Ms Cecilia Kong, Dr Dianne Langan
Outstanding Commitment to the Teaching Profession Award
Mr Thomas Gray
Leadership of Learning Award
Ms Margaret Jordan, Dr Alisha Thompson
Commitment to Staff
Development Award
Ms Therese Turner-Jones
Promoting a Culture of Care and Support Award
Ms Domonique Benkenstein, Ms Margo Fleiser, Ms Kate Bouterakos
Equanimity of Spirit
Ms Angela Liu, Mr Ben Rigg, Mr Sam Bresnik
Ut Prosim
Ms Pauline Jackson
Outstanding Professional Services Award
Mr Francis Gonzales, Ms Elly May
Outstanding Teacher Award
Ms Wendy Campbell, Ms Kelly Coleman
ENHANCING TEACHING AND LEARNING
A new phase in Wenona professional development emerged in 2025 – a framework that draws on the enormous talents of our existing staff, to create meaningful cross-faculty dialogue and formalise the sharing of pedagogical expertise.
From Siloed Practice to Collaborative Learning
The approach stems from the recognition that some of Wenona’s most valuable resources are the teachers themselves, bringing diverse experiences and innovative approaches to their practice. “Research shows that teachers learn best when they learn from each other,” explains Dean of Research and Practice, Ms Natasha Isbel. “Opportunities for collaborative cross-curricular conversations are an untapped, rich source of transformative learning for us.” The focus of professional development has also shifted this year, from content delivery to skills development, empowering teachers to refine their approach and ensuring consistency across the School.
“A Visual Arts teacher can gain valuable insights from a Geography teacher’s approach, and vice versa. Participants then bring these ideas back to their respective faculties, while management staff also share their observations. This creates a multi-layered, cross-disciplinary approach that enriches everyone’s practice and fosters motivation across the School.”
Operationalising Theory Into Practice
explains Ms Isbel. “Our professional development program serves as a vehicle to operationalise theory − making established best practices more accessible while empowering teachers with both voice and agency in their classroom implementation.”
A Strategic Focus on Assessment Practices
“I think people really appreciate and enjoy being able to sit in small groups, alongside teachers from other faculties, to hear and share ideas of what works”, says Ms Isbel.
A key challenge in education is translating pedagogical theory into practical classroom strategies. Wenona’s professional learning model bridges the gap between research-based best practices and the daily reality of teaching.
“While there’s abundant research about educational best practices, teachers rarely have sufficient time to explore how these theories apply to their specific context,”
The first masterclass of the year centred on assessment, bringing together teachers from diverse faculties to examine and refine their approaches. The sessions were led by teachers who have significant NESA experience, who tailored the learning to Wenona’s context and current needs. In cross-faculty groups, teachers examined assessment tasks discussing what constitutes effective design, how to ensure fairness and accessibility for all students, and ensure transparent marking criteria with clear direction for learners. “It is about trying to demystify and standardise bringing consistency to serve both teachers and students,” Ms Isbel says.
The Power of Data-Informed Practice
Also central to Wenona’s approach is the use of assessment data to inform practice. The School is helping teachers become more adept at collecting, analysing, and responding to student data in ways that enhance learning outcomes. “We are talking much more explicitly with teachers around the kinds of data we collect and how we use it to refine our practice.” This focus complements work at the whole-School level, where data analytics capabilities have been enhanced through a student data dashboard.
Junior School: Different Approach, Same Vision
While the Junior School has adapted this professional learning model to align with the specific requirements of the International Baccalaureate Primary Years Programme the underlying commitment to academic rigour remains consistent across Kindergarten to Year 12. “The idea is that while it all comes under the broad umbrella of academic rigour, it manifests slightly differently in the Junior School to accommodate the International Baccalaureate and recognise that Junior School teachers are classroom specialists, intimately familiar with each of their students’ academic capabilities,” Ms Isbel explains.
Reflection and Growth
The benefits of the new approach are already becoming evident, with teachers reporting greater confidence in their assessment design, more consistency in their pedagogical approaches, and enhanced skill in using data to drive instructional decisions.
The cross-disciplinary collaboration has fostered a more cohesive culture across faculties, with teachers sharing ideas and strategies that might otherwise have remained within subject-specific departments. By investing in collaborative professional growth, the School is building a stronger educational community that will continue to nurture and challenge its student cohort.
DEVELOPING A LEADING SPORTS PROGRAM
In just four years, the Wenona Sports program has undergone a remarkable transformation, rising from the disruption of the pandemic to achieve the School’s best collective year on record in 2024.
Today, Wenona stands proudly among the top five sporting schools within the Independent Girls’ Schools Association (IGSA), and has achieved a genuine ‘sport for all’ culture, with student participation rates exceeding 90% across its optional Sports program.
According to Director of Sport and Performance, Mr Tom Hill, this success was built through a deliberate strategy resting on four key pillars:
• World-class facilities that enable participation: the Wenona Swim Centre and gym facilities have driven unprecedented growth, with aquatics program participation increasing by 300% and nearly half of our Senior School students accessing the Fitness program annually.
• Student-led culture: Wenona Sport Captains have implemented core sporting values aligned with the School’s Values. They have established peernominated Sporting Honours, Commitment to Sport awards for graduating Year 12 students, and fostered a culture of recognition within individual sports.
• Community Service integration: the Sport Department has encouraged Wenona athletes to serve their community through umpiring, volunteering for bench duty, coaching Junior School teams, timekeeping, team management, and by participating in youth leadership programs for sporting organisations.
• Alumnae pathway development: more than 50 former students have returned to Wenona as casual coaches, representing 40% of our coaching cohort. This continuation from student to coach has strengthened Wenona’s sporting culture while providing valuable leadership experience.
The Department’s future focus, according to Mr Hill, centres on its work to maintain its current levels of achievement while also supporting elite performance.
“We are developing a formal talented athlete program with tailored individual plans to help students balance sporting excellence with academic requirements.”
Further work is being completed in the area of Alumnae coaching such as the provision of coaching development programs and succession planning to ensure sustainability.
BUILDING
BRIDGES
Recent changes to the organisation of Wenona’s Advancement Department have marked a shift in the School’s approach to community engagement.
Headed by Director of Advancement and Executive Director, Wenona Foundation, Ms Marie Soghomonian, it has united separate but complementary areas –Enrolments, Foundation, Community Engagement, and Communications.
“As both an Alumna and parent, have seen the power of connection within our community and the value of a holistic approach − I understand the benefit of nurturing lasting connections,” Ms Soghomonian says. “This expanded vision for the Advancement team has united us by a shared purpose − to advance Wenona’s vision through meaningful relationships. Now, we have an opportunity to harness this energy in a more cohesive way.”
example was the Wenona Foundation Sports Lunch last May, which raised an impressive $250,000 for the Renaissance Women’s Scholarship Fund. The event’s success stemmed from collaboration across all areas of Advancement.
Looking ahead, the Department has ambitious plans. “We are developing more targeted community engagement initiatives, enhancing our Scholarship program and exploring innovative ways to connect our diverse stakeholder groups,” Ms Soghomonian says. “One exciting initiative is our expanded parent partnership approach, which has already seen success in fostering connections among families across different year groups.”
“By focusing on these fundamentals – quality facilities, student leadership, community service, and clear pathways – we’ve created a sporting culture where every student can find their place and develop to their full potential.”
Bringing these areas together was not just about administrative streamlining, but recognising that a prospective parent’s journey begins, rather than concludes, when their daughter enrols. Similarly, our Alumnae relationships are intrinsically linked with our donor community and current families. The integration has yielded tangible benefits across a large number of community initiatives and events. A good
“At its heart, Advancement is about relationships. By bringing these areas of the School together, we are better positioned to nurture the web of connections that make Wenona such a special community. The true measure of our success does not lie in funds raised or enrolments secured – it is in the strength and vitality of our community bonds.”
TEACHING FELLOWSHIPS AND SEEDING GRANTS
Wenona’s commitment to professional development and innovation shines through its Teaching Fellowships and Seeding Grants. In 2024 to 2025, these initiatives supported journeys to Ireland and the United Kingdom to study historical iconography, Germany and Portugal to understand international developments in artificial intelligence education, and London to reinvigorate art history teaching.
BEYOND THE STATUE
Head of History, Ms Rebekah Poole, travelled to the United Kingdom on a Wenona Teaching Fellowship, to explore what statues and memorials tell us about the nature of our societies. It was a chance to deepen her understanding of a rich field that connects our History students with some of the debates that continue to shape identity and policy.
Standing in the winter chill of England’s National Memorial Arboretum, I found myself drawn to a solitary figure - the statue of a young soldier, blindfolded, his uniform buttons removed, hands bound with fraying rope.
This is Herbert Charles Burton, a 17-year-old who, at the same age as our Year 11 students, was caught up in events beyond his comprehension. Herbert lied about his age to enlist in World War I, only to be executed for ‘cowardice’ – tragic consequence of what we now understand as post traumatic stress disorder.
The Shot at Dawn memorial is surrounded by wooden posts, each bearing the name of one of the more than 300 British and Commonwealth soldiers executed for so-called cowardice during the First World War. Many posts simply read ‘age unknown’ – not because we lack this information but because these were boys under 18 who had lied about their age, drawn by the promise of adventure.
Until you stand in these places, you don’t really understand the way that history is like a phantom, that the memories and energy of the stories actually linger in these spaces. This is precisely why my Wenona Teaching Fellowship journey across the United Kingdom
was so valuable – it allowed me to experience the physical presence of these memorials and bring that understanding back to my students.
My interest in historical iconography began years ago during my NSW Premier’s Research Scholarship in Northern Ireland, where I studied the political murals of Belfast and Derry. These ‘peace murals’, as they are ironically known, provide fascinating insights into how communities represent their past and whose voices are heard – or silenced – in that narrative.
This experience sparked a deeper curiosity about how nations represent their histories, particularly in the aftermath of conflict. When protesters toppled the statue of slave trader, Edward Colston, in Bristol during the 2020 Black Lives Matter protests, it raised profound questions about historical memory. Should we erase controversial monuments? If so, are we removing opportunities for future generations to engage critically with difficult aspects of our past?
As historian, Alex von Tunzelmann, writes in her book, Fallen Idols, statues are not neutral. They do not exist in a vacuum and our reaction to them depends on context – who put them up, who pulled them down, and why they were pulled down.
“At Wenona, we’ve seen strong growth in our History Department, with five Modern History classes now running in Year 11 compared to just two a decade ago. I believe this surge reflects our commitment to teaching History with passion, experience, and a deep respect for how the past is represented.”
My Fellowship allowed me to explore sites that have transformed my teaching of key curriculum areas, including World War I and the Anglo-Irish conflict. Standing at the Shot at Dawn memorial, visiting the ‘thankful villages’ of England (rare communities that lost no residents in World War I), or examining how the Edward Colston statue is now displayed – lying down with its graffiti intact, in Bristol’s M Shed Museum, has given me invaluable material for developing students’ source analysis skills.
Across the state, the section of the HSC that students struggle with is source analysis. This is because it requires very high-level critical thinking. When we examine how the Colston statue is displayed and ask questions like “Why is the statue lying down? Why have they chosen not to stand the statue in its original position?” it gets students looking beyond the surface of an image.
In Belfast, was able to photograph murals and compare how they have changed over the past decade. One poignant example depicts five schoolboys whose image was chosen because within five years of the photograph being taken, all five had died in paramilitary activity during the Troubles. In 2016, this mural was repainted to commemorate the centenary of the Easter Rising, placing these young men in the context of the 1916 rebels – a significant shift in historical framing.
Examining these changes helps students to understand how context impacts historical sources and encourages them to question whose narrative is being privileged. This aligns perfectly with the new NSW syllabus for Stage 6, which emphasises contested memory and historical empathy.
I also had the privilege of visiting Béal na Bláth in rural Ireland, the site where Irish revolutionary, Michael Collins, was assassinated in 1922. This location raises fascinating questions about how figures transition from being considered terrorists to legitimate political heroes, depending on who controls the historical narrative.
The impact of my Fellowship has been immediate and profound. Returning to the classroom, I have been able to share not just knowledge but a sense of the emotional weight of these historical sites. When teaching my Year 11 students about the Anglo-Irish conflict, I was delighted when every student wanted to share conversations they’d had with their parents about their own Irish heritage. “How did we not know about this famine that looks like a genocide? How did we not know about Michael Collins?” they asked. This curiosity exemplifies what we aim to achieve as History teachers – inspiring students to question accepted narratives and think critically about the past.
One particularly powerful teaching moment came during Australia’s catastrophic 2019 to 2020 bushfire
season. My class was studying the ways the World Wars demonstrate how humans and the environment are interconnected. As we followed the daily news about climate change, drought, and bushfires, the students made authentic real-world connections to their learning, asking sophisticated questions worthy of a global sustainability summit.
History operates in a post-colonial world where democracy is increasingly contested and historical patterns seem to be repeating. My Fellowship reinforced that if we cannot teach young people to question and think critically, there is little hope for how humanity will be recorded in the future.
By exploring contested memory through memorials and iconography, we can help students understand that history isn’t fixed – it’s a fluid representation that changes with time and perspective. At Wenona, we’re committed to providing students with the tools to navigate this complexity, fostering a deeper understanding of not just what happened in the past, but how and why we remember it the way we do.
As one student recently told me, “You don’t realise how much dinner table conversation you’re responsible for.” Perhaps that’s the greatest measure of our success –when historical inquiry extends beyond our classrooms and into the homes and hearts of our students.
AI AND EDUCATION
Wenona’s Director of STEM, Dr Alisha Thompson, used her recent Seeding Grant to bring home cutting-edge insights from Germany’s leading schools in AI education, advancing our approach to this fast-evolving field.
By Dr Alisha Thompson Director of STEM
“It’s exactly the kind of practical application that keeps our students engaged with coding – not as an abstract skill, but as a tool to create meaningful innovations.”
The rapid rise of AI has left schools and educators grappling for a way forward. As Wenona’s Director of STEM, I was keen for an international perspective as we work to navigate these changes.
My journey began in Bremen, Germany, where I toured schools that have pioneered AI education, including one that has been teaching dedicated AI courses for over five years. What immediately struck me was their focus on both the technical and ethical dimensions of artificial intelligence. “Students don’t just learn coding,” explained one German educator. “They explore where and how AI should be used in society.” This approach resonated as being aligned with Wenona’s vision of nurturing critical thinkers who can shape their world responsibly.
One highlight of my visit was discovering the #IMakeAI project at Gymnasium an der Willmsstraße, an initiative that empowers students to create their own AI applications. At the end of Term 1, I began introducing this concept to our Year 9 students, who are already enthusiastically producing videos documenting their AI creations.
Other developments directly influenced by my visit, are enhancements to our popular Bionic Hand project, through the incorporation of AI technology that trains a camera to recognise hand signals and operate a robotic hand accordingly. It’s exactly the kind of practical application that keeps our students engaged with coding – not as an abstract skill, but as a tool to create meaningful innovations.
I’ve always found that our students connect more deeply with STEM when they can see its real-world applications. Our drone program for Years 5 and 6, where students learn to code flight movements, exemplifies this approach. Similarly, when introducing AI, we’re focusing on projects that demonstrate its practical value rather than teaching coding in isolation.
During my Seeding Grant travels, I also visited several cutting-edge research facilities, including the DLR Space Labs where rockets for the International Space Station are developed. The educational resources I collected there will enrich our space science curriculum.
Another eye-opening element was the Science Centre at the University of Bremen, whose comprehensive AI exhibition featured robots that mimic emotions and AI systems that analyse facial characteristics. These interactive displays offered invaluable insights into how we might present complex AI concepts to our students.
The trip also reinforced the importance of global connectivity in science education. At Wenona, we have already established valuable international partnerships including our ongoing exchange with Yashiro High School in Japan. Our Science Extension students regularly share their research with Japanese counterparts and, last year, Wenona Languages students visited the school in Nagano. Now, I am working towards creating a three-way collaboration between our Japanese partners, our new German connections, and Wenona.
International science connections such as these have the potential to enhance our students’ career journeys beyond School. It’s really pleasing when Wenona graduates contact me to share how they’re encountering research in university lectures that they first explored during experiences such as our STEM tours to One Tree Island.
Our goal in STEM learning remains constant − to empower students as creators rather than just consumers of technology, equipping them with the skills, perspectives, and global connections to thrive in an AIenhanced future.
TRACING FROM THE PRESENT TO THE PAST
Visual Arts teacher, Ms Emily Sinclair, deepened her expertise at one of the world’s premier art history institutes through a Wenona Seeding Grant. Her immersion in the works of artists who transformed Western art has profoundly enriched both her teaching practice and her influence on our students.
By Ms Emily Sinclair Visual Arts Teacher
Visual Arts teacher, Ms Emily Sinclair, deepened her expertise at one of the world’s premier art history institutes through a Wenona Seeding Grant. Her immersion in the works of artists who transformed Western art has profoundly enriched both her teaching practice and her influence on our students.
“Shall we break for tea?” It was a question I heard repeatedly during my week-long intensive course at the prestigious Courtauld Institute of Art in London. The quintessentially English ritual punctuated our days of deep engagement with the works of Édouard Manet and Paul Cézanne, two artists who stand at the threshold of Modern Art. As we broke for refreshments between lectures, I found myself immersed in conversations with fellow art enthusiasts from around the world, drawn together by our shared passion.
Having worked in the New York art world before becoming a teacher, I was already aware of the Courtauld’s stellar reputation. Former colleagues had studied there, and its impressive collection of Impressionist works is globally renowned. When I discovered they offered a summer course focusing on Manet, Cézanne and the origins of Modernism, coinciding perfectly with our winter school holidays, I knew this was an opportunity I could not miss.
The Courtauld experience unfolded across two London locations. We explored the Institute’s remarkable collection and print room at the historic Somerset House on the Strand. At the Kings Cross campus near Vernon Square, we attended lectures and engaged in discussions to deepen our understanding of these influential artists.
One of the things that made this experience truly exceptional was the access we were granted to rarely seen artworks. On our first day, our lecturer, Charlotte de Mille, selected around 20 prints and works on paper by Manet for us to examine up close. The following day, we were treated to a similar experience with
Cézanne’s works, including a stunningly preserved still life watercolour, with vibrant cerulean pigments that is almost never on display. These are the moments that cannot be replicated through online learning – witnessing the hand of the artist, seeing their actual brush strokes in marks made more than a century ago. This is something I emphasise to my students: the importance of visiting galleries and exhibitions to truly understand and appreciate art.
Our group of 20 participants was wonderfully diverse. From A-level students considering art history degrees to an octogenarian who has attended one of the Courtauld’s summer courses annually for a decade, we represented a spectrum of backgrounds and experiences. There were gallery professionals, retirees with a passion for art, and Europeans who had flown in specifically for the course. In a delightful moment that demonstrated how small our world truly is, I discovered that one of my fellow participants was an Australian expatriate living in London who told me, “Every woman in my family has been educated at Wenona.”
Every day we all spent together was full and structured. Midweek, we transitioned to Kings Cross, for an excursion to the National Gallery in Trafalgar Square, where Charlotte guided us through the Impressionist wing. Though more crowded than our private gallery experiences, seeing these masterpieces with expert commentary brought new dimensions to my understanding.
What struck me most powerfully was contemplating the cultural significance of these artists. On the final day of the course, Charlotte posed a provocative question: “How would our cultural landscape have been affected if Manet and Cézanne hadn’t existed at that point in history?” When you consider Manet’s influence on Impressionists such as Degas and Monet, and Cézanne’s profound impact on Cubism through artists, Picasso and Braque, and later Abstract Expressionists like Jackson Pollock and Mark Rothko, it is difficult to imagine Modern Art without their contributions.
What appears to us now as traditional − Manet’s paintings or Cézanne’s Post-Impressionist landscapes – was revolutionary and somewhat jarring when first exhibited. This contextual understanding is crucial for students to grasp how art movements evolve in response to changing cultural and social environments.
Since returning to Wenona, I’ve already commenced implementing what I learned into my teaching with Year 11 students. We have a focus on Modernism in our Stage 6 programs, and I’ve been able to reshape our existing studies of twentieth century art to incorporate a deeper exploration of these two artists. I’ve created a reader that includes some of the academic texts from the course and developed new resources based on my notes and the lectures I attended.
I have been able to share these insights and new approaches by working collaboratively with colleagues, including Ms Juliette Carson, who also teaches the Year 11 Visual Arts course.
For our students, hope this approach ignites a love of art history, which comprises 50% of the Stage 6 course. By understanding these pivotal figures, they will be able to better appreciate the evolution of artistic practice and the significant shifts that have shaped our visual culture, but also gain a rich interpretive lens through which to view the world − one that will continue to reward and enrich their lives long after they leave Wenona
“I
feel incredibly fortunate to have had this opportunity … not only deepening my knowledge but reinvigorating my passion for art history.”
STAFF JOURNEYS
Exploring the professional pathways, educational philosophies and global learning experiences that enrich Wenona’s teaching community.
Wenona Principal, Ms Linda Douglas, explains how her sporting experiences inform her vision for empowering future female leaders.
PERSONAL BESTS
Ms Linda Douglas Principal
“As is the case with most people, my career journey has been one of many twists and turns. My path from a shy young Adelaide girl who loved the beach to a competitive gymnast, educator, and now, for the last 18 years, independent girls’ school principal, has been shaped by key moments of challenge, learning, and growth.”
Through it all, the transformative power of girls’ education has been a constant thread – one that I’ve experienced personally and now drives my vision for the girls and young women in our care.
Growing up in the southern suburbs of Adelaide, I was the third of four children and the elder of two girls. My parents were Ten Pound Poms who made the journey to Australia by boat. Our childhood was filled with idyllic summer days at the beach, playing outside until the street lights came on and involvement in a myriad of sporting opportunities. Our parents moved to Australia to give us a better life and we were the fortunate recipients of their unwavering support and belief in us as individuals.
My father worked two jobs because my mother, like many women of that era, was not permitted to work once married. This experience would leave an indelible impression. think her sense of loss perhaps drove her determination for her daughters to have the successful careers that circumstances had denied her.
My education at an all-girls’ secondary school profoundly influenced my later career path, though I didn’t realise it at the time. It came about through the intervention of my older brothers, who called a meeting with my mother to express concerns about the suitability of the large multi-campus co-educational high school was meant to attend. Their protective instinct ultimately directed me toward a school experience that would significantly shape my future.
We didn’t use the language of ‘empowering girls’ back then, but that’s exactly what was happening. There was no “you can’t do that subject” or “only boys do that subject”. Girls’ voices were listened to, we were encouraged to face challenge head on and fulfilled all leadership roles. I’m still friends with some of those girls today, having all travelled different life trajectories, but remaining connected through our shared experiences and support. The school also exposed me to a more diverse community than the beachside suburb had grown up in. All of a sudden, I was in classes with Italian, Greek, and Vietnamese students – my first real experience of cultural diversity, fostering an understanding of the importance of inclusivity.
Whilst naturally competitive from an early age, I was shy and uncertain, so my parents enrolled me in numerous sporting activities to help me socialise and develop confidence.
With a well-rounded experience in sport and dance, I discovered rhythmic gymnastics at the age of 12. I quickly realised that I was a different person when did gymnastics – I felt confident, which was transformative for a shy person like me. As a teenager, this sport became my life passion. I moved from the South Australian Sports Institute to the Australian Institute of Sport, where I trained seven days a week. After experiencing my share of success, disappointment, and setbacks over the years, I was selected for the 1984 Olympics in Los Angeles.
“Through it all, the transformative power of girls’ education has been a constant thread – one that I’ve experienced personally and now drives my vision for the girls and young women in our care.”
It was a shock to be selected and I don’t think I was mentally prepared for the pressure that followed; the weight of being one of the first Australian rhythmic gymnasts at the Olympics, of representing my state, my country, and my family. It felt like was in a washing machine on spin cycle, absorbing perceived demands and pressures and setting myself unrealistic expectations. As many girls and young women do, internalised so much, holding my emotions and anxieties tightly within.
Australia had qualified in the last two places for these Games. I know I did my best and gave everything possible in those performances. Nevertheless, I struggled to recognise my own success in competing at the highest level of my sport for many years after this experience. For too long I saw my success as failure. You will often hear me talk about personal best with our students – because I understand first-hand the impact of not recognising your own achievements and your own personal version of success when you most needed to.
After the Olympics, I retired from competitive sport due to injury and returned to my teaching studies in Adelaide. completed my final teaching practicum with my Adelaide gymnastics coach, the woman who inspired me to believe in my own abilities as a gymnast, and also to be a teacher. I then moved to country Victoria for my first teaching job in a girls’ school and was fortunate to be assigned an experienced mentor who profoundly influenced my approach to education through her modern approach to learning and teaching.
As the first of many mentors who have shaped my career, she had the wisdom to let me make mistakes and then support me to learn from these experiences. From her, gained an understanding of the need for balance between planned structure and maintaining the flexibility to meet the varied individual needs of your students.
I have no doubt that this led to my interest in curriculum design and pedagogy alongside a commitment to lifelong learning and research.
“My career has taken me through a variety of teaching roles across primary schools, secondary schools, and middle school settings in both co-educational and single-sex environments.”
I taught science, environmental studies, and physical education initially, before moving into curriculum and school leadership positions and working with international educational organisations.
Early career leadership roles saw me progress from Curriculum Coordinator to Deputy Head of Junior School, to Head of Junior School – a role I initially believed would be my career destination. I enjoyed the challenge of leading learning while maintaining that crucial balance between academic achievement and wellbeing. I believe wellbeing and learning must be integrated throughout programs and practices if our students are to flourish and thrive.
The next step in my leadership journey came with the role of Director of Learning (Kindergarten to Year 12), then being appointed as Acting Principal – a role I hadn’t anticipated taking on. I was surprised to discover that I enjoyed the challenges and breadth of the role − a realisation that took some time for me to process.
This led to my first principalship in Adelaide, followed by 14 years as Principal at Ruyton Girls’ School in Melbourne, where I had the opportunity to lead the development and implementation of three strategic plans and campus master plan along with the challenge of leading during COVID. Each step along the way has been about learning, growing, and finding new ways to make a positive impact on students’ lives and learning.
My passion for girls’ education crystallised over the course of my career. A pivotal moment occurred during a cognitive coaching course when the facilitator
observed that girls’ education is clearly important to me. Reflection on this comment and my career and personal experiences led to the conscious determination to give back and make a difference for the next generation of young women, just as my mentors, coaches and teachers had done for me.
Now, as both Principal of Wenona and an Executive Director of the International Coalition of Girls’ Schools, I am committed to advancing research-informed approaches to girls’ education. I value being a member of a global community of like-minded educators who collaborate on the unique challenges and opportunities in educating young women today to build a better future.
These are exciting times in girls’ education, but they also present unique challenges. We’ve seen a growth in anxiety among young women, we’ve witnessed the impact of social media, and we’ve recognised the need to empower our young women to believe in themselves and support each other. A key question for us is how do we address the changing societal issues and pressures in our context here at Wenona to best enable our girls to thrive now and in the future?
I believe the true measure of success extends far beyond academic results and co-curricular success. I want our girls to know that they will always be so much more than a single race, game or grade, a mark, a medal or a score. Their true success as human beings is defined by their actions, values and character. Our success will be evident in 10, 15, 20, 30 years’ time when our students sit down one day and think, “That goes back to that time at Wenona,” or “I can now do this because of what I learned at Wenona”. It will be the manner in which Wenonians lead their lives in the broader community with purpose and positive impact.
My approach to staff leadership at Wenona reflects the same values I promote for students: creating an environment where individuals feel safe to be vulnerable, to collaborate, support others, and to continually learn. I was delighted recently to participate in a professional learning session where I witnessed the openness, honesty and vulnerability among our staff – from those who have been at the School for many years to those who joined this year. It reflects a strong and positive School culture where each person is valued for what they bring to the table, with a willingness to work together for the benefit of our students.
As we look forward to the next chapter of Wenona, am filled with optimism. We build on the foundations and legacy of those who came before us, who have nurtured and created this passionate and engaged girl-centred and forward-thinking community. I have the privilege of listening to our Prefects speak to the student community each week, sharing insights that reveal wisdom beyond their years. I also have opportunities to converse with students from Kindergarten to Year 12 through so many aspects of School life. The ambition, vision, and joyful enthusiasm of these young women gives me so much hope for the future.
CONNECTION PRECEDES LEARNING
Mr David Ikin Deputy Head of Junior School
After nearly two decades in boys’ education, our recently appointed Deputy Head of Junior School, Mr David Ikin, has embraced the opportunity to join Wenona. Driven by the belief that understanding each child is the foundation of education, he is passionate about creating student-centred environments where children can thrive.
‘Connection precedes learning’ is a simple but profound philosophy that underpins my approach to education and leadership. Getting to truly know each child, their strengths, preferences, anxieties, and motivations, is an essential foundation for effective teaching.
After nearly 20 years in boys’ schools, most recently as Assistant Head of Junior School at a prominent school in Sydney’s Eastern Suburbs, I was ready for a professional challenge. What attracted me to Wenona was the clarity of purpose that permeates the School. There is a deliberate and unwavering focus on academic excellence and character development through the Wenona Values.
I strongly believe that when a school is clear on its mission and purpose, there are fewer compromises. Education becomes targeted and intentional, setting students up for success in ways that align with the school’s core philosophy.
I decided to focus on primary education early in my career. What fascinates me most about children in Kindergarten to Year 6 is how differently they process information from each other as they make connections with the world around them. As a primary school educator, you can tap into children’s natural curiosity and turn it into purposeful learning. At this age, students are eager to take on the world. Skills like collaboration, advocacy, problem solving, creative thinking, and risktaking form the foundation of their future success.
When working beside staff, we want to ensure that they all deeply understand each child’s academic, social, and emotional development, emphasising the importance of ensuring every girl is known, cared for and valued. When a teacher is thriving, they’ve achieved a balance where they feel intellectually stimulated by their work, have meaningful connections with children, and can see growth.
This approach extends to understanding the preferences of each student. Some children thrive with public recognition, while others prefer quiet words of encouragement. The art of teaching lies in recognising these differences and adapting accordingly.
At Wenona, I see an opportunity to further integrate the School’s Values throughout both the wellbeing program and the curriculum. Wenona is an incredible school that values wellbeing and to be able to contribute to this area would be truly valuable. Whilst we want our students to find their own path, we also want them to be grounded in the Wenona Values and feel deeply connected to the community.
In the academic realm, I am committed to evidencebased decision-making. The Junior School is enriched by the International Baccalaureate Primary Years Programme, with its strong foundations of academic rigour, inquiry, advocacy, service learning, and focus on action.
I believe in creating a culture where we don’t do things just because we’ve always done them. When you understand why you are doing something, and that understanding is grounded in evidence, whether data or research, then you can be confident in your approach.
As I settle into my role at Wenona, I feel fortunate to be working alongside an exceptional team. Together, we are focused on creating an educational environment where girls can thrive academically, develop strong character, and prepare to shape their world with confidence and purpose.
In a high-achieving environment like Wenona, Ms Erin Johnson is passionate about ensuring every student finds her own pathway to success. As Head of Learning Enrichment, she champions a culture where differences are celebrated, barriers are removed, and every girl discovers the joy of learning.
THE ART OF INCLUSIVE EDUCATION
By Ms Erin Johnson Head of Learning Enrichment
The question that drives me every day is simple: how do we reach every student, not just those who effortlessly thrive in traditional classrooms? Years ago, standing before a class where some students were clearly experiencing self-regulation challenges, I faced a moment of uncomfortable truth. The methods I thought were tried and tested were not working and if kept doing the same thing, the learning gap would only widen. I needed to connect with the students in my classroom who were struggling. It was at that time my professional learning shifted towards deepening my understanding of learning differences. What started as a practical need to improve classroom engagement developed into a passionate commitment to promoting equity for students with diverse learning needs.
My career path to that time had been both as a classroom teacher and a wellbeing leader in independent schools. While working at a boys’ school, I approached the Head of Learning Enrichment to take some classes in their faculty. This first-hand experience ignited a growing passion for diverse learning; the challenge and problem-solving is exciting for me. I then completed postgraduate studies in inclusive education, and later gifted education, to deepen my theoretical knowledge of diverse learning styles. The core business of a school is to be a place where young people learn, and that is what I have focused my career path on achieving − active engagement for all students.
inclusive vision of education − one where
student is included and thrives.
Learning Enrichment at Wenona is a Kindergarten to Year 12 faculty that encompasses learning support, high potential/gifted education (HP/G), and English as an Additional Language or Dialect (EALD). The teachers in our team all started in the classroom before engaging in further study to build their knowledge of diverse learning, and I think this sends a powerful message to our School community − we are experienced classroom teachers who have dedicated our careers to inclusion. We are highly skilled professionals who not only support students but also guide, consult, and support our teachers to differentiate their classrooms with inclusive practices.
“All our teachers focus on ability, we know that every student is capable of growth, but we also recognise that success looks different for everyone.”
have a strong passion for Universal Design for Learning (UDL), which centres on the idea of backward planning. It starts by asking: “What do we want every student to achieve, and what are the various paths they can take to get there?” From there, we design learning experiences that offer accessible entry points for all learners. It’s also about thinking ahead for those students who are already excelling − how do we keep them challenged, support them to grow, and give them the freedom to reach their full potential?
Now, as Head of Learning Enrichment at Wenona, I lead a team of education professionals dedicated to an
All our teachers focus on ability, we know that every student is capable of growth, but we also recognise that success looks different for everyone. This mindset is especially important when analysing student achievement data. Wenona is a comprehensive school
with a history of academic excellence. The teachers in the Learning Enrichment faculty consistently analyse student data to communicate results with clarity to colleagues, students, and their parents, ensuring a shared understanding of each student’s progress and identifying areas for growth.
Our HP/G teachers work in classrooms with focused groups to provide extension, and opportunities for acceleration, and each year we send multiple teams to compete in the Da Vinci Decathlon, Maths Olympiad and ICAS exams for English, Maths, and Science, to name just a few opportunities. Being part of a student’s learning journey is a gift and the reason I come to work every day – to walk beside the girls as they extend themselves beyond what they thought was possible and to really go for it.
After all, the Wenona story is not solely about academic excellence. It is about educating young women to serve and shape their world with confidence and self-awareness, to pursue their passions, empowered by an education that has recognised and valued their individual strengths.
Supporting student success through wellbeing – how a collaborative focus on mental health can create stronger learners and future leaders.
MIND MATTERS
Ms Kristie McDonald Lead School Psychologist
Supporting student success through wellbeing – how a collaborative focus on mental health can create stronger learners and future leaders.
When enrolled in a psychology degree, I had no idea that my tertiary path would evolve into an eightyear marathon of undergraduate studies, Honours, a Master’s Degree and supervised practice. But despite this long road, my passion for understanding the human experience and supporting young people through life’s challenges only intensified.
My career has been guided by an increasing recognition of the power of collaborative care. I began at Headspace, working with 12- to 25-year-olds, before moving to the Child and Youth Mental Health Team at Northern Sydney Local Health District where I specialised in supporting three- to 12-year-olds and their families experiencing significant social, emotional, and behavioural difficulties. What became increasingly clear to me was that the most effective programs engage an individual’s entire support network.
My time at Coral Tree Family Intervention cemented this belief. There, families would stay for a week of intensive intervention, allowing me to coach parents and children through challenging moments in a timely way. This is where I realised the unique potential of the school environment to provide holistic support. The chance to work with young people, educate their parents for continued care at home, conduct classroom observations, and collaborate with teachers to ensure a consistent, coordinated approach, really appealed.
It was Wenona’s reputation for excellence in wellbeing that attracted me to the School. I could tell that this was an institution that prioritises social and emotional wellbeing as foundational to academic success. In early 2023, the School created the new position of Lead School Psychologist, which was fortunate to step into.
Wenona’s Counselling and Psychology Services team brings together various expertise, including clinical psychologists, counsellors, and an educational and developmental psychologist. Together, we support students from Kindergarten to Year 12, providing
individualised support when needed, while also focusing significantly on prevention and early intervention.
Individual student counselling is one aspect of our work, but we also develop and implement whole-cohort and small group programs designed to build resilience and emotional intelligence across different year groups.
One example is our specific transition programs for Years 3, 5, and 7, helping students navigate periods of significant change. We also create tailored initiatives to provide a timely response to needs identified by teachers and wellbeing staff. For example, if social challenges have emerged in a particular cohort, we develop targeted programs to address those specific challenges.
I sometimes encounter a misconception that should be addressed: the existence of a robust psychology team at a school does not indicate mental health issues among its students. Quite the opposite – it reflects Wenona’s forward-thinking approach and deep commitment to prevention and early intervention.
Today’s young people face unique challenges. While there has been welcome attention on mental health in recent years, this has sometimes led to overpathologising normal emotions. Part of our role is helping students and parents distinguish between normal worries and clinically significant issues, empowering them to manage their wellbeing without unnecessarily medicalising everyday challenges.
What makes this work truly fulfilling for me is seeing young women develop the skills to recognise their needs, communicate effectively in relationships, and advocate for themselves. In a world where girls face unique pressures − from social media to academic expectations − equipping them with these tools is essential for their future success. We are working alongside the entire Wenona staff to create an environment where every girl can develop into a resilient, empowered young woman ready to shape her world.
From military service to managing multi-million-dollar construction projects, Mr Ben Demsitz, has followed an unconventional path to becoming Wenona’s Director of Property and Facilities.
CONSTRUCTING EXCELLENCE
By Ben Demsitz Director of Property and Facilities
When joined Wenona a year ago, I was presented with an exciting opportunity to make lasting, positive change. After conducting a comprehensive review, we set about reducing costs, and monitoring energy consumption to improve sustainability. Perhaps what I am most proud of is growing our Property and Facilities team from five (with just two full-time assistants) to nine staff members, allowing us to bring many previously outsourced tasks in-house. This not only saves money that can be directed toward critical projects but also empowers the team and increases their visibility and effectiveness.
My professional journey has been varied and unexpected. At 17, fresh out of Year 12, joined the Australian Army. While my military career was cut short due to injury, it taught me valuable lessons in resilience, discipline, teamwork, and pride, that I have carried throughout my career.
Following my discharge, I moved into security, spending over 20 years building expertise in risk management, compliance, and strategic operations, eventually working with cultural institutions like the State Library of NSW and the National Art School (NAS). It was through this later connection that I received an unexpected offer - to manage a $23 million construction project, despite having no construction experience. This leap of faith by the NAS revealed that I had hidden talents in this area. I spearheaded a comprehensive facilities upgrade valued at $29 million overall. The experience taught me the importance of stakeholder engagement and relationship building.
By this stage of my career, I believe my greatest strength lies in empowering teams to reach their potential. It is an approach that stems partly from my time teaching at TAFE and private Registered Training Organisations. I have trained thousands of students in security operations, investigative services, and government fraud, learning the joy of helping others succeed.
Looking ahead, I am excited about Wenona’s potential to become a leader not just in education, but in social and environmental responsibility. We are developing initiatives around waste management, sustainability practices, green energy, and energy efficiency. We are also exploring opportunities to engage students in these projects.
“I am blown away by the maturity and confidence demonstrated by the Student Leaders. Wenona has a culture of aspiration, which makes it an inspiring place to be.”
Outside of work, I’ve developed a passion for baking that serves as both a creative outlet and stress relief. I love bringing my creations into work to share with the various Wenona departments. For me, baking is as much about creating joy in a challenging world, as it is about food.
What impresses me most about this school is watching how it empowers girls to be successful, strong leaders. Attending our weekly Assemblies, I am blown away by the maturity and confidence demonstrated by the Student Leaders. Wenona has a culture of aspiration, which makes it an inspiring place to be.
GUIDING GENERATIONS
perspectives when challenges arise. Building warm, professional relationships where students feel genuinely seen is essential to their success.
Equally important is communication with colleagues. Student wellbeing requires a village of supportive adults. Ensuring classroom teachers, wellbeing staff, and families are all informed and working together creates a network of care that can lift students when they need it most.
emphasising that Year 9 might be a time of significant change, but that these changes bring tremendous opportunities for growth and self-discovery.
Two recently appointed Year Coordinators on their mission to nurture student potential.
Sarah Sleiman, Year 11 Coordinator; English Teacher: I will admit that while I did not want to be, as a child I was a little bossy with my younger cousins and sister, constantly gathering them for impromptu ‘lessons’. When they weren’t available, my dolls and Barbies became reluctant pupils. Now that I have been working for well over a decade in the education field, my mother still jokingly reminds me of those early teaching endeavours.
By the time I was in Year 10, my worldview had expanded from personal concerns to embrace complex social and political issues. Guided by exceptional Social Science teachers, I began envisioning careers in law or humanitarian work. My classmates even voted me ‘most likely to be the first female Prime Minister’ – a distinction Julia Gillard would later claim! My career trajectory shifted when my aunt visited from Brisbane while completing a teacher’s aide course. She reminded me that teaching was my first love, so I decided to include it among my university preferences and by the time I found
myself standing out the front of an all-girls’ high school classroom during my first practicum, felt completely at home.
My new role as Year Coordinator at Wenona also feels remarkably familiar – the continuation of a journey that began years ago at Duncraig Senior High School in Perth. There, I had my first experience guiding a year group from Year 10 through to their graduation, witnessing the extreme joy of seeing students, some of whom had struggled, ultimately cross the finish line with their families celebrating alongside them. It is a profound experience to learn about each young person’s individual hurdles and accomplishments, and I take pride in being given access to their journeys.
Over the years, I’ve learned that honesty is paramountyoung people can see through insincerity immediately. What they need is someone who can engage with them truthfully about their situation while providing alternative
My evolution into teaching English, after beginning with Economics, History, and Geography has unexpectedly enriched my approach to student guidance. Through literature, I continue exploring social, geographical, and historical themes, while textual analysis constantly renews my enthusiasm and creates more honest, clear, and warm connections with students.
Lydia Parker, Year 9 Coordinator; English and Drama Teacher: From the moment stepped into my classroom as a Year 6 student, knew exactly what I wanted to be. My teacher was inspirational – confident in the classroom and deeply invested in nurturing and celebrating our whole selves, beyond academics. Her early influence set me on a path have never wavered from.
When became a student at an all-girls’ secondary school, my confidence thrived and my conviction grew stronger. I saw firsthand how much we flourished without expectations and labels. This experience shaped me so deeply that I committed to becoming an educator in allgirls’ schools, to create similar opportunities for others.
Now in my 14th year of teaching, I’ve taken on the role of Year 9 Coordinator, a transition that has been both challenging and immensely rewarding. One of my first missions has been to tackle the widespread perception that Year 9 is an inherently ‘difficult’ year. This stigma is pervasive – we hear it from parents, grandparents, and the wider community – and it can become a selffulfilling prophecy. Together with the Upper School team, we’re actively working to reframe the conversation,
“What I find most fulfilling is the opportunity to act as a conduit between students, parents, and the School. The wellbeing structure at Wenona is exceptionally supportive, with Connect teachers forming the first point of contact for students, parents, and guardians.”
Our fortnightly Year Coordinator meetings provide invaluable opportunities to discuss scenarios and collaborate on solutions, strengthening our ability to respond to the myriad situations that arise.
Continuing professional development has been crucial in enhancing my effectiveness. Wenona’s commitment to ongoing learning is evident in the opportunities provided to all staff. Recently, attended the Association of Independent Schools (AIS) Rise and Shine Wellbeing Conference, alongside other Year Coordinators. I am also undertaking additional courses on adolescent mental health and school attendance with the AIS and the Black Dog Institute.
The close-knit Upper School team has also been fundamental to my transition into this role as we collaborate to turn challenges into opportunities. But of course, it is the students’ energy that inspires me most and gives me energy in return. There is nothing more rewarding than seeing them embrace a new idea or carry forward a key message, as we strive to support them academically, socially, and emotionally − equipping them for success in a rapidly changing modern world.
Ms Sarah Sleiman and Ms Lydia Parker
SOCIAL SKILLS IN THE DIGITAL AGE
By Ms Carolyn Martin Junior School Wellbeing Coordinator
Drawing on decades of experience in both New Zealand and Australia, Junior School Wellbeing Coordinator, Ms Carolyn Martin, is addressing the unique challenges facing today’s young learners.
My teaching journey began in New Zealand in the 1980s, an era of policy innovation particularly in inclusion social, and cultural learning. The experience gave me a unique perspective on educational trends and the cyclical nature of pedagogical innovation.
My recent appointment as Wenona’s Junior School Wellbeing Coordinator comes at a time when our social landscape is changing rapidly, in ways that significantly impact our youngest students.
Research shows that challenges once faced by young people in early adolescence are now affecting children as young as Years 4 and 5. This ‘age compression’ phenomenon requires us to be increasingly proactive in equipping our Junior School students with the resilience and skills to navigate their social interactions.
My role involves partnering with our classroom teachers to develop personalised approaches for individual students and groups of girls who could benefit from some additional support. A current focus is helping Year 6 students prepare for their transition to Senior School, such as teaching them to receive feedback constructively and advocate for themselves.
Our approach involves what we call ‘three-way conversations’ − structured discussions between the student, teacher, and myself. The aim is for the girls to feel their voices are being heard, while establishing accountability through regularly reviewed agreed goals.
One of the most significant challenges today is navigating friendships. Many of our students are engaging in online chats outside of school, which can impact their face-to-face interactions on campus. The subtleties of reading body language, understanding tone, and responding appropriately in real-time conversations are skills that require practice, which can be limited when communication happens through screens.
In addition, family dynamics continually shift and technology is claiming an increasing share of children’s attention. Skills that once developed naturally through family interactions at home now increasingly fall to classroom environments.
Our wellbeing framework operates on a tiered system. At the foundational level, we identify needs within a cohort and develop broad programs to establish consistent messaging and build awareness. We also work with our School Counselling and Psychology Services to complement classroom learning through social skills workshops. This service also extends to providing targeted intervention for students who require individualised support.
It is an approach that allows us to be both proactive and responsive, addressing emerging trends at a cohort level while also providing intensive support where needed.
What remains constant is our commitment to collaboration − both within Wenona and with our parent community. By working together, we can better guide our students through the complexities of modern childhood.
“With family dynamics continually shifting and technology claiming an increasing share of children’s attention, the informal social education that once occurred naturally at home has migrated to the classroom.”
Wenona Performing Arts Administrator, Ms Robin McInnes, has led a life of remarkable variety and change, spanning health to education and the international music stage.
FINDING MY VOICE
By Ms Robin McInnes Administrative Assistant (Performing Arts)
I remember being aware of my love for singing from the age of three, though I kept it a closely guarded secret. It wasn’t until I was in high school that found the courage to join a choir, taking my first tentative steps on what was to become a lifelong musical journey. But my path to music has been neither direct nor conventional. I was in my mid-20s before I truly began to pursue my passion – a reminder, perhaps, that our talents can bloom at any stage of life.
After high school, I embarked on a nursing career. I loved the fast pace of hospital work, particularly caring for premature babies. It was meaningful, challenging, and gave me a sense of purpose.
My nursing qualifications had opened doors to some extraordinary experiences. secured a position with a medical agency that sent me to exotic resorts around the world, including Mauritius, Morocco, Thailand, New Caledonia, and New Zealand. All resort staff, including the medical team, were also expected to perform in shows, which meant I found myself frequently on stage, from the age of 21. From my very first performance, I felt an unexpected sense of belonging. I remember thinking that it was just very, very comfortable for me to be on stage and that it was what I really like doing. The stage felt like home. When got back to Australia and was working as a nurse in Lismore, I began to use my salary to fund my musical education.
By age 29, my musical training led to a position singing on a cruise ship in the Caribbean, where I performed with a jazz band every afternoon and evening. It was here that my life took another unexpected turn when met the ship’s doctor, a romance that led me to New Caledonia, where I would spend the next 22 years.
New Caledonia is a fascinating place – a small Pacific Island with the cultural richness of the French Republic. Filled with restaurants, bakeries, cafés, and a vibrant arts scene, it offered the perfect environment to continue developing as a performer. I studied opera at the Conservatory of Music, which was connected to
the Paris Conservatory. I performed at music festivals, theatres, restaurants and bars, building a diverse repertoire that spanned contemporary, classical, musicals, and opera.
Alongside performing, I established my own teaching studio, worked at the Conservatorium, and taught at several high schools and primary schools. I really enjoyed helping students discover their voices, with some going on to professional singing careers in Paris. also wrote numerous children’s songs in French, covering themes from local animals to environmental respect, cultural differences between Europe and the Pacific, and everyday childhood experiences.
Eight years ago, returned to Australia and decided to focus on English language teaching, which I had often done in New Caledonia. As a qualified English as a Second Language teacher, worked for a Canadian company in Sydney, eventually becoming an Assistant Director of Studies at a school with around 1,000 students and 60 teachers. Throughout this time, I continued performing on evenings and weekends, keeping music as an integral part of my life.
When the pandemic shut down international borders, our language school moved online. This unexpected change ultimately led me to Wenona, where I found myself surrounded by kindred spirits.
Here, I work in an office full of musicians, managing peripatetic staff who speak the same language do. I deeply understand the journey our students are on – the continuous self-assessment, the striving for perfection, and the deeply personal nature of music development.
My own musical journey continues to flourish. Five years ago, I joined Soulfood, a modern a cappella group of at least 40 singers. In 2024, we competed in the World Choir Games in Auckland – the first time this ‘Choir Olympics’ had been held in the Southern Hemisphere. Preparing for the competition was rigorous, involving six months of weekly rehearsals, a weekend retreat,
choreography, specially designed costumes, and coordinated hair and makeup. We are now World Champions in the Pop Choir category.
Currently, I teach singing on Tuesday nights at Mosman and Northern Beaches Community College, offering group lessons for adults.
I synthesise the knowledge gained from 35 years of my own vocal training into what I call ‘Singing Fundamentals’ – technical information about proper breathing and sound production that most beginners are unaware of. The approach combines group singing with individual coaching, helping each student discover their unique voice.
I’m also busy performing with my jazz band, ‘Robin McInnes and the Handsome Strangers’ as well as a French duo, ‘Ça Va Jazzer’ presenting
French music for cabaret and clubs, and Soulfood is recording an album this year. My musical path continues to evolve and bring joy, just as it has throughout my life journey from nurse to world champion singer.
At Wenona, I’ve found a place where my diverse experiences in nursing, teaching, performance, and administration come together beautifully. I understand the ambitions and anxieties of both students and parents because I’ve lived the performer’s journey – that continuous process of self-judgement and striving for improvement. It’s a personal journey I recognise in each of our young musicians, and it’s my privilege to support them as they find their own voices.
THE MAGIC OF CONNECTION
Ms Janine Edwards Administration and Teaching Assistant (Woodstock)
Administration and Teaching Assistant (Woodstock), Ms Janine Edwards, is turning her master’s degree studies and Disney experience into everyday enchantment for Wenona’s youngest students.
Imagine coordinating a small city’s worth of people while explosions go off and stunt doubles flip through the air around you. That is what it sometimes felt like working on the Indiana Jones Epic Stunt Spectacular at Walt Disney World in 2011. As part of the Theatre Operations team, I helped manage an outdoor theatre that seated 2,150 guests every two hours. What I did not realise then was that this experience would become the perfect training ground for my current role − creating ‘magic’ in the playground for our Kindergarten to Year 3 girls.
Walt Disney once said, “All our dreams can come true if we have the courage to pursue them.” Inspired by his philosophy − the visionary drive behind creating a place where children and adults could share in joy − I applied for a cultural exchange program in my 20s and was thrilled to be selected as one of just 100 people bound for Florida.
One of my most treasured Disney memories involves two siblings with autism. Their parents were unsure whether they were enjoying the park experience, so I arranged for the children to open the Indiana Jones show by speaking into the microphones in front of thousands of people. It still reminds me that small gestures can have a lasting impact.
When returned to Australia, I made a point of bringing that spirit of wonder home with me. Now, my corner office in Woodstock is a welcoming hub where I work to ensure every student feels seen and valued. Each day, I dream up ways to create fun moments, whether by researching gluten-free cupcake recipes for a student’s birthday or dressing up as a pirate for Book Week.
One of my most cherished items is a framed letter from a Year 1 student that reads: “Dear Miss Edwards, you make me feel safe in the playground.” Having had a difficult time at school myself, those words mean more to me than I can express.
I am currently completing a Master of Events degree at the University of Technology Sydney. This businessfocused qualification is equipping me with the skills to plan, execute, and evaluate events, including risk management. I am infinitely grateful to the Wenona staff who have been encouraging and supporting me during my studies.
“Whether helping a nervous child find confidence or transforming an ordinary School day into something unforgettable, creating that kind of magic is my greatest honour.”
A wonderful outcome of my studies is that I can apply my new skills to a variety of Wenona projects. They include the rolling out of plentiful Christmas decorations throughout campus, not least a 12-foot tree that takes pride of place in the Woodstock Piazza and is adorned with student artworks.
Another area of Wenona life that I am passionate about is Performing Arts. I love volunteering to assist Associate Deputy (Operations), Ms Kim Lemon, with costumes and props for various School productions.
As Walt Disney said, “It’s kind of fun to do the impossible.” Whether helping a nervous child build confidence or transforming an ordinary School day into something unforgettable, creating that kind of magic is my greatest honour.
FULL CIRCLE
Ms Anne-Maree Bennett English Teacher
After 15 years in educational leadership roles at other schools, Ms Anne-Maree Bennett has returned to Wenona, where she once served as Head of English. Her homecoming represents a deliberate choice to reconnect with her passion for classroom teaching and the vibrant intellectual community she so highly values.
I am struck by how Wenona has evolved during my time away. The physical transformation is remarkable – the Independent Theatre acquisition, the Athenaeum with its beautiful expanded teaching spaces, world-class science laboratories and food technology areas. There is a beautiful aesthetic harmony between old and new buildings − quality teaching spaces filled with light and equipped with excellent technology.
What hasn’t changed – and what drew me back – is the calibre of the teaching staff and students. The energy among staff is palpable and the culture of collaboration is stronger than ever.
The girls themselves embody why I missed the classroom. Their respect for teachers is genuine, their gratitude visible. They stand when teachers enter the room, say thank you at the end of lessons, and wear their uniform with pride, which is certainly not the case everywhere. More importantly, they are hungry to learn and demonstrate remarkable respect for each other in the classroom.
My past decade as Director of Boarding at another school gave me valuable perspective on strategic planning, parent relationships, and pastoral care. It was a 24/7 role that taught me much about supporting families and understanding the bigger picture of school operations. But I missed the daily joy of teaching – the energy of working with students at all levels, from the youngest to those preparing for their Higher School Certificate.
Now, as we navigate curriculum changes and prepare for the new English Syllabus, I’m energised by the collaborative spirit here. There is a constant refinement of practice, thoughtful professional development, and genuine support for new teachers through shared resources and team teaching.
After years in leadership, it is liberating to focus on what I love most – teaching English and helping girls discover their voice through literature and writing.
“Now, as we navigate curriculum changes and prepare for the new English Syllabus, I’m energised by the collaborative spirit here. There is a constant refinement of practice, thoughtful professional development, and genuine support for new teachers through shared resources and team teaching.”
THE GEOLOGIST WHO INSPIRED GENERATIONS
A James Lambeth was no ordinary teacher. As one of the original ‘Fourteen Men’ who mapped Heard Island in the Antarctic in the late 1940s, he brought the excitement of scientific discovery into his Wenona classroom, transforming how his students viewed the natural world and inspiring many to pursue careers in geology.
When A James Lambeth arrived at Wenona to teach Geology, he brought with him something extraordinary –firsthand experience of one of Earth’s most remote and challenging environments. As the official geologist on the 1947 Australian National Antarctic Research Expedition to Heard Island, Mr Lambeth had spent 15 months mapping a volcanic island described in expedition accounts as a place of “dangerous reefs and treacherous shoals” with glaciers that “ran into the sea, forming fantastic shapes and patterns”.
This hands-on experience of geology in its most dramatic form would define his teaching approach at Wenona. Rather than confining his students to textbooks and classroom theory, Mr Lambeth was famous for his field excursions that brought the subject vividly to life.
“We climbed through barbed wire fences in our school uniforms,” recalls Dr Jane Barron, one of Mr Lambeth’s former students who went on to become one of Australia’s most respected geologists. For Dr Barron and many others, these expeditions were transformative, turning geology from a subject to be memorised into a living science to be experienced firsthand.
Mr Lambeth’s approach was particularly remarkable for the time, encouraging young women to engage with a traditionally male dominated field. The School’s thenprincipal, Ms Ralston, herself a geology enthusiast, supported this progressive approach, even attending field excursions, a rarity for principals of that era.
A vivid account of a 1959 fifth year excursion to Yass reveals the fun of Mr Lambeth’s excursions. Students described their adventures in the Wenonian: “We clambered round a steep-sided quarry, risking life and limb for a fossil, which Mr Lambeth was very obligingly sitting on.” His influence even prompted his students to compose some geology-inspired verse. The 1962 Wenonian featured a poem titled With Apologies to Mr Lambeth by Christine Hartgill (Marrington, 1964):
Biotite met Andesite, Looking smart in Limonite, And thought, “That’s off the Pegmatite, I know it’s not a Diorite!”
Mr Lambeth’s Antarctic experiences gave him a unique perspective that he shared generously with his students. His scientific paper, Heard Island: Geography and Glaciology, published in the Journal and Proceedings of the Royal Society of New South Wales in 1951, reveals his meticulous approach to observation and analysis. On Heard Island, he had studied everything from glacial movement (recording changes of “one foot per day” in some areas) to snow types and the freezing patterns of sea water.
Dr Barron was among several Lambeth protégés inspired to join the Geological Survey of NSW, at a time when women in geology faced significant barriers. “James Lambeth showed us that geology wasn’t just about rocks … it was about understanding the story of our planet,” she says. “That is what I have spent my life doing: reading these stories written in stone.”
The impact of Mr Lambeth’s teaching continues to this day. In March 2025, a documentary film titled The Great White Whale featuring original footage from the 1950s expeditions to Heard Island (including Mr Lambeth’s contributions) was screened at the Cremorne Orpheum, attracting several of his former students eager to reconnect with their teacher’s legacy.
It is a legacy that exemplifies Wenona’s continued commitment to exceptional teaching and our belief that the best education comes not just from classroom instruction but from authentic engagement with the world.
National Archives of Australia: A Lambeth conducting research on Heard Island, 1947: A14532, 182
