Upon Reflection, Issue 2

TEACHING - A NOBLE PURSUIT Mark Staker reflects on inspiring educators throughout history to celebrate Wenona’s 130th year

LEARNING FROM THE ELDERS OF OUR NATION Lindall Watson shares her experiences from the Northern Territory

A PINEAPPLE EPIPHANY LEADS TO ITALY Daniel Silver discusses the depth and richness gained from his visit to Reggio Emilia

THE PROFESSIONAL LEARNING JOURNEYS OF WENONA STAFF 2016 ISSUE

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UPON REFLECTION – ISSUE 2, 2016 EDITORS: Hazel Flynn and April de Haan DESIGN: Chello PHOTOGRAPHY: Rowena Clarke, Justin Newton and Gilbert Corr COVER IMAGE: Lindall Watson, Inclusive Education Coordinator, Clare Froggatt, K-2 Stage Coordinator and Steve Kapsalis, Professional Learning Coach.

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CONTENTS

WELCOME Dr Briony Scott introduces the diverse talents, engagement in professional learning and contributions of Wenona staff.

FELLOWSHIPS Dean Pomfrett and Andrea Stringer share their Teaching Fellowship experiences in the USA.

ENGAGE AND GROW Wenona staff reflect on their ongoing commitment to education and recent academic achievements.

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FROM THE DEAN OF PROFESSIONAL STUDIES Mark Staker reflects on inspiring educators throughout history to celebrate Wenona’s 130th year.

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FEATURES

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NEW STAFF

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Wenona staff discuss their engagement in professional learning and contributions to the Wenona community.

The newest members of our team introduce themselves and reflect on their career highlights.

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FROM SILOS TO SANDPITS All educators have read, or have on their ever-expanding reading lists, books that speak to the power of collaborative practice and the development of communities focused on professional practice. Collaboration and creative thinking are some of the greatest levers or tools we have, in terms of initiating and embedding change in schools. Yet, with the way schools are traditionally structured, we run the risk of operating in isolation, separate from each other, working in parallel, creating a culture of ‘silos’.

Outside of the education sphere these ‘silos’ are being purposefully and deliberately broken down to encourage innovation, creativity and collaboration. In our multi-disciplinary and hyper-linked words, we see contemporary and future-focused work environments fostering talent and designing workspaces conducive to broad collaboration, often alongside quiet spaces that cater for considered and often intense individual work across a range of fields.

At Wenona, we have been working consistently since 2011 to develop and support a culture of collaboration. Our aim is to work together to share practice, discuss new and creative ways of engaging our girls in teaching and learning; working towards a strong and consistent improvement agenda. Some of the strategies we have implemented include the Wenona Improvement Cycle, with shared practice and lesson observations at its core (often with teachers from different areas of the School working together to view and critique lessons); our Learning Framework, which provides a common language to speak to and about teaching and learning; and of course our own professional learning, which seeks

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to bring all staff together to understand and improve our professional knowledge, practice and engagement.

One of the great enablers in this change is the focus on building a culture of care and trust across the School, alongside a deliberate strategy of improvement, with all teachers engaging in developing themselves and working in the expectation that each will contribute to the broader educational community. This is Wenona’s attempt to address the ‘silos’ that exist within our organisation… so what about the ‘sandpits’?

‘Sandpits’ represent the diverse talents across our community, many of which are highlighted within this second edition of Upon Reflection.

We encourage Wenona staff to foster and nurture good ideas, to work on their talents and share their passions. This isn’t a ‘tap on the shoulder’ approach; more the idea that every person working at Wenona can and does make a contribution; we all have something interesting that speaks to our own passions whilst also having the potential to enrich the School and provide a diversity of experiences for our girls. These experiences are unique, and speak to each person’s ‘sandpit’. We want all of our staff to initiate, develop and own their sandpit; to share the pursuit of a great idea, project or initiative across the School and with the broader community. Our belief is that it is up to each person to make it happen. When you find that sandpit and spend the time cultivating your passions and contributing to the School’s culture of innovation, care and professionalism, you will find even more reward in your work, either as a teacher, leader or a member of our much-valued support staff.

HERE AT WENONA WE WANT STAFF TO FOSTER AND NURTURE GOOD IDEAS, TO WORK ON THEIR TALENTS AND SHARE THEIR PASSIONS. I commend this publication to you as a celebration of the last academic year at Wenona, and encourage you to take the time to read and marvel at the achievements within this edition of Upon Reflection: the talents, the engagement in professional learning, and the contributions beyond Wenona all of which represent the quality, care and professionalism of our staff.

DR BRIONY SCOTT PRINCIPAL

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MARK STAKER Dean of Professional Studies As part of his role, Mark works alongside the teaching and support staff, in areas of accreditation, performance development through the Wenona Improvement Cycle, recruitment, professional learning and leadership development. A role he loves as it enables him to work with teachers on their development and learning to be the best they can be for the students at Wenona.

As a member of the Senior Executive, Mark enjoys the challenges and learning experiences that are afforded to school leaders in any given day.

He is also a History and English teacher having taught in Australian and UK schools for over 20 years. Mark has been a Senior Marker and Judge for the HSC for over 10 years and has extensive teaching experience across all courses, in both independent and public schools.

Mark has a Bachelor of Education (English/ History) from The University of Sydney, Master of Arts (English and Education) from Macquarie University, Master of Communications from The University of New South Wales and is currently completing a Master of Instructional Leadership at Melbourne University.

Prior to returning to Wenona as Dean of Professional Studies, Mark was Director of Teaching and Learning at Ascham School. In previous roles at Wenona, Mark was Director of Teaching and Learning K-12 and Head of English. Prior to joining Wenona, Mark worked in public education in both classroom teaching and leadership roles across Sydney.

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A NOBLE PURSUIT I

t is a question that all educators face – over dinner tables with friends or in professional circles we are asked, ‘What led you to become a teacher?’

More often than not the answer is our own inspirational teachers, who opened the door to learning for us, leading us to enter into a profession which has existed since we began measuring time. Our School’s 130th year is a good time to look back over the history of our noble profession and consider those who have inspired education in the broader context as well as here at Wenona.

Research and policy documents across the world recognise that teachers are not only a means to implementing education goals; they are the key to sustainability and national capacity in learning and creating societies based on knowledge, values and ethics. What is harder to capture in that policy and research is the intangible ‘ability to inspire’ – to give life, provide opportunity or to open doors.

That is the power of teaching and it is the gift of our profession in building the future.

Thinking about who inspires us as educators draws me back to the great teachers from the ancient and most recent past, both known and unknown, as well as those a little closer to home, here at Wenona. All teachers owe so much to the legacy of Socrates, the great philosopher and teacher of Ancient Greece who inspired the pursuit of truth and a love of learning in his students. We learn much of Socrates through the work of his students in the fields of drama, ethics and of course, philosophy.

(Adapted from a speech given at the Senior School Assembly in recognition of World Teacher’s Day in October, 2015)

The Socratic Method is a pedagogy centred on questioning techniques that work towards eliciting responses leading to a questioning of beliefs and values. Socrates is attributed with saying he did not teach but rather served, like his mother, as a midwife, to truth that is already in us. He appreciated the voice of his students, those rich young Athenian men, engaging them in robust conversations. In many classrooms, and in our Renaissance Studies sessions here at Wenona, the same Socratic Method is used today to engage and challenge the young women and girls in our care.

(Unfortunately, Socrates wasn’t loved by everyone and his unorthodox political and religious views gave the leading citizens of Athens the excuse they needed to sentence him to death for corrupting the morals of the youth of the city. In 399 BCE he was ordered to drink a brew of poison hemlock, which he did in the company of his students.)

Another Ancient Greek educator and philosopher, Aristotle, was heavily influenced

by Socrates, having been taught by Plato, one of Socrates’ students. Aristotle was the father of empiricism and through his writings and work he established many theories that became the foundations for scientific endeavour and the organisation of knowledge that shapes our world and learning today. As the tutor of the young Alexander the Great he established libraries, which ensured the creation and preservation of books which continue to influence historical scholarship up to contemporary times.

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FROM THE DEAN OF PROFESSIONAL STUDIES

TEACHING

In one of his most inspirational pieces of writing Aristotle stated, “Education is an ornament in prosperity and a refuge in adversity”. This illuminating quote speaks to the power of our work as teachers. We need to remind ourselves that what we do is provide students with opportunities that will shape their identity and future.

Teaching, even in those ancient times was not purely a male pursuit by any means, as evidenced by Hypatia, a mathematician, philosopher and teacher who worked at the University of Alexandria in Egypt at the fall of the Roman Empire. She was an academic and lecturer in astronomy, physics and computational thinking; a prolific writer; and a committed teacher, who gave life to her students in a moment of great tension in the world. In the end she gave her own life to her pursuits, as she was publically murdered for her divergent anti-religious views.

Dewey repositioned the school as a social institution, with a strong focus on democracy and acknowledging student voice. His work complemented Montessori, attempting to address the balance between individualised learning and the need to acquire knowledge.

Some of his work has influenced and continues to shape pedagogy today, including problem-based learning and other approaches that we might assume are the latest fad in education.

When we look for inspirational educators we need to look no further than the history of this School and the great educators who shape education here at Wenona. The educators who have inspired us, and continue to do so, share a love of learning, a firm belief in the power of education and a focus on their students and empowering and inspiring their futures.

EDUCATION IS AN ORNAMENT IN PROSPERITY AND A REFUGE IN ADVERSITY. ARISTOTLE

These women of vision, fortitude and courage have led and shaped Wenona.

But commitment to education and to enriching the lives of students isn’t relegated to ancient times. As power and access to education increased as a result of political, philosophical, social and economic changes, new ‘progressives’ entered the educational space, shaping new ways of considering the work of teachers.

Maria Montessori, the great Italian educator of the early 20th Century, a teacher and physician herself and the only female in an all-boys school, revolutionised education (something she had in common with Socrates, Aristotle and Hypatia.)

In her ‘Casa Del Bambini’ she observed children and developed the pedagogy that bears her name. A progressive, she began to centre the learning on the child, developing a pedagogy that fostered choice and was seen as a challenge to the role of the teacher in the classroom.

She believed that the teacher’s primary responsibility is to create an environment that fosters learning and to provide the spark that will allow children to develop naturally, with the ability to be mobile and learn from their surroundings rather than be lectured to. This revolutionised education and highlights a tension for teachers today as we grapple with emerging pedagogies and a tension between the focus on delivering content and engaging students in learning experiences that are negotiated, differentiated based on individual needs and talents and engaging in the real world, often through the effective integration of digital technologies.

Other great educationalists such as John Dewey furthered the progressive education agenda.

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MISS EDITH HOOKE 1886 to 1920 Miss Edith Hooke, with her original vision for Woodstock and later Wenona, was a ‘woman of wide sympathies and made for unselfishness and self-sacrifice’. In 1886, with her decisive nature and strong sense of self and service, she established a school for girls that would make an enormous contribution to education across the years. This was on the back of the Public Instruction Act of 1880 that led to compulsory schooling in the Colony of NSW. It is wise to remind ourselves that this was prior to women having voting rights, when women were first entering tertiary studies at The University of Sydney.

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MISS EDITH RALSTON 1920 to 1963 At a 50th reunion for the Class of 1965, I was overwhelmed by the alumnae who referred to their Headmistress, Miss Edith Ralston with great warmth and love. She was Headmistress for 43 years, devoting herself to serving the School. The alumnae at the reunion spoke of her looking out from her bedroom window in School House (Beth Oakley’s office today), bringing the playground to a shattering halt with a stare or a few words of reprimand. They remembered her knowing all of their names and said, “We loved her”. Her legacy and leadership of the School throughout some of the most turbulent years of the 20th Century can still be felt today.

MRS MARGARET HADLEY

DR BRIONY SCOTT

1967 to 1994

1995 to 2007

2011 to Present

Miss Barbara Jackson was another extraordinary educator and leader, who shaped Wenona as a contemporary and leading School, with expansion and changes to buildings and her support of a global focus for our girls, leading School tours to China, Egypt and Indochina at the height of the Vietnam War. Miss Jackson oversaw the reform agenda, in response to the Wyndham Scheme, and her legacy and passion for this School has shaped more recent history.

As Miss Jackson retired and returned to England, the School was led by another inspirational educator in Mrs Margaret Hadley, who looked towards the future and positioned Wenona as a leader by actively engaging in change. Her foresight in looking towards technology to personalise learning and deliver curriculum in new ways and her planning and leadership in transforming our campus, continues to be an inspiration for our School.

In more recent years the leadership and inspiration we take from Dr Briony Scott inspires staff and students alike. We are a School that people turn to, with the development of our Renaissance Framework reflecting our focus on the education of the whole child and the development of teaching, learning and pastoral care frameworks. We continue to lead the way in the professional focus of our staff on their learning, and the contribution they are making beyond Wenona. With new initiatives and future plans that address the need to focus and support all areas of the curriculum, through STEM initiatives and the imminent development of Project Archimedes, the School is positioning itself as a leader in this area.

GIVE THE PUPILS SOMETHING TO DO, NOT SOMETHING TO LEARN; AND THE DOING IS OF SUCH A NATURE AS TO DEMAND THINKING; LEARNING NATURALLY RESULTS.

As I look over the contents of this publication, and look across this School, I take great inspiration from my colleagues. Whether teaching or in support roles, they all make a contribution and they all inspire the students.

Often as a consequence of their contribution and service beyond Wenona, they shape the future with hope, choice and optimism.

If education is about ‘giving life’ as Aristotle said, the work of Wenona staff inspires us all and ‘gives life’ to the girls and young women we have the great privilege of teaching and supporting.

DR KERRIE WILDE 2008 to 2010 The School continued to develop and be led by women with inspirational ideas which have shaped the curriculum, the campus and work of educators. We saw the introduction of our Middle School; experiments with integrated curriculum through the Connected Curriculum; the establishment of Woodstock Infants and the introduction of Mandarin under the leadership of Dr Kerrie Wilde.

JOHN DEWEY

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FROM THE DEAN OF PROFESSIONAL STUDIES

MISS BARBARA JACKSON

EXPLORING ATTITUDES TOWARD

‘STUDENT VOICE’ I

have long been interested in leadership models which enable students to have a say in their education – ‘Student Voice’, as it is known. Wenona’s 2015 Teaching Fellowship allowed me to explore theory and best practice in this area, with special focus on the current American experience.

Given my interest in leadership and democratic ideals, I was pleased to have the opportunity to visit the United Nations Headquarters in New York and to delve into the birth of modern democracy in Washington DC and Philadelphia. I was also fortunate enough to attend the ISTE (International Society for Technology in Education) Conference in Philadelphia, which examined technology and Student Voice. But it was visiting schools and meeting their dedicated teachers that taught and inspired me the most.

First up was a progressive, student-centred school in Harlem, New York, simply known as Pono (from a Hawaiian concept of harmony and equilibrium), which currently caters for students up to eight years old. In its uncluttered rooms on the ground floor of an apartment building everyone sits on the floor because, as founder and hands-on coordinator Maysaa Bazna explained, the students voted not to have chairs. The Pono philosophy is that the child is a natural learner and the teacher’s role is to nurture, guide and support their interests. I saw this in action at the planning meeting to determine the following term’s content. Students put forward interests as diverse as visiting a construction site, learning Spanish, finding out the history of rockets and playing with mud. No ideas are rejected in these sessions; all are treated with dignity and they form the basis of a learning

DEAN POMFRETT teaches Year 6 at Wenona and works with the Principal and Head of Junior School coordinating the Junior School Student Representative Council (SRC). He is actively involved in the Wenona community, coaching a variety of sports. Dean holds a Diploma in Teaching and is involved with evaluating Experienced Teacher Accreditation with the Association of Independent Schools (AIS) and regularly presents at AIS IT conferences.

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schedule coordinated by the teachers which includes field trips and outdoor education. It is a visionary, brave approach, which puts great trust in Student Voice.

Next I went to the nearby Agile Learning Center (ALC), a ‘K-12 Independent School for Self-directed Learners’ co-founded and run by the knowledgeable and dedicated Tomis Parker. Although carefully structured, ALC operates on the philosophy that learning is natural and education is best when selfdirected. I sat in on a ‘spawn meeting’ where students in small groups set their intentions for the day. It is up to them how, or even if, they follow through, but there are dedicated teachers and visiting experts to facilitate the process. The staunchly independent students also gather for ‘change-up meetings’ where they adopt clearly defined roles to discuss the running of the school, with all students taking turns. It was most interesting to see younger students negotiating and making decisions while older ones listened.

Believing it important to experience a philosophy at the other end of the continuum, I went to ‘Pennsylvania Dutch country’ to visit an Amish school, which follows tradition by taking place in one room. Tradition is crucial for the Amish. For young teacher Marion, sitting at her wooden desk marking books, it was a source of contentment and safety. I described Wenona to her and although curious she had little to reference it against. Her worldly knowledge was scarce and her own schooling on the rest of the globe hadn’t gone much beyond basic geography. For her, Student Voice was an odd concept: Why would the students have a say in what they learn or how they learn it? It wasn’t their place to determine

that and nor was it hers. Community elders dictated what would be taught and how.

Marion’s approach was very different to that of Maysaa or Tomis, yet she had one important thing in common with them. Asked what she loved most about teaching she replied, “The students, and seeing them smile.” Teaching is a special calling for all of these educators.

Returning to Australia, my studies culminated at the Parliamentary Education Office in Canberra, examining effective ways to incorporate government studies into a student leadership program.

While I have always considered the benefits of incorporating Student Voice in my teaching, following my fellowship I have enjoyed sharing this with Wenona staff and students through informal discussions, formal presentations and academic implementation. One direct impact on the wider Wenona community includes the ongoing development of the Junior School Student Representative Council (SRC) to promote student-led action while reflecting a parliamentary style. With Year 6 students, I am incorporating a strong focus on Student Voice while implementing the new History K-10 Syllabus by empowering students to make a difference on real issues, using a parliamentary sub-committee model, branching from a Year 6 parliament.

The knowledge and experiences I gained as part of the Fellowship have impacted greatly on me and will benefit students from Wenona and beyond for years to come.

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FELLOWSHIP

LEARNING

LEADERSHIP I

mproving teaching quality drives better outcomes for students. In fact, according to Dylan Wiliam, Emeritus Professor of Educational Assessment at the University of London, “Children in classes taught by the best teachers learn four times faster than those in classes taught by the poorest ones.” We also want our teachers to become what educational policy advisers Hargreaves, Boyle & Harris have dubbed ‘Uplifting Leaders’: people who empower and inspire others to contribute to a positive school culture.

But teaching is a complex endeavour and teachers need support to reach and maintain the highest levels. As noted American surgeon and author Dr Atul Gawande puts it, “No matter how well trained people are, few can sustain their best performance on their own.”

They were: • • • • • • •

Williamsburg Northside School, Brooklyn The Chapin School, Manhattan Marymount Manhattan College New York School of Visual Arts, Manhattan New York University, Manhattan Thomas Edison Charter School in Wilmington, Delaware The University of Pennsylvania, Philadelphia

This diverse group of institutions have established coaching and mentoring programs and professional learning communities which allowed me to learn, observe and converse on topics such as Maker Spaces, Design Thinking and the Reggio approach. Spending time at each was extremely valuable.

I believe it’s vital to invest in our teachers’ performance through mentoring and coaching and to develop their ‘uplifting leadership’ skills. So I was thrilled when my application to Harvard’s ‘Improving Schools: The Art of Leadership’ program was accepted.

Next it was on to Cambridge, Massachusetts, for the intensive seven day program at Harvard. Among the areas explored were:

My U.S. study trip enabled by the Wenona Fellowship was organised around the Harvard course but book-ended by two other components: visiting schools and universities in New York and Pennsylvania and attending the International Society for Technology in Education (ISTE) Conference in Philadelphia.

•

Of the seven schools and universities I visited, five were in New York City while the others were in nearby states.

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Applying research and best practices to developing school improvements that focus on increasing student achievement Developing an understanding of how adult learning and teacher development contribute to school improvement Shaping a school culture that supports learning for all Implementing an effective process for supervision and evaluation of teachers and other instructional staff Learning techniques for managing change

We had presentations on topics including leading the teaching community in continuous improvement; teacher evaluation and supervision; team-leading; and reflecting on self as leader. The program’s emphasis is on cultural change, and it certainly affected my philosophy, beliefs and mindset, enabling me to develop my own leadership skills and strengthening my knowledge of, and commitment to, effective support for teachers.

Finally I attended the ISTE Conference.

Since 2013, I have been a moderator for the weekly global #satchatOZ conversation on Twitter, which provides an opportunity to connect with and learn from highly influential and innovative educators. The conference allowed me to meet many of these educators in person for the first time. The emphasis was on effectively using technology for coaching and mentoring and I came away with a deeper knowledge about technology integration and a confirmation of the effectiveness of Project Based Learning and Design Thinking.

I’m very grateful to have received the fellowship as it laid a strong foundation for my new role as a Professional Learning Coach.

Reinforcing my belief in building teacher capacity, this opportunity was instrumental in beginning my PhD at the University of Wollongong. I look forward to facilitating purposeful conversations about teaching practice, encouraging teacher reflection and increasing teachers’ sense of self-efficacy.

Being part of the Wenona community means we are always on a learning journey.

ANDREA STRINGER is one of Wenona’s Professional Learning Coaches, working with teachers to improve professional practice and expand professional knowledge.

A former Wenona Junior School Teacher, Andrea’s focus in the newly developed role is on pedagogy and how she can work with teachers to improve teaching and learning practice.

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DANIEL SILVER is a Teacher’s Assistant in Woodstock, a performance poet and storyteller.

He is studying international literature and philosophy and co-founded a social enterprise that aims to empower and inspire young children through craft workshops in schools and underprivileged communities.

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FEATURES

A PINEAPPLE EPIPHANY LEADS TO ITALY It was a long journey but what I learned was that moments such as that in which the child ate the pineapple are moments of discovery, acts of creation. In moments of discovery even the most well-worn experience takes on the feeling of a maiden voyage – it’s a creative response to the world. But creativity is like a muscle, without use it stiffens and weakens. Life becomes something we take for granted. The exciting news is that it’s never too late to build that muscle and awaken the inner child.

As a teaching assistant my role is to assist in the process of discovery. I try to come up with new ways for children to exercise their creative muscles in all areas of endeavour. Last year, hoping to learn more about teaching in this way, I travelled to a small Italian city that has had gained international attention for its innovative approach to learning in the early years.

T

he most significant moment in my professional development came not while sitting in a lecture hall or even engaging in classroom discussion.

Instead it was a seemingly everyday moment in 2013: I watched as a child tasted pineapple for the first time, and things have never quite been the same since.

In that moment I realised I had been eating pineapple all wrong. Having eaten it many times before, I ate it unthinkingly as if I knew what the experience would be like before it even began. It’s how most of us spend most of our days, paying little attention to the familiar as we focus on our ever shortening opportunity for first-time experiences. But now I saw another way; the way of wonder. I saw that to really taste pineapple one must eat it every time as if for the first time. Every moment must live as the first of its kind. There was creation around every corner, birth with every breath if I could only see things differently. But how to achieve that? How could I train myself in the ways of a child?

The city is Reggio Emilia and its education revolution began after World War II as parents built a school in the rubble. There are now more than 35 Reggio Emilia preschools, catering in two different stages for children from 0 to 6.

The Reggio Emilia approach emphasises each child’s unique potential. I found a depth and richness there beyond my wildest dreams and came home armed with a new vocabulary and a host of ideas. Grateful for the opportunity to practice at a school so generously laden with dreams and possibility, I now continue my journey at Wenona.

EVERY MOMENT MUST LIVE AS THE FIRST OF ITS KIND.

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The Tandem Marimba was devised and built together with a couple of my educator friends. It serves as a communication tool. Students play melodic ‘messages’ to one another, taking turns to reply. In so doing they make songs together. It is an experience of connection and collaboration, synergy and friendship. It is also a wonderful tool for students who are finding social games or verbal communication a challenge. Musical instruments represent play that is fun, creative, social and educational.

This photo of the Piazza taken in 2015 shows the use of some of the ideas learned from Reggio Emilia environments. In the background sits a 4m x 4m geodesic dome constructed from bamboo. The dome was a learning journey for all 60 students as a response to questions about shapes (Kindergarten), shelters (Year 1) and habitats (Year 2). That journey continues to this day as the dome continues to transform along the lines of learning in Woodstock. In 2016 it has become a ‘nest’, complete with sticks, weaving and feathers. A safe place to learn and a way to connect learning across subject areas through the theme of birds and feathers.

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Playing with natural materials in built environments evokes a connection to the organic world. Using sticks and natural fibres also pays homage to traditional building methods and softens learning spaces. This installation combines individual stick sculptures made by the students on their first day of school. It represents the coming together of a student community, an idea that remains present and illuminated in our learning space.

FEATURES I find that installation is a powerful way to inform collaborative projects that connect to learning. A simple, playful activity such as hand printing can lead to deep learning by asking questions such us “What do we use hands for?”, “What do you notice about the different hand prints?” etc. By installing these artworks in learning spaces, these questions are continually reflected back to students, acting as visible memories of learning.

These students created a sculpture during some open discovery time. The sculpture was named ‘Little Birds’ and displayed with a gallery-style plate, describing the process and materials that informed its invention. Over the next few weeks the students continued to return to the sculpture, adding and improving on it and developing a learning narrative. Along the way we have been able to ask interesting questions about the purpose of bird cages and the creative potential inherent in limited resources.

This images show the use of light projectors in a Reggio Emilia learning environment. Used in this way, students can play with different materials and create shapes, patterns and effects. Projected onto walls these installations also create dynamic partitions and imaginative habitats for developing minds. Students love playing with light projectors. Early in 2016 I watched two girls in Year 1 playing with different coloured pieces of acrylic on a light table. They remarked, unprovoked, that they could create purple from red and blue or green from blue and yellow. Discovering that for themselves was a powerful learning experience.

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DIANNE LANGAN has worked as a music educator and therapist for over 25 years. Her qualifications include international registration as a Music Therapist, Master (Honors) in Education, an AMusA in piano performance and a PhD. Dianne has received a number of awards and scholarships, locally and internationally, in recognition of her passion and commitment to music education and therapy.

I’VE WITNESSED THE TRANSFORMATIVE POWER OF MUSIC THERAPY...

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FEATURES

THE POWER OF MAKING MUSIC

I

trained as a Music Therapist in London and spent several years working in the UK in special education before returning to Sydney and establishing the University of Technology, Sydney Music Therapy Program.

Countless times I’ve witnessed the transformative power of music therapy; a trip last year to a very different school provided the impetus for me to integrate it into programs at Wenona.

It was June when I travelled to the northeastern NSW town of Gunnedah. My destination was G S Kidd Memorial School, a K-12 School for Specific Purposes (SSP) catering for students functioning in the moderate to severe range of intellectual disability. At the time of my visit there were 32 students, aged from four to 18 years. I was there for two days to run music workshops, during which I worked with every student in the school, culminating in a public concert.

Arriving on a wintry Thursday morning I found a room in which to set up. With minimal introductions, the workshop participants were wheeled, carried or led in by teachers, support staff and fellow students.

We gathered all the available music equipment from the school, topped this up with extra resources from Wenona, and began.

To the untrained eye music therapy may initially seem like ‘just play’ but its benefits are so well proven that practitioners are registered Allied Health Professionals. Research shows that music therapy improves social, emotional and cognitive skills, and it is used in aged care, disability, early childhood, and health and community settings, covering all age groups, with no musical skill required. The G S Kidd workshops were a perfect example of how it works: we experimented, connected, communicated, improvised and created lots of music.

One activity from each of the three student groups was selected to be presented in a concert and on Friday afternoon our room

MUSIC GIVES A SOUL TO THE UNIVERSE, WINGS TO THE MIND, FLIGHT TO THE IMAGINATION AND LIFE TO EVERYTHING. PLATO filled with parents and others from the school community. Forty expectant faces broke into wide smiles as the junior group entered, loudly and wildly singing their own version of ‘the Hello Song’. The students then proudly presented a percussion improvisation in which they demonstrated their ability to follow musical direction and interact with one other. The next, slightly older group performed an equally wellreceived action song that included mime, sound effects, singing and a xylophone accompaniment.

Finally, the senior students, who had engaged in a song-writing workshop, presented their own accompanied lyrics, to the appreciation of the audience.

This experience inspired the creation of a dedicated music therapy group at Wenona, established with the support of Ms Kate Seale through the Community and Service Learning Program. Girls volunteered to rehearse at lunchtimes and then took their music out to a series of local nursing homes and a specialneeds school. I was able to further share my experiences by conducting a workshop on Music for Special Education Teachers on behalf of the Teacher Training Association in The Independent Theatre.

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BELINDA STONEHAM has been Wenona’s Director of Enrolments since 2013, having enjoyed a long and varied career in the education sector as a Geography and Science teacher in Sydney and the UK, a Registrar at Redlands and Brigidine College and a Senior Administration Officer in the School of Education, Notre Dame University.

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ADMINISTERING CHANGE I’m also a committee member of the NSW/ ACT chapter of Educate Plus, a professional organisation for people within the education sector working in the areas of Admissions, Alumni and Community Relations, Fundraising, Marketing and Communications. As part of my role I assist the committee to provide suitable professional development opportunities for our members and I coordinate Special Interest Groups (SIGs) to provide regular professional development for school admissions professionals. Recent SIGs have offered discussions around topics such as managing parent expectations during the enrolment process and the need for a national school-sector body to support overseas student recruitment.

I

have spent many years in schools, initially as a secondary teacher and then in educational administration – I’ve been Wenona’s Director of Enrolments since 2013. No matter which ‘side of the fence’ I’ve been on, I have tried to break down the barriers between academic and non-academic/support staff. It is a work in progress but I am happy to be part of a school that is trying to make it happen.

The other vital part of my committee role is encouraging and mentoring fellow enrolment professionals. While Educate Plus Advanced Practitioner Training courses provides formal education, the aim of mentoring is to consider the practical side of the sector and the role.

Collegial and non-judgmental mentoring can offer valuable support to people new in the position or those who need a sounding board.

Mentoring will be the focus of my work on the Educate Plus committee in the year ahead.

In 2014, Wenona supported me to complete the Certified Practitioner Training course in School Marketing and Communications, the only specialised course of its kind for school marketing. The course is of huge benefit to people in my role, as the synergy between marketing and enrolments is significant. As Director of Enrolments I have a particular interest in Customer Relationship Management and I’m pleased to say that we have developed a more streamlined and automated application process as part of the new Wenona website.

NO MATTER WHICH ‘SIDE OF THE FENCE’ I’VE BEEN ON, I HAVE TRIED TO BREAK DOWN THE BARRIERS BETWEEN ACADEMIC AND NON-ACADEMIC/SUPPORT STAFF.

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BETH OAKLEY is our Dean of Students and completed a Masters of Education (Student Wellbeing) in 2015. She also holds a Bachelor of Education (Humanities – English/Geography), Diploma of Teaching, Diploma of Biblical Studies, Graduate Certificate in Pastoral Counselling and Graduate Certificate in Adolescent Health and Welfare. Beth is an experienced English and Drama teacher and leads the Pastoral Care program at Wenona.

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CARING FOR THE WHOLE GIRL For both teachers and students the challenge is to recognise the gold that lies within the ordinary each day, valuing the small shared moments and creating space to be truly present.

S

chools exist to educate. But learning how to do calculus or gaining an appreciation for Shakespeare is only part of the story; there are also social and emotional capabilities to consider.

As educators, policy makers, researchers and parents agree, schools have a significant role in this area too.

Research shows that girls’ inner emotional lives have a marked impact on how well they learn and that the better a person’s social-emotional learning (SEL), the greater the likelihood they will succeed in school and in life. Studies have also shown that feeling connected to school is strongly connected with academic success, positive behaviour and wellbeing, whereas feeling chronically disengaged from school is linked to a number of high-risk behaviours.

For these reasons we put a great emphasis on Pastoral Care at Wenona.

Our approach is two-pronged. We run structured SEL programs focusing on self-awareness, self-management, social awareness, relationship skills, and responsible decision making. But in addition to this, all staff have a responsibility to contribute to a school environment that models and nurtures caring relationships, and to get to know and understand the needs, passions and potential of the students. Genuine, caring connections with adults who have an interest in each girl’s progress can make a huge difference.

The degree to which students feel engaged with school pivots on their daily interactions and relationships with peers and teachers. Our shared values, expectations, and the way we live and relate to one another as colleagues, peers, parents, adult to adult, adult to student, student to student, form the foundation of our unique school culture. Unsurprisingly, one of the things that keeps students feeling enthusiastic about school is receiving emotional reinforcement for doing good work and making positive contributions.

One of the hurdles to being present is the lure of social media and mobile apps. Young and older people alike are often absorbed by Instagram, Snapchat, Twitter, Facebook, music and other diversions offered by our devices.

But there are many benefits to both cognitive function and general wellbeing benefits that come from stillness and silence. Are we at risk of losing the art of stillness and the skills and selfdiscipline necessary for a deeper level of selfreflection and self-awareness? It is questions like this our Pastoral Care team considers as we explore ways to enhance our girls’ engagement and connectedness, including providing opportunities for them to learn to be present with themselves without distraction. Encouraging this capacity for reflection and self-awareness promotes self-confidence and a stronger sense of identity, building all-important resilience.

The team members also continue our own professional learning, exploring evidence-based practices in the delivery of our programs. As part of my Masters of Education (Student Wellbeing) through the University of Melbourne, I recently completed a study which confirmed the value Wenona girls place on Pastoral Care within the School: overwhelmingly, students expressed their appreciation of the opportunity to build relationships with their Pastoral Care and class teachers and their enjoyment of both formal and informal Pastoral Care activities and discussions.

ONE OF THE THINGS THAT KEEPS STUDENTS FEELING ENTHUSIASTIC ABOUT SCHOOL IS RECEIVING EMOTIONAL REINFORCEMENT FOR DOING GOOD WORK.

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JESSICA FARRELL is our Head of Music and director of Wenona’s Vocal Ensemble and Petite Voices.

She has a Master of Education, has studied postgraduate studies in Gifted Education, has a double Honours degree in music and teaching and was awarded the Associate Diploma of Music (AMusA) in Piano Performance.

Jessica has been the chief repetiteur and musical director for a number of productions and has been the director of the Spirit of Sydney Chorus. She has toured internationally with a number of ensembles, has been a member of the Sydney Philharmonia Choir since 2004 and is currently a member of the Chamber Singers.

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FINDING HARMONY IN COMPANY As I moved from school into university I continued with piano and spent a lot of time accompanying other instrumentalists and investigating piano duets, but I also embraced my new interest by singing in the award-winning University of Newcastle Chamber Choir and the choir of the city’s Christ Church Cathedral.

Then, in 2004, I auditioned for the Sydney Philharmonia Symphony Chorus.

Being accepted into the chorus gave me the opportunity to sing some of the great choral works in the Sydney Opera House and far beyond. My love of this form of music has taken me all over the world, with choir tours to the United Kingdom, USA, Bermuda and South Korea and performances in iconic venues including the Royal Albert Hall, Westminster Abbey and St Paul’s Cathedral.

I

was a pianist from an early age but it wasn’t until the senior years of secondary school that choral music won my heart. Piano players spend a lot of time practising at home alone and I found this solitude quite comforting for many years. I only discovered how special the choir experience can be when I became a member of a combined schools ensemble called the Hunter Singers. The sudden revelation of my passion for highly crafted choral performance was life-changing and set me on the path to creating excellence first in my own personal performance and then as a leader of choirs.

One of the by-products of all this singing has been exposure to highly professional and internationally regarded conductors.

Participating in rehearsals with these maestros helped me forge my own conducting style, which I honed with professional training from eminent conductors including Stephen Cleobury of King’s College, Cambridge fame and the late John Hopkins, who did so much to advance music in Australia.

My experiences, teachers and mentors have given me the skills to lead the girls at Wenona to create some truly wonderful performances.

Choirs need to be disciplined but also fun.

Dedication is the starting point that allows skill to be honed over time, ensuring that practice really does make perfect. I have extremely high expectations of the girls I conduct, and they meet and even exceed these expectations with their commitment and passion.

DEDICATION IS THE STARTING POINT THAT ALLOWS SKILL TO BE HONED OVER TIME, ENSURING THAT PRACTICE REALLY DOES MAKE PERFECT.

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LINDALL WATSON is our Inclusive Education Coordinator and is currently concluding her doctoral research in multimodality and children’s television. She holds a Bachelor of Arts, Diploma of Education, Master of Arts (Special Education) and has held challenging leadership roles in both government and independent school settings.

Lindall has been extensively involved in the implementation of the National Curriculum and contributed to the shaping of the National Professional Standards for principals and teachers.

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LEARNING FROM ELDERS OF OUR NATION The Warlpirri and Yolgnu people with whom we spent time were very willing to share their complex knowledge about their land; in fact they were proud and excited to do so. My husband and I were given the skin names of Nakamara and Japalajarri and were often involved in rituals around preparing, cooking and eating turtle and goanna; the vast intricacies involved with the funerals and burials of community members, and adolescent boys’ circumcision ceremonies.

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t’s only now, after my recent foray into the Northern Territory, I feel I am coming to terms with the mystery and complexity of Indigenous Australia.

In February 2008 my husband and I took what was intended to be brief leave from our jobs and seven children. We were going from leafy St Ives to the Tamani desert to find answers to questions the 2007 Northern Territory Intervention had thrown up. What we found there was so intriguing we came back to Sydney and packed up our lives in order to go and spend five challenging and rewarding years in this remote, unique place.

We lived in two equally remarkable locations, Lajamanu in the Tamani desert about halfway between Katherine and Alice Springs, and Gapuwiyak in Arnhem Land, on the northeast tip of the Territory. Once our breathlessness at being so small in the vast landscape passed we enjoyed extraordinary sunsets and sunrises, massive vistas of purple and blue and the ominous azure water of the Top End.

WARLPIRRI ELDERS TAUGHT US THE IMPORTANCE OF THE NIGHT SKY, INCLUDING WHERE TO FIND THE FLYING EMU AND HOW THE STORIES OF THE STARS LINK TO THEIR SURVIVAL.

Warlpirri Elders taught us the importance of the night sky, including where to find the flying emu and how the stories of the stars link to their survival. From the Yolgnu we learned how to make a yidaki (the local name for didgeridoo); which roots can be boiled to make yellow and red dyes; and some of the song-line stories that accompany each individual through life.

During our time in the Territory I occupied both Deputy Principal and Principal positions in Lajamanu and Gapuwiyak. My initiation into the leadership of Gapuwiyak School was a world away from the kind we might have at Wenona.

Rather than a chat over morning tea, this took place in a secluded waterhole where I was rubbed down with sand and dunked under water as three women ‘sang me into the land’– a profound and meaningful experience.

There was a constant tug between the need to provide a contemporary western education and the need for the children to absorb cultural knowledge and indigenous language.

Fortunately my devotion to the learning theories of Lev Vygotsky and Paulo Freire, my intense interest in research and my broad experience in education prepared me for the challenge.

I developed significant partnerships with the Stronger Smarter Institute, founded by Dr Chris Sara; Professor David Rose from Sydney University; Dr Ruth Deakin-Crick from Bristol University; and the Territory’s own Batchelor Institute. I also met regularly with community elders; regional and local health providers; the Business Manager of each community; and regional councils, in particular the local Land Council, as we worked together to foster the standing of the schools.

The media often carry stories that emphasise the difficulties of remote community life; my husband and I feel very fortunate to have experienced its richness for ourselves.

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STEVE KAPSALIS is one of Wenona’s Professional Learning Coaches, working with teachers to facilitate the integration of technology in classrooms. He models teaching strategies and promotes the ethical use of technology, collaborating with staff to cultivate technological learning cultures to provide meaningful growth for teachers and students.

ANDREA STRINGER is one of Wenona’s Professional Learning Coaches, working with teachers to improve professional practice and expand professional knowledge.

A former Wenona Junior School teacher, Andrea’s focus in the newly developed role is on pedagogy and how she can work with teachers to improve teaching and learning practice.

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DEVELOPING TOGETHER

T

he best educators are the best learners and Wenona teachers are committed to lifelong learning. But a great deal of research shows that traditional forms of professional development are ineffective. In fact a five-year study conducted in California in the 1980s found that only 10 per cent of teachers who completed skills-development workshops implemented the new skills in the classroom.

Adding a practice session with feedback and demonstrations doubled this to 20 per cent, but that still left 80 per cent who were not applying what they’d learned. However when colleaguecoaching entered the picture implementation skyrocketed to more than 90 per cent.

Coaching encourages teachers to reflect on their practice and maximises professional learning by making it self-determined, personalised and focused.

The Australian Institute for Teaching and School Leadership (AITSL) standards guide our professional learning goals. Coaching is something different. It’s not about teacher compliance; instead it enables teachers to work on their performance and development by engaging them as learners.

Our role as educational coaches is to facilitate more purposeful conversations about our teaching practice. We believe everyone aspires to improve and has the capacity to do so. Our goal is to support, challenge and empower our colleagues to develop their capacities as educators.

In practice this means we ask probing, openended questions which encourage teachers to identify their professional needs. Meeting these needs often requires integrating new or alternative approaches into the existing repertoire of skills and strategies.

Collaboratively, teacher and coach develop a plan of action for this. It’s a partnership, a reciprocal arrangement from which coaches learn just as much as the teachers they are working with.

These relationships contribute to the collaborative work culture at Wenona, further strengthening a learning community which values continuous professional growth.

Andrea Stringer’s focus is on pedagogical practice while Steve Kapsalis works to support teachers to effectively integrate ICT in their practice. Specifically, Steve assists teachers to plan ICT-rich learning and teaching by increasing awareness of what’s possible and the different ways in which ICT is currently being used in schools (including animation, podcasts, wikis, blogs, online collaborative projects, digital story-telling and digital portfolios). In addition he models or team-teaches lessons demonstrating the effective integration of ICT and provides one-on-one or small group training. An ICT Breakfast Club meets once a week for professional development on teaching and learning ideas using numerous software programs and apps on the iPad.

WE TREAT GUIDANCE FOR PROFESSIONALS AS A LUXURY … BUT COACHING MAY PROVE ESSENTIAL TO THE SUCCESS OF MODERN SOCIETY. SURGEON AND AUTHOR DR ATUL GAWANDE IN THE NEW YORKER

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I’VE BEEN ABLE TO GUIDE STUDENTS IN DISCUSSING SOME OF TODAY’S MOST PROMINENT HUMAN RIGHTS CONCERNS.

ROSIE STEVENSON our Head of Library and Information Services is a passionate librarian who has completed both Bachelor and Master degrees in library science and management. Before joining Wenona as the Head Librarian, she was the Deputy Librarian at Eton College, UK and was the lead consultant on the development of the London School of Excellence Library in 2013 to 2014. Rosie is focused on creating a welcoming, interactive and dynamic library service that caters to the academic, social and recreational needs of the whole Wenona community.

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COMPASSION IN ACTION It is a sad reality that in 2016 many people in Australia and elsewhere are still denied the right to live a harmonious life free from inequality and persecution on the grounds of gender, faith, sexual orientation, disability or political beliefs. Many people around the world work in unsafe environments, often sacrificing education and family life to maintain minimally paid jobs producing goods destined to be sold elsewhere at a hefty profit. Then there are those who try to flee their home countries in search of a safer life only to find themselves ostracised or locked up in detention. These are all human rights issues.

M

I’ve been able to guide students in discussing some of today’s most prominent human rights concerns, including that of asylum seekers in the Sydney area. I’m a supporter of the Asylum Seekers Centre (ASC) in Newtown which provides help for those who have left persecution behind and are rebuilding their lives in Australia. It’s a very special organisation, as our students discovered when they accepted an invitation to cook for and eat lunch with ASC clients.

y awareness of human rights issues was raised when I watched the news with my family the day after my 14th birthday. The news depicted the war in Kosovo, with children my age fleeing their country with nothing, often on their own, whilst I was at home with my family and a large number of lovely birthday presents. The juxtaposition between the lives of these children and mine was a shock and I did not understand the complexity of the world.

One of the things often discussed in our Amnesty International group is what individuals can do in response to unfairness. For me, human rights decisions inform almost every aspect of day to day life, including basic choices about the food I choose to eat and the clothes I buy. I only purchase new clothing, for instance, if it has been produced by an ethical company which actively supports all the workers in its supply chain, gives back to local communities and works toward environmental sustainability.

Since then, I have tried to make sense of the world but come to the conclusion that there is no reason why we as humans do harm to each other simply because of difference. My only solace is that by discussing and supporting human rights, those who are effected by such factors have someone speaking on their behalf trying to make life just a bit easier and more tolerable.

There are numerous events throughout the year, including the Human Rights Arts and Film Festival, International Women’s Day and Human Rights Day, which raise awareness and funds and offer the chance for us as individuals and as a group to show we care and encourage those in power to act accordingly.

I’ve been a proud member of the Wenona Amnesty International Group since joining Wenona 18 months ago. The group is made up of passionate and compassionate girls, dedicated to the idea of giving voice to those who would otherwise not be heard.

My school did not offer a platform like the Amnesty Group for young people to these issues, hence why I feel it is so important that I can share my passion with the Wenona girls.

I greatly value the opportunity to support the students in their understanding of human rights issues.

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SHELANA SILVER has worked in Marketing, Public Relations and Fundraising in her 20 year career in education. As the Director of Development, she has launched Wenona Foundation’s Capital Appeal. Shelana has a Bachelor of Arts and Postgraduate Certificate in Marketing.

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A CANCER-FREE FUTURE ONE STEP AT A TIME

Everyone from the walkers to support crew to cheerleaders had a reason to be there and everyone had a story to tell. Cancer had taken so much from many of the people involved, but it hadn’t taken away their heart and soul, hope for a brighter and better future, and determination to help that happen. There were tears but there was laughter as well. A lot of laughter!

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y breast cancer journey started with diagnosis in December 2008. The treatment that followed included a bi-lateral mastectomy and reconstruction. Today I am well and healthy but the cancer experience takes a lot out of you and I still hadn’t regained my sense of purpose when a friend asked if I would join her and more than 1,200 others on the 60km two-day 2014 Weekend to End Woman’s Cancer, raising money for Chris O’Brien Lifehouse. I said yes, both as a challenge for myself and to support breast cancer research in the hope that one day women won’t have to go through the struggles so many of us have faced. Wouldn’t it be wonderful if today’s children had lives unburdened with the pain and heartbreak of this disease?

The event began and ended in Darling Harbour.

We walked in 35°C heat on the first day, spent a weary but happy night in a tent at Meadowbank Park, Ryde, then walked in torrential rain on the second day. We were nourished at pit stops, had our blisters bandaged at medical tents and were cheered on by crowds of supporters at every step.

We met some wonderful women: survivors, carers, family members of those touched by the disease. There was an incredible sense of solidarity.

Everyone who participated raised a minimum of $2,000 and in total the walk raised an enormous $3.4 million. Everyone walked across the finishing line knowing we had made a massive difference for a cause we all feel strongly about. It’s an experience I would recommend to everybody – in fact, we enjoyed it so much that we did it all again the following year.

...I SAID YES, BOTH AS A CHALLENGE FOR MYSELF AND TO SUPPORT BREAST CANCER RESEARCH IN THE HOPE THAT ONE DAY WOMEN WON’T HAVE TO GO THROUGH THE STRUGGLES SO MANY OF US HAVE FACED.

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PAULINE JACKSON teaches across the Social Sciences in Geography, Economics, Business Studies and Commerce. She holds a Bachelor of Economics, Diploma of Education, Graduate Diploma in Careers Education and Development and Graduate Certificate in Mathematics.

Pauline has taught in a number of girls’ schools in Sydney and involves herself in many co-curricular activities.

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FEELING GOOD DOING GOOD keeping fit. The atmosphere was so wonderful I returned the following three years. Sometimes there is a more personal connection to the cause. I took on the Mosman Public School Mini-Mos 10km run after hearing Emily Hurley, then in Year 7, speaking about family life with a brother with autism. She was so eloquent and passionate that I decided I would enter the event and raise money to support Autism Spectrum Australia.

Of all the fundraising sporting events I’ve done the most challenging was the ‘Ride to Conquer Cancer’, which supports the Chris O’Brien Lifehouse cancer treatment centre.

This involved cycling 200km over two days, with a camp-out at Windsor. Participants were required to raise $2,500 to enter, making the cycling the easy part! Next I’m looking at entering the Bobbin Head Cycle Classic, which raises money for Lifeline.

F

itness was the initial drawcard but somewhere along the way I realised that these events are great opportunities to raise awareness and money for worthwhile causes.

The breast cancer-focused Pink Triathlon was the first in which I took part as a fundraiser. I have been incredibly lucky in not experiencing this illness in my immediate family, but many friends have done so and I welcomed the chance to be able to support the cause while

I am a strong advocate of exercise being good for both physical and mental health, and often participate in these events with my sister and/or my three teenage daughters. We’re supporting a good cause while looking after our own personal wellbeing, making it a win/win.

But supporting good causes doesn’t always require a bike or running shoes. For Ocsober participants are sponsored to give up alcohol for the month of October. The money raised goes to Life Education, whose mission is to “empower Australian children to live a life free from drug and alcohol misuse”. As a teacher and mother, I believe this is an important goal and so it’s another organisation I was happy to support.

I AM A STRONG ADVOCATE OF EXERCISE BEING GOOD FOR BOTH PHYSICAL AND MENTAL HEALTH...

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NATASHA ISBEL has been a Social Sciences (Legal Studies) teacher at Wenona for three years and holds a Bachelor of Law, Bachelor of Commerce and Masters of Teaching.

She has many years experience as a corporate solicitor for major law firms in Sydney, Brisbane and London. Natasha is extensively involved with the Legal Studies Association and enjoys sharing her passion for legal and commercial concepts and ensuring her students can relate content to real-life.

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PRESSING PLAY ON LEGAL STUDIES The Edrolo site also includes links to relevant resources, enabling students to stand out by working at an even deeper level.

The beauty of the resource being online is that it can be used by teachers in the classroom or set for homework, but students can also watch and re-watch as many of the tutorials as many times as they like, at their own convenience.

A wide variety of past HSC questions have been incorporated into the tutorials, along with detailed explanations as to why certain multiple choice questions are correct and practical instructions on how to write both short and extended answers to maximise marks. There is also valuable feedback to both teacher and student about which parts of the syllabus need further revision.

I

had two strong reactions when I was asked by online education provider Edrolo to audition as the creator and presenter of a series of filmed tutorials on the HSC Legal Studies course. On the one hand I was excited at the prospect of creating a new teaching resource. On the other, as someone who doesn’t usually seek the camera’s attention I was very apprehensive.

It was, however, too good an opportunity to pass up and, having landed the role, I was so glad that I pushed ahead despite being out of my comfort zone. I quickly became comfortable being on camera as my passion for Legal Studies took over and left no room for self-consciousness.

Filming requires extensive preparation of materials that I can both speak to and annotate while the camera is rolling. The quest to find interesting, engaging and current resources that students will relate to is immensely enjoyable.

All kinds of real-world events can serve as illustrations of the syllabus content, from reforms on state law relating to king-hit punches or domestic violence to human rights abuses in Syria. For me, drawing these links is the key to effective teaching because they enable students to find a ‘hook’ into the subject.

That, in turn, helps them progress as they either acquire new knowledge or draw connections using their existing knowledge in unexpected ways. (And unlike Legal Studies textbooks, these tutorials do not quickly become outdated.)

In all, this new teaching tool has enormous potential benefits for both students and teachers, as I’ve found. In addition to Legal Studies, teaching literacy to students is my passion. Being filmed whilst explaining how to write in the HSC challenged me to reflect deeply about the process of teaching literacy and prompted me to create scaffolds and teaching tools to aid students and other teachers. Being able to provide teachers with new resources and ideas has enabled me to develop professionally within the broader Social Sciences educational community. I’m so grateful I’ve had this opportunity.

I WAS SO GLAD THAT I PUSHED AHEAD DESPITE BEING OUT OF MY COMFORT ZONE.

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MASTER OF

ARTS (PHILOSOPHY)

JONNO WHITEHOUSE Assistant Head of English The Irish playwright Brian Friel wrote “confusion is not an ignoble state” and this sentiment has been at the heart of my decision to undertake a Masters of Arts, majoring in Philosophy. The greatest reward of the course is its tendency to undermine the certainties I previously brought to my understanding of the world. It has forced me to reconsider my assumptions around the existence of free will; the tension between happiness and morality; even the very actuality of the material world.

Most of the course essays require students to adopt a perspective and then seek to undermine it through counter-arguments. The result is that I usually begin an essay feeling confident in my perception of self and the world, only to resign myself to confusion and uncertainty by the conclusion. It’s an exciting process and one that I have tried to engender within the classroom.

In fact, I’ve been thrilled to bring much of what I’ve learned to my teaching, especially with my senior classes. It’s had profound implications for our understanding of texts such as William Shakespeare’s Hamlet and I have thoroughly enjoyed prompting my Year 12 English Advanced class to consider how the text interrogates the tension between reason, free will and God’s providence. My Year 11 Extension English class enjoyed debates around Kant’s theories of morality and applied this to Thomas More’s Utopia in a fascinating manner, asking ‘Can an individual’s happiness ever be sacrificed for the good of a community?’ Even my Year 7 class took responsibility for conjuring a ‘philosophical question of the day’.

In all, it has been a profoundly rewarding experience to challenge myself through this new learning experience and I’m excited to continue sharing it with the students of Wenona.

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UPON REFLECTION | ISSUE 2 ENGAGE & GROW

ENGAGE AND GROW JONNO WHITEHOUSE is our Assistant Head of English and an experienced HSC marker, having marked across both English Advanced and English Extension courses. He received an academic scholarship and graduated with first class honours in Education. He has taught in a range of contexts, including as a volunteer in Latin America as well as both the public and independent sectors of Australia.

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MICHELE BRENNAN is our Head of Visual Arts, Photography and Digital Media and is committed to enabling her students to flourish academically by leading innovative pedagogical practices that encourage development. Michele holds of Bachelor of Art Education and has over 20 years of teaching experience.

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UPON REFLECTION | ISSUE 2 ENGAGE & GROW

I began my tertiary training in Fine Arts and Education 25 years ago at what was then the University of NSW College of Fine Arts (now UNSW Art & Design). I was, in many ways, swimming against the tide as a dedicated painting major intent on learning the skills of the Renaissance masters at a time and place which favoured 1980s conceptualism. I didn’t know it then but this prepared me well for the contrarian challenges of teaching Visual Arts to young people in a world obsessed with the click of a button rather than the power of the artist’s hand.

In the following two and a half decades I taught in London, Adelaide and various parts of Sydney before finding my home at Wenona, whose young women approach their Visual Arts lessons with vigour, curiosity and open-mindedness. They are well served by a passionate, dynamic and expert group of teachers dedicated to conveying the benefits of the subject and teaching to standards of excellence.

I’m currently undertaking a Master of Education and Philosophy (Art) degree at UNSW. This year, in partnership with UNSW research fellow Dr Karen Maras, Year 8 and 10 Visual Arts students at Wenona will participate in research designed to enhance the value and strength of the NSW Visual Arts Syllabus and inform the development of ACARA’s National Curriculum in the Arts. In addition I am undertaking a residency at the UNSW Science research station at Fowlers Gap, 150km from Broken Hill, an isolated outpost where I will investigate the role of drawing as a means of recording time and place.

ENGAGE AND GROW

MASTER OF

As a young school student I was equally fascinated by three things: making pictures, historical stories and the power and magic of language. They still enthral me today and combine seamlessly in my passion for the visual arts.

EDUCATION AND PHILOSOPHY (ART)

MICHELE BRENNAN Head of Department, Visual Arts, Photography and Digital Media

I’m a very strong advocate of drawing, an ancient activity informed by memory, language, sorrow, hope and appreciation, and one that I believe is inherent to human nature. All school students in the Renaissance period were taught to draw to a very sophisticated standard; the general neglect of the skill today seems a big step backward. It’s not, however, neglected at Wenona, where every unit of Visual Arts study from Years 7 to 10 includes some focus on drawing. Indeed, it is my personal mission to remind every student how much they loved drawing as children and to reignite and sustain the passion for it throughout their lives.

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MASTER OF

EDUCATION IN STUDENT WELLBEING

CLARE FROGGATT K-2 Stage Coordinator As a teacher of young children I’ve always been aware of how closely connected students’ emotional and social wellbeing is to their ability to learn. But I often felt at a loss as to how to enable them to flourish and develop the skills they need to cope with life’s challenges. So I undertook a Masters of Education in Student Wellbeing, graduating in December last year from Melbourne University.

The course gave me opportunities to examine current approaches to student wellbeing and to learn appropriate counselling skills. It incorporated many hands-on skill-development tasks, covering interpersonal and group processes, partnerships within the School and the wider community and the challenge of leading change.

It concluded with an action research project exploring what classroom teachers can do to build resilience in students. A group of teachers and students worked together through five cycles of planning, action, observation and reflection. The project identified the benefits of creating safe and supportive classroom environments in which teachers set clear expectations for students’ behaviour, help students understand basic concepts and encourage them to participate.

It reinforced the fact that every classroom is unique, which means teachers must use their discretion in teaching social and emotional skills, albeit working from an evidence-based curriculum that supports the students’ needs.

And it confirmed the importance of relationships between teacher and students and students and their peers, with the engagement of parents where possible.

To build resilience, teachers must pay close attention to the individual needs of the students in their care. Even small steps to connect can have a large impact on wellbeing, so it’s imperative for classroom teachers to consider the daily messages they communicate verbally and non-verbally to students. Purposefulness is the key, whether it’s greeting students at the door, being available to listen, or encouraging them to take risks and believing in their capacity to learn.

Giving students tools to manage their own negative thoughts can also be an important part of Pastoral Care. Left unaddressed, negative patterns of thinking in childhood can lead to feelings of worthlessness into adulthood.

Rational Emotional Behaviour Therapy (REBT) enables them to identify negative thought patterns, record the statements in their mind and replace them with an opposite positive thought.

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ENGAGE AND GROW CLARE FROGGATT teaches Kindergarten at Wenona Junior School and is a lifelong learner who cares deeply about social and emotional learning and its impact on academic outcomes.

Clare values opportunities to build partnerships with parents and the wider School community and has designed service-learning experiences drawing together senior and junior students and staff to meet common goals.

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SARAH HOWE is an experienced Mathematics teacher, having taught in a number of schools in Sydney, rural NSW and in Germany. Sarah is passionate about Pastoral Care and enjoys her roles as Year Coordinator and as a mentor to new scheme teachers.

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I’d somehow always ended up tutoring family or friends in Mathematics, and enjoyed helping people grow in skills and confidence, especially those who came to me expressing a strong dislike for Maths. I was in the midst of completing a Chartered Accountants Program, when I realised I wanted to become a Mathematics teacher. This meant heading back to university which I did, completing a Bachelor of Education (Mathematics), for which I was awarded the University Medal.

My studies were sponsored by the NSW Department of Education and in return I spent my first three years’ teaching in a small co-educational high school in rural NSW. It was a steep learning curve but I became much more than a member of a school, I became part of a community. I commiserated with the whole town when the rain came too early or too late and learned more than I ever wanted to know about farming. It was a great start to my new career but eventually it was time for this girl to return to the city.

ENGAGE AND GROW

MASTER OF

Having gone straight from high school to work as an accounting cadet with PricewaterhouseCoopers, I remember occasionally lamenting my decision to combine full-time work with part-time study for a Bachelor of Business (Accounting), particularly when uni friends were sleeping in until midday and enjoying the long holidays. I graduated with a sense of pride but also relief, thinking, “I’m never going back to university again.” How wrong I was; my commitment to lifelong learning had only just begun.

EDUCATIONAL LEADERSHIP

SARAH HOWE Mathematics Teacher/Year Coordinator

A stint in a maternity-leave position at a Catholic secondary girls’ school helped me realise I wanted to work in girls’ education. After two years living and teaching in Germany, I came home and was fortunate to join the staff at Wenona, where I have been for five years. During my time here I have been inspired and encouraged by others to become a better teacher and educational leader, leading me to start my Master of Educational Leadership.

So far I have explored issues around leading learning in organisations and curriculum and assessment, and I have reflected on my own teaching practice. I’ve been able to apply my knowledge in a number of areas so far at Wenona.

One is as part of the Mathematics faculty’s collective efforts to create more integrated units of work, design alternative assessment tasks and implement evidence-based practices in the classroom in line with work we’re doing with Deakin University. Another is becoming more involved in mentoring through Wenona’s new scheme teacher program, supporting others in the teacher accreditation process and being an assessor on the AIS Experienced Teacher accreditation panel.

My second career, teaching, is one I am truly passionate about and I relish the opportunity to continue to learn and grow, in the same way we hope our students will.

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MASTER OF

BUSINESS ADMINISTRATION (MBA) PAGE

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SUE NEWTON Head of Boarding Much of the inspiration to undertake further study arose from experiences in my home country, New Zealand, following the February 2011 earthquakes in the Canterbury region (including Christchurch). Steering the St Margaret’s College boarding community through the aftermath of these devastating events was an unsought challenge but one that nonetheless extended me. Keen to continue to grow, I began to look for a suitable degree course to undertake.

As a health professional working in education I wanted a qualification at Master’s level that would be generalist enough to allow me to develop in either sector. I decided on a Master of Business Administration. I’ve had many people ask if I chose the MBA in order to have a career in business in the future but, while that is a possibility, an enormous amount of what I’ve learned is applicable in my current role.

My capability and depth of understanding has increased substantially in areas including managing the annual budget, managing human resources, external and internal marketing, student recruitment, strategic planning, change management, compliance with state and federal legislation, quality improvements, project management, innovation development and customer relationship management.

An unexpected outcome has been the relationships I’ve developed with my MBA cohort, greatly extending my personal and professional networks.

My two-week study tour to the United States and Canada was a particular highlight. I examined the New York City ‘ecosystem’, Toronto urban renewal and San Francisco area startups including technology giants Google and Intuit, as well as visiting Stanford, Cornell and Berkeley universities. My understanding of innovation, design thinking and ‘the maker movement’ were significantly advanced by actually going and seeing, rather than studying from afar. One final task remains: a research project in which I will investigate how the increasing complexity in education impacts boarding communities.

ENGAGE AND GROW SUE NEWTON is our Head of Boarding. She has completed her nursing-training and gained experience in mental health, public health and practice nursing. Over 12 years experience in boarding communities has enabled her to combine her varied health sector experiences and passion for young people’s health and wellbeing.

Born and bred in Christchurch, New Zealand, Sue has served on the executive of the New Zealand Boarding Schools Association and was awarded a New Zealand Independent Schools Excellence Award for services to boarding during the challenging Canterbury earthquakes in 2010.

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KATIE WAUD our Director of Creative Arts has been part of the Technology Association for over 10 years and has held positions including Texstyle Coordinator and Vice President of the TEA. She recently received the Professional Teachers Council NSW Outstanding Professional Service Award and travelled to Japan to study traditional and contemporary textile art forms as part of a Wenona Fellowship.

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Fashion and textile design are my passions.

Fashion is, of course, one of the most ubiquitous expressions of design; after all, we all wear clothes. And while it has a functional purpose, clothing also has a distinct psychological and emotional impact: what we wear is very much who we are. It was this deceptively simple idea that drove me to further my studies in art and design education. Inspired by theoretical writers such as Valerie Steele and Andrew Bolton, I wanted to engage in a critical study of textile design’s value in secondary education and examine methodologies in the teaching of what many see as ‘just sewing’. In addition, while my primary focus at Wenona is on textiles, my responsibilities as Director of Creative Arts called for a more comprehensive education, especially within the visual arts. The robust Masters of Art and Design Education at the University of NSW met all of these needs.

The course provided me the opportunity to critically engage with various models and philosophies, broadening my understanding of both the arts and design curriculum. It allowed me, among other things, to investigate the historical and critical significance of the practice of photography in the modern world. It also enabled me to investigate pedagogical and aesthetic theories that apply to the Visual Arts, Textile and Design and the Design and Technology syllabuses.

ENGAGE AND GROW

MASTER OF

Teaching became my vocation after eight years in the fashion industry, where I focused on the management of textiles from around the globe. I made the change after reflecting on my experiences both at work and in my student days and realising it was the time I spent attending lectures that I found the most memorable and meaningful. Lecturers and students came together in vibrant, creative exchanges with a dynamic sense of purpose and fearlessness. Thinking about this fruitful creativity drew me to the profession of teaching and it has proved to be a most rewarding experience.

ART AND DESIGN EDUCATION

KATIE WAUD Director of Creative Arts

While the experience wasn’t without its difficulties, it was a wonderful opportunity which has enhanced my understanding and teaching. I’ve had the opportunity to engage with Visual Arts, Textile and Design educators and creators in Japan, America and France. It has given me a platform to consider textile design and visual arts education as important agents of change within society as a whole, and as an effective catalyst for learning at Wenona. I have also honed my critical faculties and developed a more assured voice on the purpose and value of Art and Design. A PhD may still be some time away, but the knowledge I have gained has already enriched the role I play with the students in my care and my peers in design education.

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MASTER OF

ARTS IN MODERN HISTORY

KATE SEALE Director of Community and Service Learning, History Teacher As a historian it’s a great privilege to tell an unknown story and that’s just what I got to do as part of the Masters of Arts in Modern History degree I completed last year.

The Masters consists of both coursework and a thesis. I chose coursework subjects which would support my teaching of Year 12 Extension History, with a focus on Historiography (in other words, the way history is written, including which sources are used and how conflicting accounts are weighted). The courses were World History, Modern Historiography, Australian Historiography, the Historiography of the Sixties, Rewriting History, and Public History.

Needing a thesis subject, I was fortunate to stumble upon the life and career of Australian woman, Dr Lorna Hodgkinson. She was a remarkable individual and the way she was treated professionally taps into many areas of interest to me: gender and cultural studies; the history of education; special education and community perspectives; the impact of post-war eugenic beliefs; and the emergent discipline of psychology.

Hodgkinson was the founder of an educational institution for children with learning disabilities that became known as the Lorna Hodgkinson Sunshine Home. Having visited the school as a student teacher in the early 1980s, I knew her name but little more. It was a revelation to discover how extraordinary she was and to find out what led her to found Sunshine, as it is now known.

In 1922 Hodgkinson became the first person to gain a Doctorate in Education from the Harvard Graduate School of Education, founded two years earlier. She returned home to Sydney to take up the prestigious position of the first state Psychologist. Her role was to oversee the treatment of children with an intellectual disability – in the parlance of the day her official title, grating to our modern sensibility, was ‘the Supervisor of Mentally Defective Children for NSW’. But she was acrimoniously dismissed in April 1924.

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Historian Alison Turtle detailed Hodgkinson’s early life and achievements in an academic journal article published in 1993, but other than that her achievements and impact had been ignored. Curious to know more, I was kindly given access to a considerable archive by distant relative Kathryn Hodgkinson. I complemented this invaluable material with my own research in the NSW State archives, the Harvard University archives and with secondary contextual material.

What I found was that Hodgkinson’s dismissal was not the result of poor performance.

Instead, a combination of her gender, aggrieved stakeholders, proponents of eugenics (‘selective breeding’) and the ‘progressive’ movement brought about the circumstances that saw her lose her position and be severely censured by both Parliamentary and Public Service Board enquiries. Aspersion was cast on her acceptance into the Harvard program ahead of other ‘more worthy’ candidates, and testimony from Harvard as to the legitimacy of her talents and qualifications was rejected. She endured public vilification and was portrayed as ethically compromised, professionally incompetent and temperamentally unstable. Hence the title of my thesis, Gender, Culture and Conspiracy: the role of power, politics and personality in the conflict between Dr. Lorna Hodgkinson and the public service establishment of NSW, 1922–1924.

That Hodgkinson emerged from the humiliation of her dismissal to fulfill her vision in the form of the Sunshine Institute is a testament to her resilience, commitment and talents as a pioneer in the education of the intellectually disabled. I look forward to working further with this material and am currently preparing an article for the Journal of Women’s History. Dr Lorna Hodgkinson’s story is one that needs to be told.

ENGAGE AND GROW KATE SEALE is our Director of Community and Service Learning and teaches Senior History. She has led three Modern History Service Learning tours to Indochina where students studied the Modern History of Vietnam and Cambodia and built houses for victims of Agent Orange. Kate holds a Bachelor of Arts (History and Fine Arts), Diploma of Education and Diploma of General Nursing.

She has also completed studies in Special Education and Educational Management in London.

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ROSLYN MAHONY Head of Junior School As is the case with many children of teachers, I initially baulked at the idea of making my own career in teaching, going so far as to vow I never would. Never say never. After pursuing other options, including briefly undertaking training as a nurse, I realised that working in education offered a plethora of rich opportunities which fed into my interests. It proved the right choice. Working with young students is both a delight and a tremendous responsibility, representing a unique opportunity to positively impact their lives and futures. This privilege continues to drive my passion for my chosen profession.

Throughout my career I have had opportunity to work across grades from Kindergarten to Year 6 in frameworks including Music and Gifted Education. While the later interested me enough to have completed my postgraduate studies in the area, I have a well-balanced approach to all ability levels and believe passionately that our job as educators is to see each child thrive both as a person and in their education, enabling them to achieve their personal best.

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Having completed my Master of Education I identified my next challenge: to work in a leadership position where I could continue my interests in both curriculum and Pastoral Care, as well as helping develop teachers and their practice. Wenona has provided me with such an opportunity and I am looking forward to getting to know my new School community.

NEW STAFF DIANE EGGER Head of Academic Administration Growing up in England, my father was a great inspiration to me. Having originally trained as a pharmacist, he had a passion for knowledge and was particularly interested in the sciences.

Every walk in the park or trip to the beach or country was full of curiosity about nature and the environment. We watched documentaries together and enjoyed many visits to London’s wonderful museums, with the Natural History Museum being a particular favourite. It’s not surprising that the sciences were among my favourite subjects at school.

A wonderfully flamboyant Hungarian Chemistry teacher cemented my interest and after leaving school I trained as a Biomedical Scientist. After a number of years in this hugely rewarding profession I changed career paths to become a Science teacher, specialising in Chemistry and Physics. I loved my early years teaching high school but was persuaded to make a change by a family friend who was the principal of the primary school I had attended as a child.

Returning to the school, I taught nearly every year group between Kindergarten and Year 6, gaining great insight into student learning and development. I subsequently remained in the primary sector, holding a number of positions on the leadership teams of several different schools and spending a further five years teaching Year 6.

HAYLEY BARNES PDHPE Teacher

STEPHEN COLYER Drama/English Teacher

Whether watching or playing, I am passionate about sports. Sport always has and always will be a huge part of my life. It has helped shape who I am as a person and I continue to play Netball and Touch at competitive levels.

I have enjoyed a number of careers, beginning as a dancer with the Australian Ballet. After dancing with companies in Europe and America I began to work in other forms of theatre, as well as film and television. My interest in theatre lead me to NIDA where after graduating, I started working as a director and choreographer on projects ranging from Belvoir St Theatre to bigscale, touring spectacles.

My passion for sport led me to become a PDHPE teacher. I studied at the Australian College of Physical Education (ACPE), gaining a Bachelor of Physical Education and a Bachelor of Education. After completing my studies, I lived in the United Kingdom and Canada where I continued my teaching and learning journey whilst travelling the world.

Now at Wenona, I am excited to work as part of such a committed and dedicated team. I am currently in the process of completing my Certificate III and IV in Fitness and look forward to continuing to teach the girls about ways of adopting and maintaining healthy, productive and active lives.

Throughout my career in the arts I have found great personal satisfaction in coaching others to realise their potential. While working on the ABC TV show Dance Academy, as Dance Supervisor, I enrolled at the University of New South Wales where I gained a Bachelor of Arts (Theatre and Performance, English) and a Bachelor of Education.

I am delighted to be among the inspiring and dedicated teaching staff at Wenona and to be in a position to share my passion for literature and creative arts with the students. Through teaching English and Drama, I am committed to developing a lifelong love of learning in my students. These subjects offer an exciting opportunity to explore the human condition, to develop creativity, critical-thinking, valuable communication and performance skills, problem-solving and how to work effectively within a team; all essential qualities for the leaders and innovators of the future.

Ten years ago I moved to Sydney with my Australian husband and thoroughly enjoyed filling various roles at the school I joined, including curriculum development and school organisation, as well as teaching my favourite subject, Chemistry. Seeking a change, I was excited to be offered a position at Wenona and like many other new staff members have been struck by the welcoming atmosphere. I look forward to sharing my love of Science with the girls here and hope to encourage many of them to choose a career in this area.

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SHARON KELLY English Teacher

GREG MIKKELSEN Chinese Teacher

CATHY DANGAR ESS Teacher

In Shakespeare’s The Taming of the Shrew Tranio advises Lucentio, “No profit grows where is no pleasure ta’en. In brief, sir, study what you most affect.” Upon finishing school I had no idea what I wanted to do, but I took the advice of my parents, which echoed that of Tranio, and studied what I most loved: Humanities. I attained my Bachelor of Arts at the University of Sydney, majoring in English and History. Feeling that I simply must take up teaching, I then quickly enrolled in a Master of Teaching at the University of Melbourne.

Challenging yet rewarding is the way I would characterise the Chinese language, one that repays every effort put into learning it.

I have taught for 30 years and, like many others, was drawn to the profession thanks to a particularly inspiring teacher from my own school days. In my case it was a music teacher I greatly admired; appropriately my first job was teaching music at the New England Girl’s School in Armidale.

At the completion of this degree I was offered a position at Ivanhoe Girls’ Grammar School in Melbourne, where I taught for four years. It was there I became fascinated by Richard III, the “bunch-backed toad” as Shakespeare put it. I travelled to London, visited the rough-hewn recreated Globe Theatre and attended an exhibition entitled ‘Shakespeare: Staging the World’ at the British Museum. Given that I was born in South Africa and grew up during the transition to democratic rule, for me the most interesting piece in the exhibition was perhaps the smuggled copy of The Complete Works of Shakespeare that Nelson Mandela read whilst imprisoned on Robben Island. Mandela took encouragement from a passage in Julius Caesar that begins, “Cowards die many times before their deaths: The valiant never taste of death but once.” It was incredibly powerful to know how much the great man had been inspired by the great writer.

On my return to Australia I applied to do my Master of Arts in English, at University College London, focusing on Shakespeare in history.

Undertaking this study while living in the place that Shakespeare himself wrote deepened my understanding of him in his own time and the effect he has had on our modern world and made me a better teacher of both Shakespeare and Early Modern England.

Next I am keen to learn more about Dickens’ London. I have begun by seeing his home, eating in some of his favourite taverns and visiting his grave in Westminster Cathedral— now to delve ever more deeply into his books.

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My teaching career started in Asia soon after I had completed high school—not in China, but in Thailand where I taught English. Returning to Australia I completed a combined Bachelor of Arts and Laws at the University of Sydney, with a focus on International Relations and Chinese Studies, and subsequently worked for local and international law firms in Sydney, Hong Kong and Denmark.

My Chinese-language skills saw me often dealing with China-related matters and I developed a strong desire to find a way to help more companies develop their capabilities in the area, including training the next generation of translators, which I did at the Sydney Institute of Interpreting and Translating. During this period I also founded a boutique branding agency called 3mandarins to consult on brand strategy and provide professional translation services to Australian companies looking to enter the Chinese market. I retain the position of Managing Director of the agency, which is currently servicing clients including the University of Sydney, NSW National Parks, Hilton Hotels and Bartercard.

Here at Wenona I want to share the richness and beauty of the Chinese culture and language and hope to inspire more girls to study it, producing China-savvy students equipped with the skills to be influential members of our increasingly globalised community.

Returning to Sydney, I served as a Learning Support Teacher for a year at Coogee South Public School, an experience which ignited a passion for assisting children with additional needs in the classroom and beyond. In fact, while I went on to live and work all around Australia in different teaching and executive roles I kept coming back to Learning Support.

My previous job was Head of Enrichment K-6 at Canberra Grammar School. I loved living in Canberra but last year, after 16 years there, decided I wanted to live in Sydney again and set about looking for a school with a clear vision for its students. I was struck by the positive vibe that emanated from Wenona. I have two daughters and it felt like a school to which I would want to send them: teachers’ recommendations don’t come higher than that.

My role at Wenona has indeed proved to be my dream job. I’ve been most warmly welcomed by the community and staff, and the Educational Support Services team have guided and encouraged me in my new role. I work with students K to 6 who have different learning needs and I mentor teachers, helping them to differentiate the learning for all students in their classroom. My desire is for the girls to be the best they can be no matter what learning style or needs they have. I want them to become lifelong learners, flourishing here and in the wider world beyond school.

NEW STAFF LAURA CREMIN LOTE Teacher

FELICIA CHEN Science Teacher

AMY WEBB PDHPE Teacher

Language, communication, culture and travel have always been great loves of mine and have driven my career choices.

My experience of studying Science at school was a very positive one thanks to teachers who made it exciting, engaging and relevant.

They were role-models who encouraged me to ask questions about the world around me, and seek answers in a way that was stimulating, challenging and enjoyable. That’s the kind of teacher I aim to be.

The seeds of my love for the school environment were sewn by my Kindergarten teacher, an inspiring woman who taught me how to knit, make the best scones from scratch and milk a cow. She also ensured my manners were impeccable at all times. Little wonder I once accidentally addressed her as “Nan”!

She brought to life a belief that what happens in the classroom must be informed by real world experience and a giving heart. My desire to become a teacher dates back to our time together and, like her, I am motivated by the desire to have a positive impact on the lives of others.

Initially I pursued a career in Speech Pathology, completing a Bachelor of Health Science (Hearing and Speech) degree before overseas travel opportunities led me to a career in the travel industry. I filled a number of sales, reservations, travel consultant and travel coordinator roles and worked as a tour guide throughout western and central Europe over a five-year period. My favourite destination was Spain, where I fell in love with both the language and culture.

I started teaching English as a Foreign Language in Peru and Mexico, providing classes in general English, business English and English for the tourism industry. I continued this work in Spain, where I had the opportunity to develop my skills with young learners in both primary and high school settings. These rewarding experiences inspired me to commit to a career teaching languages in high school on my return to Australia.

While teaching general and academic English courses to international students in Sydney, I completed a Diploma of Language Studies (Spanish and Latin American Studies), followed by a Master of Teaching (Secondary) at the University of Sydney. I completed my final teaching internship in 2015 while conducting my Professional Research Project on the subject of maximising target language use in the classroom.

After school I undertook a Bachelor of Medical Science degree at the University of Technology, Sydney, and while studying supported myself by working as a recreational dance teacher. I found it extremely rewarding to pass my knowledge onto my students and watch them work hard to achieve their goals. I realised that teaching would allow me to share my passion for science and that it was the professional path I wanted to follow. I am currently completing a Master of Teaching (Secondary) in Biology and Chemistry at the University of New South Wales and will graduate later this year.

It’s an absolute pleasure to teach at Wenona, with its strong sense of community and leadership. I feel extremely privileged to be part of this School, where the staff is as dedicated and passionate about passing on knowledge as the girls are about learning.

I began my Bachelor of Education (Personal Development, Health & Physical Education) at the University of Wollongong intending to specialise in primary schools, where there was an ongoing need for development. But upon graduation another path presented itself and I secured a position at St Clare’s College, Waverley. I spent 10 years at St Clare’s refining the ‘art and craft’ of my practice and holding multiple positions including Director of Sport, Head of Department and Dean of House.

At Wenona, with its strong reputation for providing excellence through ‘service learning’, I am able to continue to grow as an educator.

I’m passionate about contributing to the development of global, empowered and accomplished young women, sharing with today’s students the ideals I was taught so many moons ago.

I am thrilled to have joined Wenona’s LOTE department and excited to be introducing Spanish to the Languages curriculum at the school. The enthusiasm I have encountered in the classroom has been most encouraging and I am looking forward to strengthening the students’ engagement with Spanish language and culture. I aim to take full advantage of both my own in-country experiences and the latest online resources to make the learning as relevant as possible to the girls’ lives so they reap the rewards of foreign language skills and intercultural understanding long into the future.

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STACEY SMITH Junior School Teacher I have taught for 15 years in a range of private and public schools throughout Sydney, most recently at Pymble Ladies’ College. During the five years I spent there I undertook a variety of leadership roles including Mathematics Coordinator and K-6 Learning Innovator, culminating in serving as Year 6 Coordinator.

Holding a Bachelor of Applied Science, a Bachelor of Primary Education and a Certificate of Gifted Education from UNSW, I am passionate about differentiated instruction and encouraging girls across all areas of STEM (Science, Technology, Engineering and Mathematics) .

Teaching Mathematics has been a particular interest since I began studying at university and I have built on this by moving away from textbook-driven learning to providing my students with a range of tools and strategies on which they can draw.

My Gifted Education studies came about because a school at which I was working decided to start a Year 5/6 Enrichment class.

Having had no undergraduate training in the area, I felt it imperative to gain an understanding of these students and the type of instruction required to provide deep learning experiences for them. What I discovered was that a differentiated model is imperative for every classroom, not just those catering for gifted children. This truly transformed my teaching.

I chose Wenona for the next part of my journey because, as a lifelong learner, I am very impressed by the teaching and learning philosophies that drive the School.

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NEW STAFF NIALL GILHOOLY Mathematics Teacher

AMANDA CICCHINI TAS Teacher

RACHEL THOMPSON Sports Administrator

I attended a day/boarding school similar to Wenona and although I was a day student I spent a great deal of my time at school because I enjoyed the buzz of the place. Thinking about the positive and enthusiastic teachers to whom I could relate and about how much difference individual teachers made to how I viewed a subject, I decided that teaching was an occupation in which I could make a worthwhile contribution. Following a year of travelling, including stints working in a boarding school and in hospitality, I completed a Bachelor of Science in Mathematics and Physical Education.

Throughout my school years my strengths fell within the creative arts, with textiles and design paramount. I continued to explore these subjects at the Whitehouse Institute of Design, where I completed a Bachelor of Design majoring in textile design and visual communication. I combined my study with interning and working for significant Australian designers, absorbing as much experience as I possibly could. Yet despite landing a dream design assistant position, I began to feel there was so much more I could offer, but what and to whom?

Sport has always played an important part in my life, whether it be pushing myself in high-level competition or simply enjoying hitting a ball across a pitch on a rainy Saturday afternoon.

I grew up in England, where I was fortunate to compete in both Hockey and Netball at a high level. In 2005 I qualified as a Secondary School Physical Education Teacher and during seven years at a girls’ school in Kent had the opportunity to fill a variety of roles, including Gifted and Talented Coordinator and Director of Learning in Physical Education.

Remembering my own experience of being on the other side of the desk, I try to make classes as active and engaging as possible, encouraging students to foster an investigative, problem-solving approach. I am constantly on the lookout for new resources and ways of teaching that challenge students and encourage them to take responsibility for their own learning. I appreciate the fact that Wenona is extremely proactive in encouraging staff to take up opportunities for professional development so we can constantly deepen and expand our expertise.

Deciding I wanted to share my knowledge through teaching I enrolled in the Graduate Diploma of Education course at the Australian Catholic University. After completing a fasttracked year, and before graduation, I was offered my first Technology and Applied Studies teaching position.

Moving into teaching was the best decision I could have made. Every student I meet inspires me to further my own education, extend my horizons and push myself to perform to the best of my abilities. Being appointed as part of the TAS team in the ever-evolving, caring and compassionate environment of Wenona is a career highlight. From the moment I walked through the gates both staff and students welcomed me with open arms; I truly feel at home here.

In 2013 I decided it was time to step out of my comfort zone, so I set off on an adventurous tour through the Middle East, Asia and Australasia. I settled in Australia two years ago and enjoyed discovering new favourite sporting activities including Oztag, kayaking and paddleboarding. I also enjoyed continuing to coach and teach Physical Education to Kindergarten to Year 12 pupils, with their wonderful energy and enthusiasm and love of being active.

This year sees the start of a new chapter in my career as I join Wenona, with its strong sporting culture and committed and enthusiastic PDHPE/Sport department. I’m looking forward to working with the great staff and getting to know the pupils as they make the most of the fantastic sporting opportunities available to them.

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KATE RICHARDSON Junior School Teacher

YVETTE CHRISTOFA Junior School Teacher

Teaching is my second career and I am a recent graduate in the field, having completed my Master of Teaching at the University of Western Sydney in November 2015, where I was fortunate enough to be listed on the School of Education’s Dean’s Merit List. During my Masters I did my final practicum block at Wenona, where I was surrounded by inspiring and innovative educators who gave me many opportunities to refine my pedagogy. This enriching experience further strengthened my commitment to education and I was thrilled to be able to return to the School this year as a staff-member with my own class.

Spending a lot of time with my younger siblings and cousins as a child helped develop my love of learning and passion for teaching.

Prior to teaching I graduated from Charles Sturt University with a Bachelor of Communications majoring in Advertising, and lived in Scotland for two years working for the British fashion brand Mulberry. Returning to Australia I continued in the fashion industry, as an Assistant Buyer for David Jones. I loved my fashion career but I always knew that teaching was where I wanted to be and in 2014 I finally took the plunge and went back to university to secure the relevant qualifications. My only regret is that I didn’t do it sooner.

I believe education is not limited to the boundaries of the classroom, so I greatly value the role of Pastoral Care in the learning journey of students. I admire and support the focus Wenona places on its Pastoral Care programs throughout both Junior and Senior Schools.

I am learning every day and really enjoy the opportunity to grow and develop as a member of the Wenona teaching staff.

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I graduated from the University of Sydney in 2014 with a Bachelor of Primary Education.

During my time at university, I had the opportunity to teach as a student teacher at many schools across Sydney and was fortunate enough to be selected to travel to Sweden to teach at a local school through an exchange program. Experiencing the cultural implications of teaching in a foreign country allowed me to implement new strategies into my teaching practice in Australia.

This is my second year of teaching at Wenona and I have had experience planning curriculum programs in English, Mathematics, Science and History. I have participated in fieldwork, excursions and camp with my classes and thoroughly enjoyed being a part of the Junior School Musical and creating the Year 4 Cookbook in 2015.

The past year has helped me grow and develop my skills and teaching practice. I am excited to continue collaborating with Wenona staff about methods of teaching in girls’ education.

ELYSE GRIFFITHS Duke of Edinburgh Coordinator and Boarding Assistant I have been involved in teaching, coaching and extra-curricular activities at Wenona for the past three years. In my current role, as the Duke of Edinburgh Coordinator, I am fortunate enough to share my passion for the outdoors with the students. I enjoy challenging the girls with new and engaging ways to build independence, strength and knowledge.

I gained a Bachelor of Education (Secondary Human Movement) from the University of Sydney and have been involved in numerous volunteering pursuits prior to joining Wenona.

I travelled to Vietnam and taught at ‘The House of Blind Women’, a school that specialised in equipping young women who were visually impaired to develop the required skills to live and work in their community. I also worked in an orphanage with children who suffered from a range of intellectual and physical disabilities, assisting them in their physical development.

Throughout my career, my roles have recognised and promoted the benefits of outdoor education on mental and physical wellbeing and I look forward to continuing to encourage the girls at Wenona to be active members of their community.

NEW STAFF APRIL DE HAAN Communications and Publications Manager I’m not a teacher but I am passionate about education and have long been fascinated by the different ways in which people learn and the effect education has in shaping self-identity, which is why I have only ever worked in the education field.

While still at university completing my Bachelor of Arts in Communication and Media Studies I was fortunate enough to gain a writing position at an educational publishing company. I spent seven years there, working alongside educators to understand teaching methodologies, and researching, writing and publishing textbooks, student workbooks and teacher resources for Australian schools.

Seeking to apply different parts of the knowledge gained from my undergraduate studies, I moved into marketing at the Australian Catholic University, specialising in digital content. I was particularly interested in using data to understand user behaviour online and offline, and in repurposing content to strengthen brand presence. I’m now part-way through a Master of Digital Communication and Culture degree focusing on innovative content strategies to engage, build and keep audiences on the web and across social media.

Education has also been a large part of my volunteer endeavours. I spent many years as a member of blueVoices, the reference group for the non-profit organisation beyondblue, which evaluates research grant submissions and provides feedback on resources designed to increase understanding of mental health in Australia. I also had hands-on experience as a Learning Partner with Mission Australia’s Catalyst University Program, providing support and academic assistance for disadvantaged people undertaking community-based university education.

Now here I am at Wenona, a new adventure that combines my publishing and marketing experience and allows me to be a member of a community which emphasises social justice and giving back to others.

WENDY WICKHAM PA to Dean of Academic Studies and Head of Administration My working career has certainly been varied and diverse. My earlier professional years were heavily weighted in the Arts. The 13 fun and exhilarating years I spent as a classically trained ballet dancer, journeying from Sydney to Perth, Manila to London, Amsterdam to Dublin, Belfast to Glasgow and back to Perth were full of wonderful, life enhancing experiences.

I worked as a dancer, choreographer, dance educator, rehearsal director and even union representative for a huge variety of large and small dance companies and organisations. What a rich and rewarding journey it was!

The next big step in my working career was re-entering the workforce after hanging up my pointe shoes. I took on my first administrative role at the University of Technology, Sydney as Course Coordinator for Training and Development Services. I was also a member of the Student Services Team for the Faculty of Education at the Kuring-gai Campus; a great training ground equipping me with sound administration skills and a broad understanding of the NSW education system.

GILBERT CORR Creative, Digital and Social Coordinator I enjoy stories. Written, spoken, non-fiction or fairytale, I like the sharing of experience and narrative and at Wenona I’m lucky enough to spend every day doing just that.

Having studied Arts Communications at university, I graduated still unsure of my professional trajectory but jumped at the opportunity to work at a non-government agency in a web-based role. My experiences there provided vindication that digital media was quickly becoming the prime avenue for story-sharing in the new world.

My job here at Wenona is to chronicle the things that happen at School and find ways to share them with our community and the wider world. Day to day I write, edit, film and photograph events big and small, ordinary and extraordinary, and find new ways to tell these stories creatively. In doing this I’m learning so much about the School, its community and its culture. I feel very blessed to be a part of it and grateful for the opportunity to contribute.

My first position within the Independent School sector was as Assistant to the Registrar at Ravenswood School for Girls. At Barker College I worked as Enrolments Coordinator, before moving to The McDonald College, where I worked as Registrar, combining two of my passions; education and the performing arts.

I was lured to Wenona to work within a truly dynamic and inspirational leadership team that values the input and service each and every member of its community makes towards its success. I am very proud to say “I work at Wenona” alongside innovative and passionate educators determined to be strong and positive role models and mentors for the young women of tomorrow.

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JOSEPH BLACKWELL TAS Teacher

YVETTE LEWINGTON Visual Arts Teacher

MELISSA BOSCO Teacher’s Aide

I’ve had a keen interest in making things from an early age, no doubt as a result of seeing my father and grandfather constantly tinkering in the garage. I always wanted to know what things were made from, how they worked and why. Teaching wasn’t my first career choice, but when being a stuntman seemed a bit unrealistic I turned to the more practical option of attaining a Bachelor of Arts with joint honours in Design and Technology and Outdoor Studies.

As an expatriate Australian living in London I held what was by any measure a dream job: teaching Art and Design to children aged from three to 13 at a school located just off the Kings Road in Chelsea, London. As well as teaching, I organised what became an annual Summer Arts Festival, which was attended by the Deputy Mayor of London and included a community art workshop at our local art centre, the Saatchi Gallery. Every week we walked up the high street to visit this world-famous gallery and enjoy its richly stimulating fare.

“It is time for us to teach young people early on that in diversity there is beauty and strength,” said author, poet and civil rights activist Maya Angelou. I found this quote so inspiring that it led me into the field of Educational Support and Special Education.

At the completion of my studies I considered various paths before deciding that teaching was the one that would enable me to best use both parts of my degree. Recalling the teachers who had been positive influences on me in secondary school confirmed my choice and I decided to complete a Post Graduate Certificate of Education in Design and Technology.

I have now been teaching for more than 12 years in the UK and here in Australia. I’ve had periods as both a classroom teacher and Head of Department and have come to realise that the thing I enjoy the most is being in the classroom. Students bring so much diversity and innovation and there is nothing like that lightbulb moment when they grasp a concept or the smile of achievement when they’ve created something special or done well in a written project or exam.

Teaching at Wenona gives me the opportunity to engage and excite the students about the constantly changing and hugely diverse world of Design and Technology. They take technological advances in their stride and I try to keep the same outlook, staying up to date with equipment, materials and innovation.

I also greatly appreciate working with likeminded staff who care deeply about their roles as educators.

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But the time came when the pull of home was too strong to ignore, so back to Sydney I headed. It has been my good fortune to find a different but equally wonderful job here at Wenona. The feel of a place is so important and from my first day I could appreciate the School’s warm and welcoming environment which allows learning and teaching to flourish for the benefit of students, families, staff and the local community. I look forward to further developing my professional skills here and also to building stronger links with a new local art institution, the Museum of Contemporary Art.

Twelve years working within the Early Years Framework has shown me that learning incorporates being, belonging and becoming.

All children have the right to become successful learners and confident and creative individuals and all deserve to participate in inclusive education. Wenona is a leading institute for diversity, inclusion and equal opportunities for young women. Beginning as a volunteer with Educational Support Services in 2015, my passion for early intervention, transition to primary school and lower primary has grown tremendously. Now, as an Educational Support Services Teacher’s Aide, I want to encourage all our young girls to understand and celebrate the differences that make each individual special. This will help them grow and become resilient members of our society, creating further opportunities for the people of tomorrow.

I believe anyone educating young people has the responsibility to not let their gifts go unnoticed. After winning a scholarship with the Department of Education and Communities for my commitment to a better future for students with disabilities, I am in my final year of studying for a Bachelor in Special Education (Primary)/ Bachelor in Disability Studies. This will further enable me to guide students on their journeys towards becoming beautiful flowers. As I always tell them, “It’s progress, not perfection”.

NEW STAFF LILY FERRES TAS Assistant When I learned to sew in Year 7, I swore I would never touch a sewing machine again. The same scenario occurred in Year 8 but strangely enough I chose to study Textiles in Year 9 and have never looked back.

I love learning and am always looking to add new skills to my repertoire, gaining a great deal of satisfaction from creating something from start to finish. As well as patchwork, shibori and embroidery, I have recently acquired skills in calligraphy, tapestry, weaving and fine woodwork. I enjoy sharing these skills to enable others to expand the limits of their creativity.

In 2015, after graduating with a Bachelor of Design (Graphic Design), I was offered the position of TAS Assistant at Wenona. In my position, I am involved in the organisation and management of resources. Drawing from my personal interests and experience working for a textile designer and screen-printer, I am able to provide an extra pair of hands in practical classes. I assist with the installation of visual displays in the classroom which reinforce the content of each unit. My background in Graphic Design enables me to teach tutorials that equip students with the visual communication skills they need to present their ideas and designs.

Working in the TAS Department at Wenona has given me a unique opportunity to gain ‘behind the scenes’ access. I have thoroughly enjoyed working with the students in the classroom as well as contributing to unit planning. This year, I have commenced studying a Masters of Teaching (Secondary) at La Trobe University, specialising in Design Technologies and Visual Communication Design.

ALEXANDRA MIDDLETON Community Engagement and Events Manager My role affords me the opportunity to meet inspirational alumnae who have ventured out into the world and are bringing about positive change, or who have created a niche doing something they love. I genuinely enjoy celebrating their successes and welcoming them back into the School community.

I completed my schooling in New Zealand but began my career in Sydney with large multinationals in the field of change management and communications. This was an excellent foundation for my current position and provided me with exciting opportunities to travel and work overseas in countries such as the USA, India and Singapore.

There was a noticeable shift in my career direction when I moved to Shanghai, China, where I lived, worked and studied for close to three years. Other opportunities naturally presented themselves during this time, with the most significant one being the opportunity to lead a not-for-profit New Zealand organisation focused on engaging New Zealand expats in China and South East Asia. After returning to Australia, I took up a position at the University of Sydney Business School, where I was responsible for developing and implementing engagement programs for the School’s alumni community. Four years later, and seeking a change, I started at Wenona as the Community Engagement and Events Manager.

ROSS BROWNING Catering Coordinator Originally for me catering was a way of working while travelling the world. But what was intended to be a short-term way of making money became my career. I studied Hospitality Management and went to work in a 24-hour restaurant and bar, learning how to run it from the ground up. I then obtained my Liquor Licence and went on to manage three pubs. Other work highlights include managing a cocktail bar in a five-star harbourside hotel, running and managing fine dining restaurants, and working as operations consultant for a catering company.

These different jobs have given me a huge variety of experiences, from getting to know suburban locals and talking to tourists from around Australia and the rest of the world to working on TV shows and rubbing shoulders with the rich and famous, including international stars. I’ve been part of many special moments from birthday surprises to proposals and the subsequent weddings.

Far from being repetitive, each day in hospitality and catering is different and full of challenges that make me think on my feet. I’m looking forward to meeting the challenges Wenona has to offer.

My role is responsible for overseeing the Wenona Alumnae and Wenona Parents’ Association. I am currently working part time and juggling a small family. With an active four year old boy and two year old girl there isn’t much time for anything else, but I still enjoy travelling if given the chance – there is now just more luggage. I feel fortunate to have a healthy work-life balance at this stage of my life and to have the opportunity to work for Wenona. I have already learned so much from my time here and look forward to what the future holds.

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PERIPATETIC PERFORMANCE We have an incredibly talented group of over 35 peripatetic Performing Arts tutors at Wenona, who happen to be some of Australia’s most accomplished artists. We have music tutors currently performing with the Sydney Symphony Orchestra, Australian Opera and Ballet Orchestra, Sydney Philharmonia Choirs as well as chamber ensembles that hold concerts all over Sydney.

Many have performed international tours as players or conductors and our dance tutors have performed for music videos and stadium events. The tutors spend many hours practising their craft and working to discover, develop and nurture the talents of our Wenona girls, inspiring them to pursue their own artistic dreams and performance careers.

We are very fortunate to have such a dedicated and professional group of peripatetic staff. The scope of their amazing talents was showcased at the Wenona Peripatetic Tutors’ Concert held at The Independent Theatre in March 2016.

Anthony Pasquill, Piano

Pamela Andrews, Voice Michael Curtain, Piano Accompaniment

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Paul Thomson, Voice

FELLOWSHIP PERIPATETIC TUTOR’S CONCERT

Josephine Allan, Piano

Paul Jones, Flute

Andrew Yule, Euphonium

Paul Taylor, Cello

David Kozak, Guitar

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WENONA SCHOOL LTD ABN 83 000 250 304 CRICOS 02275A 176 Walker St, North Sydney NSW 2060 T 02 9955 3000 F 02 9959 4460 E wenona@wenona.nsw.edu.au www.wenona.nsw.edu.au