Knox Grammar School, NSW
Scott has 25 years’ experience as an educator and has worked in a number of high-profile schools. He has led the implementation of Knox’s Positive Education program, Knox Total Fitness, and is passionate about how mental fitness and a growth mind-set can empower young people.
Scott has a demonstrated commitment to academic excellence with the capacity to lead high-performing teams. He has contributed to strategic planning and curriculum development, allowing him to establish an outstanding professional track record.
He originally studied a Bachelor of Arts and Graduate Diploma in Education at the University of Technology and completed his Master of Educational Leadership at the University of Wollongong. He is a member of the Australian College of Educators (ACE), the Australian Institute of Company Directors (AICD), the Australian Council for Educational Leaders (ACEL) and was a Board Member of Positive Education Schools Australia (PESA). Scott recently completed a school leadership program at Harvard Graduate School of Education.
Perth Modern School, WA
Lois Joll is currently the Principal of Perth Modern School an academically selective school. As an educator of many years she has significant experience in senior roles in the public and independent systems. At Methodist Ladies’ College in Perth, as Dean of Studies she guided senior students to achieve outstanding university examination results. Other roles have included Moderator for the Arts at the examination body, the Curriculum Council, where she led the development of fourteen senior secondary courses and oversaw the standards of the Arts courses across the state. Subsequently she was Director of Secondary Education in the Department of Education. At the Department she had oversight of secondary education in all public high schools. The role included leadership of K-12 gifted and second language education. In that role she led the repurposing of Perth Modern School, previously the state’s first coeducation selective academic school between 1911 and 1963, from a comprehensive back to a selective academic school. As Principal of Perth Modern for eight years, Lois has ensured appropriate curriculum, co-curricula opportunities and skilled staff are in place to ensure students have exceptional enrichment to grow their gifts and achieve outstanding results.
Korowa Anglican Girls' School, VIC
Helen is the Principal of Korowa Anglican Girls’ School, one of Melbourne’s top performing independent schools. Korowa was acknowledged as The Non Government Secondary School of the Year at The Educator Awards in 2018. Helen is a transformational leader, committed to evidence based practice. She has a proven track record of highly effective leadership and management in schools with experience as a Principal and executive leader in top performing independent schools in NSW and Victoria. Helen has also worked extensively in the areas of school improvement and educational technology with a range of independent schools in NSW as an educational consultant with the Association of Independent Schools, NSW (AISNSW). She has a proven track record in raising academic standards and developing staff to support students to achieve personal best. Helen’s qualifications and interests in educational technology are strengthened by her focus on innovative learning for the 21st century. She was recognised by the Australian College of Education for her leadership in the area of ICT and has a wealth of experience in school governance, strategic planning, curriculum development and classroom practice to engage all learners. Helen is also graduate of the Australian Institute of Company Directors.
Dr Timothy Wright has been Headmaster of Shore in North Sydney since 2003, and prior to that was Headmaster of All Saints’ College Bathurst.
He started his secondary teaching at Trinity Grammar School Summer Hill where he served for a period of time as Second Master of the School under the leadership of the legendary Roderick West. As a school leader Dr Wright has had a strong interest in the role of effective pastoral care and its development in schools, the moral formation of human beings, particularly in a faith context, and the concept of an all-round education. He is particularly interested in the holistic concept of the human learner and the interplay of emotion, wellbeing, spirituality and traditional academic concepts of learning.
His interests include sports (he swims and plays golf occasionally), reading, conversation and life in general. He is married to Susan and has three adult children and two grand-daughters.
Saint Ignatius College Riverview, NSW
Paul Hine is currently Principal of St Ignatius College, Riverview. He has been involved in senior educational administration for 20 years, having served as Principal of Blackfriars Priory School and Principal of Sacred Heart College, respectively.
Over many years, Paul has been involved in a variety of educational and para-educational activities. As Chair of the Multicultural Education Committee (2006-2012), a Ministerial Advisory Committee on the teaching of languages and culturally inclusive curriculum, Paul worked to promote the cause of languages and multiculturalism in schools across the three educational sectors in South Australia. Paul also served as a board member for the Ethnic Schools Board (2006-2012), which facilitates the teaching and learning of community languages in Ethnic Schools across the state.
Paul’s research interest is in the area of classroom environment, particularly the psycho-social characteristics of classrooms and their relationship to student learning. In 2001 Paul was awarded a PhD from Curtin University of Technology for his research into the psycho-social dimensions of classroom environments and has since examined Doctoral theses in that field. He is an Adjunct Research Fellow at Curtin University of Technology and Guest Lectured at the University of Adelaide in both the undergraduate teaching program and the Masters Program, maintaining a strong interest in academic work and research. Paul has presented papers in New Orleans at the American Education Research Association, which is one of the largest academies of educational research in the world. In 2018, Paul presented at the International Education Conference in Athens and the paper has been published in the International Journal of Pedagogy in Curriculum.
Research Australia Developments & Innovation Institute
Dr Cuttance has 45 years of experience as an educator, researcher and educational administrator. He taught mathematics and science in secondary schools and mathematics and economics in vocational education in New Zealand prior to taking up a career in educational research. He holds degrees in mathematics, science, economics, and education. Peter has substantial experience in working closely with schools throughout Australia in a number of roles. He has led programs that have been responsible for reviewing the performance of over 5000 schools (Victoria, NSW, South Australia, Queensland). Peter’s current work is focussed on providing schools with a fully automated system for analysing data on student performance and providing reports for schools that are written in the language of educators. His perspectives are not based on business analytics, which are very much in vogue, but aim to provide a reliable interpretation of data on student achievement and the factors that influence student performance.
PLC Sydney, NSW
Dr Paul Burgis, PhD (UNSW), MEd, BEd, Dip Tch (Eng/His-sec), Dip Div/Miss is the current Principal of PLC Sydney. He is a strong believer that an education should have both depth and rigour as well as breadth and engagement. Recalling the strong Presbyterian tradition of the College but seeing the school as ‘130 years young’, Dr Burgis has overseen many changes taking place at PLC Sydney.
Whether it is the building of the new Hamilton Junior School, the development of the ‘Learning Virtues’ (Inquiry and Discipline; Courage and Purpose; Respect and Integrity) with academic staff and students, the initiative to undertake Cambridge IGCSE courses, the move to introduce a parent portal or the renewed emphasis on STEM courses and service learning, the changes have been significant. The College has grown from 1175 to 1350 students under his leadership.
Previous to his appointment at PLC Sydney, Dr Burgis was Principal of Inaburra School, Menai (2006-2010).
Paul’s previous appointments include Program Director for the Master of Arts in Education and Principal Lecturer in Education at the University of Lancaster UK; Deputy Principal, Hillcrest College, Qld; Head of History at Eaglesvale School, Harare, Zimbabwe; and as a teacher in the Prep School the Scots College, Bellevue Hill. His background is as an English and History teacher. He has taughtor researched education in New South Wales, Queensland, Zimbabwe, Fiji, UK and the Philippines.
Dr Burgis is a generous contributor to the wider education sphere. He was the Chair of ISTAA (Independent Teachers Accreditation Authority) from 2014-17 and prior to that a member of the committee (2007-2013). He is a member of the NSW Academic Committee of AHISA which meets regularly with the NSW Board of Studies. He received The Norman Baker Award for Educational Achievement in 2001 for ‘Outstanding Educational Practice). He has taught Business Communication to adults at TAFE and was also an examiner of education programs at the University of Liverpool, UK. Dr Burgis has strong global interests, having been active in studying or teaching in Asia, Africa and the UK. He is a supporter of Katoke School in Tanzania and has conducted professional learning for leaders there on two occasions.
Queenwood School, NSW
Previously Vice Principal at Cheltenham Ladies’ College, a leading girls’ school in the United Kingdom, Ms Stone was also the first woman appointed to a senior management position at the 600-year-old Winchester College, where she was Under Master.
After completing an Arts/Law degree, Ms Stone worked in the Supreme Court of NSW before being awarded a Rhodes Scholarship to undertake postgraduate studies in law at Oxford University. She has Bachelor degrees in Arts and Law from UNSW, a Masters from Oxford University, a Graduate Diploma in Education from Charles Sturt University and an Associate Diploma in Music from AMEB.
Ms Stone has experience teaching a range of curricula in the UK and Australia and has taught in co-educational and single-sex environments (boys and girls). She brings a wide range of experience from academic, commercial and educational roles, and strong cultural and intellectual interests, to her work as Principal.
Suzanne Cory High School, VIC
Having completed a BA (Hons.) and Dip.Ed at Monash University and a Grad. Dip Strategic Studies at the Australian National University, Colin began teaching at Melbourne High School in 1992. His subjects included history, politics and international relations. Over the next nineteen years he held various positions, including House master, rowing master, coordinator of sailing, waterpolo and history. As a leading teacher he was year level coordinator, student leadership coordinator and registrar. Colin was appointed to Williamstown High School as an assistant principal at the beginning of 2011. Over the next two years he managed the day to day operations of the junior campus and led the team of year level managers for the 750 students on campus. In 2011 I enrolled in a Master of School Leadership at the University of Melbourne, completing this degree in 2013.
In 2013 he began his appointment as principal of Stawell Secondary College; a country secondary school some 230km west of Melbourne. Being principal in a country town was a formative experience for a first principal appointment; an experience he recommends! In 2015 Colin began his appointment as principal of Suzanne Cory High School, the newest of Victoria’s select entry high schools, situated in the west of Melbourne.
In his time as principal, and throughout his masters, he has been most interested in the role of leadership in transforming schools. With a variety of formal, and informal, qualifications in leadership, it is the application of leadership that Colin focuses on as a principal. In practical terms, at both Stawell SC and Suzanne Cory HS, Colin has set about school improvement through cultural change.
In 1986 Colin joined the Australian Cadet Corps (now called the Australian Army Cadets) as a Lieutenant (AAC) in the Melbourne High School Cadet Unit. In 1994 he became the Commanding Officer, a position he held for 17 years until his resignation from the position at the end of 2010. In 2001 Colin joined the newly formed national headquarters of the AAC and served for the next ten years culminating in his appointment as Deputy Commander of the Australian Army Cadets 2007-2010 in the rank of Colonel (AAC). He was also commissioned into the Australian Army Reserves in 1991.
In his spare time Colin exercises, reads, and travels.
Adrian has a background as an Engineer and Senior Lecturer in Aerospace Engineering at RMIT University. His career has taken him around the world including spending time in the USA exploring leadership in innovative tech companies, developing students as community leaders as part of the ruMAD program, and working across Australia with students, teachers and school leaders. He spent 10 years coaching in transformative leadership programs and has a passion for nurturing and growing educational leadership.
Adrian is sought after by schools and businesses for his simple and effective presentations that not only challenge people to think deeply but also provide listeners with the practical “hows” to move forward.
Conservatorium High School, NSW
Dr Robert Curry is a musicologist and pianist. He completed his undergraduate training at the NSW State Conservatorium of Music, graduating with honours. He continued his musical education in Warsaw at the Państwowa Wyższa Szkoła Muzyczna [now The Fryderyk Chopin University of Music] and at the State University of New York, Stony Brook, where he studied under the distinguished pianist-scholar, Charles Rosen. After completing two Master’s degrees at Stony Brook, in music performance and in historical musicology, he took up a University of Toronto doctoral fellowship to pursue studies in Latin paleography and medieval music. Following his return to Australian in 1982, he was appointed a foundation member of the Conservatorium staff in the Western Australian Academy of Performing Arts where he worked under the late Richard Gill. He was Head of Classical Music in the Academy until his appointment in October 2006 as Principal of the Conservatorium High School, Sydney – his old school. Dr Curry is an Honorary Senior Lecturer in the Medieval & Early Modern Centre, University of Sydney. His research interests focus mostly on East and Central Europe (monastic and ecclesiastical history). He is also a proof-reader and translator of Polishlanguage scholarly works.
St Catherine’s School, Waverley, NSW
Deborah has been working in independent girls’ schools since 2002. Her role is focussed on ensuring that students are valued, known, and positive about their own wellbeing. She has been responsible for the implementation of positive psychology across the senior school at St Cath’s and has a dogged determination to encourage girls to take on the many opportunities available to them at school that can only benefit their academic and social wellbeing.
Knox Grammar School, NSW
Over the past 25 years, Tracey has advised the non-government schools sector on a range of public affairs matters from reputation building through to critical incident management. During this time she has worked with hundreds of independent schools, and all significant schools associations such as the AISs, Catholic Education Offices, Christian Schools Australia, AHISA, Alliance of Girls Schools, and peak bodies for the Steiner, Lutheran, Seventh-day Adventist and Uniting Church schools. She runs APA’s independent schools practice and works regularly with Principals, Chairs and School Councils. Her background is in journalism including in the Federal Parliamentary Press Gallery; followed by time as a ministerial media adviser in Australia for an Education Minister, and then as an advisor in the White House in the USA. She has worked in-house as a Director of Communications for a leading Australian corporate law firm offering advice to the firm and its clients; and has also served as a founding CEO for a health and aged care foundation. Tracey established Australian Public Affairs 20 years ago, to focus on reputation building and protection for organisations in highly regulated environments – as such the schools portfolio is a significant component in APA’s practice. Over the past decade, Tracey has provided communications, media and critical incident management training for AISNSW member schools through the Leadership Centre. Simultaneously, she has served on a number of School Councils as a Director and Chair, and is a keynote speaker at the AISNSW’s Governance Symposium 2017.
Presbyterian Ladies’ College, Perth
Dr Hadwen is currently the Principal of PLC Perth where she has served since 2015. In that time Dr Hadwen has been instrumental in establishing a world-leading health and wellbeing curriculum and a dedicated wellbeing centre. She introduced learning co-ordinators for each year level, tasked with monitoring individual student academic progress and providing any necessary intervention and enrichment. Dr Hadwen has always been a strong advocate for student voice, and significantly enhanced staff professional development, programs and opportunities.
She has more than 25 years’ experience in educational leadership across the breadth of schooling from Kindergarten to Year 12 and has held roles in schools in Queensland, Victoria and Western Australia from Principal and Head of Senior School to Head of Boarding and Primary Teacher.
For a period, she worked as a Senior Research Fellow at The Child Health Promotion Research Centre while also working as a Senior Lecturer in Occupational Health and Safety Law at Edith Cowan University. Dr Hadwen was awarded the Vice Chancellor’s Award for Excellence in Research in 2011 and remains an Adjunct Research Fellow. She has authored a number of policies and curriculum resources related to technology, wellbeing and anti-bullying, and is a continuing Reviewer with the Journal of Psychologists and Counsellors in Schools.
Dr Hadwen’s doctorate was on transitioning challenges faced by boarding students and families, and she has since written books for parents on boarding, international students and young people transitioning to middle school. She has an ongoing book contract with Hawker Brownlow Education.
She is currently a Non-Executive Director with the Alliance of Girls’ Schools Australasia and the Australian Youth Orchestra, an Honorary Fellow of the Telethon Kids’ Institute and the Child Health Promotion Research Centre and an Ambassador for Australia’s Biggest Mental Health Check-in.
She mirrors Pymble’s style of collaborative leadership, shares our passion for evidence-based and data-driven personalised education, and is a strong advocate for academic excellence. She was selected for her strong personal philosophy which centres on the girls’ development and success.
Palm Beach Currumbin State High, QLD
Anita has a strong background in educational and curriculum leadership having worked for over twenty years in schools for DET Qld. She is a teaching principal at a large government middle school on the Gold Coast. Anita’s strengths are in long term strategic planning and in collaboratively building strong and effective team capability.
Pascale Drever is an educational leader with over twenty-five years of experience in both girls’ schools and co-educational schools. She has held executive leadership and managerial positions both in Australia and overseas. Pascale is the Deputy Head of Ascham School and in this role assists the Head of School in defining and delivering strategic objectives, as well as in the overall management of the School. Pascale is an Executive Board Member of REELise Incorporated, a not-for-profit community organisation dedicated to promoting and safeguarding the mental health of youth. A particular focus of her governance role is to contribute to the development of educational and leadership programs.
North Sydney Girls High School
Gregory Henshaw M.L.M.Ed, Dip Mus Ed. Greg has been a Deputy Principal at one of the country’s leading academically high performing schools for the past 15 years. He has experience in many disciplines, having worked as a teacher of: Philosophy, Drama, Music, IST, SDD as well as a GAT resource teacher. As Head of Philosophy at North Sydney Girls High School, Greg has led the school in the development of highly effective teaching programmes that have yielded outstanding results in Philosophical competitions at a National level. He is responsible for writing Stage 5 and 6 syllabuses for Philosophy in NSW and these are being delivered in over 25 schools (Public, Private, Catholic). Greg also has a special interest in the gamification of learning and has developed bespoke, scenario-based, immersive learning experiences that have been used as models by many schools, to develop innovative learning experiences for their students. As well as fulfilling his normal role as Deputy Principal, Greg also manages the school’s cutting edge IT infrastructure, renowned in Govt. schools for its reliability and sophistication.
NSW Department of Education
Sally Egan is Director, Educational Leadership for the NSW Department of Education. In this role, Sally is responsible for twenty schools, providing strategic support to principals’ leadership development that drives school improvement, working with all schools to ensure they provide an opportunity for every student, every teacher, every leader and every school to improve every year. Sally has a demonstrated track record of supporting schools in the independent sector in NSW to strengthen evaluation, improvement, strategic planning and leadership/teacher capacity as well as creating a coaching culture. Previously, Sally worked for AISNSW for ten years and held various positions including Assistant Director School Evaluation and Performance and Co-ordinator of the National Partnership Literacy and Numeracy. Whilst at the AISNSW, Sally engaged in researching, developing and implementing Evaluating Excellence for the NSW Independent sector. In Sally’s 28 years’ experience in education she has held various Executive roles in both Independent and Catholic schools.
St Catherine’s School, Waverley, NSW
An experienced curriculum leader for more than 17 years in both private and systemic schools across NSW, Kylie began her teaching career as a technology teacher before quickly moving into pastoral and curriculum based leadership roles. The elements and characteristics of authentic, problem-based learning and creative and critical thinking are embedded into Kylie’s leadership style. Catering to the individual learning needs of the students in her care and using data to inform her practice, Kylie strives to provide opportunities for each student to excel and encourages and support colleagues to do the same.