1. My Journey
 The Learning Journey – a Challenging Journey
 What I bring as a new member of the Village
 What is important to me both professionally and personally

2. My Family

3. Our Home (2002 - 2009)

4. Our Home (2007, 2010-2011)

5. Our Home (1988 – pd)

6. My Teaching Journey -1
 Trained with majors in Phys. Ed., Health Ed., and Outdoor Pursuits;
minors in Junior Maths and Special Needs/Student Support;
 Re-trained in ‘89 – Special Needs, Learning Disabilities and
Intellectually Impaired, and Behaviour Management
 As an Education Advisor I initiated an Alternate Education Program for
8 schools across two education districts around Ipswich for two years
which included 9-day wilderness experiences for at-risk boys
 Gained my Masters in Educational Studies – Effective Teaching,
Effective Schools, Supportive School Environments
 Ran behaviour program/withdrawal room for a Gold Coast school –
helped lead the school renewal and classroom innovations (now seen
as SWPBS); 55% referral reduction in 3 years
 As Deputy in my previous school we made a 48% reduction in referrals
during my first eight months through influence on pedagogy and school
tone

7. My Teaching Journey - 2
 Whilst currently employed to oversee the academic programs, I have
also mentored the National Deputy Principal – Student Welfare
Also,
 Initiated Professional Learning Communities
 Collaborated with the Principal in the renewal of the pastoral roles of
the Grade coordinators and Pastoral Care teachers
 Initiated a number of elements to improve the Supportive School
Environment, including SP2R, Reflective Thinking, “This is Me” forms
 Collaborated with the Principal in the renewal of the Student
Representative Council and its operations and functions
 Initiated base-line testing in Numeracy & Literacy
 Reformatted and updated all Student Curriculum Handbooks, Staff
Polices & Procedures Handbook
 Introduced the Senior Planner for Grade 11 & 12 students

8. The Paradigm Shift
 Just as Copernicus challenged the thinking of his day
by proving the sun was at the centre of the universe
rather than the earth being at the centre (as had been
believed since the days of Ptolemy); and
 as Columbus challenged the conventions of his day
and sailed west rather than east hoping to find a new
route to the Indies; so
 I have challenged the traditional ways of thinking
about how we manage people.

9. My philosophy…the 3 R’s
 Relationships - Relationships - Relationships
 “Children learn when they have the right
relationships. Those relationships make them feel
cared for; give them recognition for who they are,
where they come from and what they have achieved;
motivate them to learn; engage them to be
participants in learning.”
(Charles Leadbeater, in What’s Next: 21 Ideas for 21st century
learning)

10. My philosophy…
 Working with
 Power with (soft power), not power over (hard
power)
 Soft power: norms and values that create a climate of
respect and therefore good behaviour
 Hard power: exclusions, bans, tougher/inflexible rules
on attendance, behaviour and uniform
 Order is far more effective when it comes from within
rather than being imposed from without

11. Goethe
 “Treat a man as he is, and he will remain as he is;
treat a man as he should be, and he will become as
he should be.”
 In school terms - some of our leopards DO change
their spots!

12. Luke
 “We are trying to solve a new set of post-modern
problems with old modernist tools that don’t work any
more. Our schools are wonderfully tailored, efficient
machines to create post-war citizens for an industrial
economy and a civic society that no longer exists.”
 Luke, 1997

13. Perceptual Control Theory
 A model of how human beings and other living
systems must be internally organised to accomplish
this process called controlling – a technical theory
that involves neurology and physiology.
 Basically, how entities control what happens or
matters to them.
 Explains the relationships between actions and goals,
perceptions and actions, and perceptions and reality.

14. PosEd
 The life skills and mental attitude to improved well-
being for self and toward others.
 With the notion of leading a flourish life at its heart,
the model is built on our character strengths and the
six elements that contribute to our well-being:
– Positive Relationships
– Positive Emotion
– Positive Health
– Positive Engagement
– Positive Accomplishment
– Positive Purpose

15. Without trust
we will not achieve lasting success.
 This is THE Fundamental Principle.
 “What you are shouts so loud in my ears I cannot hear
what you say.” Emmerson
 There are no short cuts and while some people may get
by because they learn how to “play the game”, true
motives eventually surface and the relationships will fail.
 Human influence strategies and tactics may succeed in
getting other people to do what we want in the short term,
but do not work in the long-term.

16. Lasting Solutions
 Lasting solutions to problems come from the inside
out.
 eg if you want to have a happy marriage, then be the
kind of person who generates positive energy and
sidesteps negative energy;
 If you want to have a more pleasant, cooperative
teenager, then be a more understanding, empathetic,
consistent, loving parent;
 If you want to be trusted, then be trustworthy.

17. Where to start?
 Inside-Out not Outside-In
 Outside-In approaches result in unhappy people, feeling
victimised and immobilised, focussing on the weaknesses
of other people and the circumstances they feel are
responsible for their own stagnant situation.
 Inside-out starts with the self, the most inner part:
personal paradigms, character and motives. It is a
continuing process of renewal, leading to progressively
higher forms of responsible independence and effective
interdependence. Making and keeping promises to
ourselves precedes making and keeping promises to
others.

18. How?
 By communicating our vision, clarifying our purposes,
ensuring our behaviour is congruent with our beliefs,
and aligning our procedures with our principles, roles
and goals.
 People/students are often seen as limitations, even
liabilities, rather than advantages and assets;
 Low performance is often institutionalised in the
structure and systems, procedures and processes, of
the organisation.

19. Methods of Influence (1)
 There are three basic methods of influence
– model by example - so others see
– build caring relationships - so others feel;
– mentor by instruction - so others hear.
 We are working with human beings - just like us they
want meaning, a sense of doing something that
matters, has purpose, is uplifting, ennobling and
empowering. They want to contribute to the
accomplishment of worthwhile objectives.
 People will live up to the expectations of them.

20. Methods of Influence (2)
 Be influenced by them first: “I don’t care how much
you know until I know how much you care.” We only
have influence with others to the degree they feel
they have influence with us.
 Accept the person and the situation: a feeling of
acceptance and worth frees a person from the need
to defend; accepting a person affirms their intrinsic
worth - it is not condoning a weakness or agreeing
with an opinion.

21. Methods of Influence (3)
 Recognise and take time to teach.
 Do not give up and do not give in: shielding people
from the consequences of their own behaviour
fosters spoiled, law-unto-self behaviour. Giving up
can undermine their motivation to try.

22. Instruction
 Agree on the limits, rules, expectations, and
consequences: must be clearly established, agreed
upon, understood and enforced.
 Train them in the law of the harvest: focus on the
natural processes, align the systems and reinforce
the idea that we reap what we sow.
 Let natural consequences teach responsible
behaviour: they may not like it but we care enough for
their growth and security to suffer their displeasure.

23. Pedagogy – 4 dimensions
 Pedagogy - the craft or science of teaching
 4 dimensions
1. Intellectual quality
2. Connectedness
3. Supportive classroom environment
4. Recognition of Difference
 20 elements

24. Pedagogy – 20 elements - 1
 1. Intellectual quality
 Higher-order thinking
 Deep knowledge
 Deep understanding
 Substantive conversation
 Knowledge as problematic
 Metalanguage

25. Pedagogy – 20 elements - 2
 2. Connectedness
 Knowledge integration
 Background knowledge
 Connectedness to the world
 Problem-based curriculum

26. Pedagogy – 20 elements - 3
 3. Supportive classroom environment
 Student direction
 Social support
 Academic engagement
 Explicit quality performance criteria
 Self-regulation

27. Pedagogy – 20 elements - 4
 4. Recognition of difference
 Cultural knowledge
 Inclusivity
 Narrative
 Group identity
 Active citizenship

28. YourToolbox
 What is in your toolbox – other than talk and chalk?
 Eg do you use Blooms or Williams Taxonomies?
 Positive Psychology – Positive Education foundations?
 Mindset?
 Formative assessment?
 Direct instruction?
 4MAT lesson planning?
 Quality teaching framework?
 VAK learning styles?
 Multiple intelligences?
 Accelerated learning?
 Compacted curriculum?
 Co-operative learning?
 Thinking Hats - de Bono?
 Metacognition?
 MindMaps or Memory Maps?
 Music to enhance learning – e.g. Pachelbal Canon?

29. Where does this lead us?
 Growth – not stagnation
 Professional growth is recognised as (significantly)
contributing to improved student learning outcomes
 Professional learning provides a larger toolbox and
makes us more employable
 Join/establish Professional Learning Communities
 Encouragement to contribute to the schools’ longer
term strategic development plans
 Participate in the performance management process
as it encourages a workplace culture which
welcomes and values feedback on performance

30. Best Practice or
Next Practice?
 Next thinking – Next practice
– * creatively rigorous and rigorously creative
– * analytic and synthetic, evidence based, results based
– * reflective and self-critical
Future focussed – characterised by engagement in relevant,
authentic learning experiences which integrate learning
environments with the real world of global citizenship
Driven by - neuroscience research
- next generation in ICT
- leading edge educational research
- flexible and evolutionary methodology
- constantly leads contemporary practice
Genuinely new approaches rooted in practical understanding

31. The 4 C’s
 Nothing to do with sailing!
 Collegiality: supporting each other
 Consistency: all doing the same
 Certainty: of follow-through
 Commitment: we ARE all doing this

32. In conclusion
 (he’s almost run out of things to say!)

33. My Passions
 My Wife – My Family
 Teaching – particularly the students
 Outdoor pursuits: cycle touring, sailing, bushwalking
 Photography
 Woodworking
 Listening to music
 Reading
 Coffee and new cultures
 A drop or two of red wine with good company and
good food at the end of a hard day

34. Fin