Advocates

We are grateful to our extensive global network of educators who have supported and influenced our work. Over the years we have established strong and empowering learning partnerships with many educators. We thank them for their contribution and dedication to education, impact on student learning, and openness to explore the very best in educational thinking and leadership through partnerships with us.

In particular we would like to acknowledge the following advocates who have played an instrumental role in supporting EDUCAA’s evolution.

 

Teresa Lincoln and
Nicole Mangelsdorf
Co-Principals
Kilbreda College
Mentone, Melbourne

 

As Co-Principals of Kilbreda College, we believe that improving student learning (social, emotional and academic) must drive a school’s vision and be at the core of all decision-making. As leaders and teachers we need to understand that we teach for learning, to ensure all our students have transferable knowledge, skills and understanding that prepares them for life beyond school. 

Our shared vision for leading a high performance, learning-focused school has been greatly enriched through our partnership with EDUCAA. Exploring best international, research-based practice with a focus on improving student learning outcomes has shaped our thinking and strengthened our drive to lead collaborative, effective and high performing teams. It has also deepened our understanding of the crucial role leaders play in building a culture of high expectations and excellence in learning.

Through Bern and Annelies’ authentic, challenging and engaging facilitation of practical, research-based professional learning, our leadership and the leadership capacity of our staff has been significantly enhanced and grown.


 

Anna Negro
Principal
Sacred Heart College,
Geelong 

As principal of Sacred Heart College, a Catholic secondary college for girls established by the Sisters of Mercy in 1860 in Geelong, Australia, we strive to educate today’s learners for the lives they are likely to live.  Our purpose is to use the many tools available to us to make learning more accessible to all our students and encourage them to develop a growth mindset.

This requires us to be facilitators of learning, nurturing and creating opportunities for young people to think critically, take risks and work collaboratively in order to be self-directed, proactive and innovative change agile problem finders and solvers, who can contribute to society and be positive agents of change.  

Working with EDUCAA, the senior and middle leaders have been empowered to make that all important shift from being teaching focused to facilitators of learning, which is in line with the College’s Vision Statement and its Learning Philosophy. Informed by current global research and thinking, EDUCAA has worked collaboratively and in an ongoing learning partnership with Sacred Heart College that spans over 4 years. In that time they have delivered targeted, sequential professional learning that has been challenging, dynamic and exciting. Participants are able to reflect, enact and reshape new learning and then eagerly await the next opportunity. 


 

Andy Davies
Head of School
International School Bangkok
 

I am currently the Head of School at the International School Bangkok and hold dual Australian/UK citizenship. I have lived, worked and studied in the UK, Australia and Thailand.

Time is a school’s most precious commodity and while there are hundreds of aspects schools can focus on - think new technologies, facilities, activities, uniform design, a jazzy website, and so on – these aspects, though important, are peripheral to learning. The first, second, third and fourth priorities I believe that schools must focus on is the improvement of student learning. This means ensuring that the energies of our teachers and leaders are single-mindedly used for this purpose.

The one thing that has shifted my leadership through the learning partnership with EDUCAA, are the constant reminders to focus on improving learning for all students through excellent collaborative practices.


 

Juliette van Eerdewijk
Principal
International School of         The Hague
The Netherlands

I was born in The Netherlands and have worked in 10 different countries over the last 30 years in many different leadership roles and with a variety of curricula. My current position is Primary Principal at The International School of The Hague in The Netherlands. 

I believe that education is about creating partnerships between students and adults that enable learning to take place at every possible opportunity through mutual respect and trust. The adults need to create the best learning opportunities for students to ensure they are reaching their full potential. As a leader, the focus on learning should drive the expectations and experiences within a school.

Through the leadership and learning programs facilitated by EDUCAA and the relationship I developed with Annelies and Bern, my own understanding of learning and approaches to teaching shifted and my leadership changed as a result. I was able to identify more clearly what was important to the learning environment and what direction to take as a leader. It helped me to become a leader for learning and enabled me to coach others to become learning focused leaders. Bern and Annelies are inspirational and true role models.


 

Mark Church
Consultant, Project Zero 
Cultures of Thinking Initiatives

Co-Author, Making Thinking Visible
United States of America

For a number of years I taught both primary and middle school students in various countries across the world. From my early days in the classroom to my current collaboration with teachers and school leaders around the ideas of Making Thinking Visible and creating Cultures of Thinking, I’ve always held a belief that education is not to reform students, or entertain them, or make them rote technicians. Rather, our efforts to foster students’ learning involves unsettling their minds, widening their horizons, inspiring their intellects, and growing within them thinking habits and dispositions that they’ll carry with them throughout their lives.

The well-regarded poet, Robert Frost, once said, “There are two kinds of teachers:  the kind that fills you with so much quail shot that you cannot move, and the kind that just gives you a little prod behind and you jump to the skies.” Over the years I've come to appreciate the work of EDUCAA, inviting teachers and school leaders to take on this latter stance in meaningful, authentic ways. EDUCAA invites educators to dream of possibilities, and supports them -- in both visionary and practical ways -- to jump to the skies.  


 

Dr Mary Coupland
Director, Mathematics and Science Study Centre
School of Mathematical and Physical Sciences
University of Technology
Sydney

I teach first year students and am passionate about making mathematics accessible and meaningful. I lead a research team called SCIMERIT – Science and Maths Education Research and Innovation Team, which investigates student engagement and learning at university and school levels. 

A commitment to social justice underpins my work. I believe that all children should have excellent teachers and a nurturing school environment. I am strongly committed to the role of professional teacher associations in providing opportunities for teachers to learn from each other through journals, conferences, and social media communities. I am proud to be a former president of the Mathematical Association of New South Wales and of the related national body, the Australian Association of Mathematics Teachers. My involvement has made me aware of the trajectories of teaching careers: we can all grow and learn and improve our effectiveness.

EDUCAA has opened my eyes to the possibilities for professional growth through respectful, challenging and deep conversations in which, to paraphrase Stephen Covey, people listen with the intent to understand, not just with the intent to reply. 


 

Peter Hutton
Principal
Templestowe College
Melbourne, Australia

I am committed to the notion of learner agency and autonomy. I hated the fact that my formal education was “done to me”, I was made to feel small and insignificant, I had nothing of worth to add, teachers were often harsh and inflexible gatekeepers and my attempts to take control of my own learning were seen as acts of insubordination if not insurrection!  I swore I would leave education and NEVER return.   

Surprisingly, perhaps as part of my own healing process, I have spent the past 25 years attempting to show that there IS another way that schools can operate. One that nurtures and values each young person as a unique individual just as they are now, and supports them to become the person they want to be. A way that builds on natural strengths, finds workarounds to weakness, and most importantly supports the learner to take charge of their own educational journey.  

As Principal of Templestowe College, it has been my sheer delight to lead our community to achieve our vision of being a supportive community, empowering students to manage their individualised learning and turn their ideas into reality.