David Baker

Principal

As a teacher and Principal with over 30 years of experience, I am passionate about holistic co-education that places students at the centre of everything we do. At each school I have been a part of, I have been heavily involved in co-curricular programs, experiences that have enabled me to connect with students and create learning environments based on respect, deep learning, and a lot of fun. Woodleigh's extensive program of purposeful experiences is what I continue to love most about our school.

Our students will inherit a world vastly different from that of my youth. I am frustrated by quick-fix solutions, and instead, I aim to help students collaborate to solve deep-seated issues with a regenerative and compassionate mindset. They need skills to communicate, collaborate, and engage with the agency to think critically, regulate behaviour and emotions, and unpack complexity in our natural and man-made world.

At Woodleigh, I witness staff and students engaging with authenticity and a uniting of people to accomplish great things daily. Unlike my own one-dimensional education, which focused solely on outcomes, Woodleigh emphasises the process, ensuring that results naturally follow.

To me, an Adventurous Mind is curious and unafraid to tackle big issues. It loves learning, echoing Leonardo Da Vinci's belief that study without desire spoils the memory.

Natalie McLennan

Deputy Principal – Head of Senior Campus

As the Deputy Principal of Woodleigh School and Head of the Senior Campus, I have the privilege of seeing students move through some of the most formative years of their lives. Through my role, I strive to ensure that every student at Woodleigh is known and understood.

Our educational philosophy centres on helping students understand themselves. We focus on recognising individual strengths, fostering a strong sense of social justice and encouraging a deeper understanding of oneself and others.

Woodleigh students are known for their adaptability and resilience. Life is full of challenges, often unpredictable ones, and our goal is to equip our students with the skills to navigate this complexity. By fostering a supportive and dynamic learning environment, we help our students become well-educated and well-rounded individuals ready to face the future with confidence.

What is an adventurous mind? An adventurous mind drives us to constantly seek out new knowledge, ask questions, and explore diverse avenues for answers. I believe that an inquisitive spirit is key to personal and academic growth.

Rodney Davies

Deputy Principal – Director of Primary and Early Years

I’ve enjoyed being part of the Woodleigh School community for more than 27 years (seriously, this is not a typo), now as Deputy Principal - Director of Primary and Early Years.

At Woodleigh, we help students develop a strong sense of self through a holistic approach that addresses academic, social, emotional, and physical well-being. Our inclusive curriculum includes the Arts, Sports, and an extensive Outdoor Education Program, fostering respect for self, others, and the environment. As a PYP-accredited school, we emphasise inquiry-based learning, encouraging deep thinking and reflection. Through personalised inquiry projects and the IB Learner Profile Attributes, students explore their interests and values while gaining a global understanding. Our supportive community and focus on experiential learning ensure that every child feels safe and confident to express themselves as individuals, ultimately preparing them for the future with a strong sense of self.

Success, especially in the Early and Primary Years, is a holistic concept focusing on developing foundational skills, positive behaviours, and a love for learning. To me, success involves dedicating oneself to a larger goal and having the persistence and dedication to achieve it. It's the sense of achievement and elation that comes from continual growth and perseverance. The journey towards success involves seeing each mistake as a learning experience, building resilience, and maintaining determination. Overcoming setbacks, rising above disappointment, and showing up every day with an open and positive mindset are all crucial aspects of achieving success.

To me, an adventurous mind is defined by an innate curiosity and a willingness to explore new and unfamiliar experiences. It's about embracing the unknown with a desire for innovation and a readiness to tackle challenges head-on. An adventurous mind seeks opportunities for growth, learning, and excitement, encouraging us to step out of our comfort zones to discover something new. This mindset encompasses curiosity, courage, flexibility and the ability to navigate life's changes positively.

Scott Grimshaw

Director of School and Business Operations

I have worked in a range of industries and countries over my 35-year career in Finance and Leadership positions. As Director of School and Business Operations at Woodleigh, this experience has enabled me to have a fresh perspective on how my team support the School. I am passionate about travelling, most sports and playing veterans hockey.

I had a traditional education with mix of public and private schools in Australia and New Zealand... possibly as far from a Woodleigh education as one could get! This has made me more aware of what a unique opportunity it is to experience a Woodleigh education. A Woodleigh education focuses on each student to help prepare them for the challenges they will face in the future no matter their pathway.

Perhaps this is why an adventurous mind, to me, is one that questions, seeks answers and challenges the status quo. An adventurous mind has a desire to think, consider and the courage to make change.

Daniel Lukies

Director of Wellbeing

For the past 17 years, I have enjoyed being an educator. A History and Geography teacher, I have taught from Years 7 to 12 and in P-12 settings. During this time I have worked as a Year Level Coordinator, a Head of Faculty and as a Head of School.

I grew up in a small rural Victorian community, and in many ways a Woodleigh education provides the best aspects of this. The freedom to explore and discover one's self within a caring community that knows every individual is something that connects Woodleigh to the fond memories of my own education. Where they are vastly different however, is in the opportunities that our students have to discover the world, themselves and their relationships with others. It is unique in the way that Woodleigh students have access to the very best facilities and a grounded, yet future-focused curriculum.

Woodleigh provides an environment unique in education where young people can discover who they are and who they want to be in an ever-changing world. It values the diverse gifts, backgrounds and experiences of its community, to allow students to blossom into fully formed versions of the person they want to be. It provides real-world challenges and experiences that demand authentic and real responses and empowers its students to find the answers. It is a school built from the ground up to provide an environment that allows for connection with nature, peers and themselves.

To me, an adventurous mind is curious, embraces differences and views challenges and adversity as opportunities. It looks inward and outward, considering one’s own purpose and vision and how one can make a difference in the world. It sees strength in diversity and thinks creatively and outside of the box to find the pathways of the future.

Richard Owens

Director of Woodleigh Institute

I am the Director of the Woodleigh Institute, a global innovation lab dedicated to understanding and enhancing transformative approaches to learning and leadership. The Institute has a special interest in regenerative education and the role it can play in building the capacity of young people to contribute to the thriving of people, places, and our planet.

I have over 25 years of experience in teaching, senior leadership and innovation roles, previously serving as a teacher, curriculum coordinator, university lecturer, Deputy Head and Head of School, and was the founding director of an international centre for leadership and learning in Singapore. I enjoy working with teachers, school administrators, academics, system leaders, regional executives and academics from Australia, Asia, both North and South America and across Europe.

I currently serve several networks focused on systems change in education. I am the Convenor of ReimaginED, a unique, participatory conference series that aims to develop our collective capacity to address complex challenges in education. I am the Convenor of the Compassionate Systems Collective, the Australian hub of a global ecosystem of educators advancing deep change in education through a focus on systems awareness. I am also a member of the Capabilities for Life faculty group at the Royal Society of Arts (RSA), with a mission to transform the way capabilities, skills, behaviours, mindsets and values are nurtured through a focus on connecting people's needs with those of the planet.

Karen Chaur

Director of Learning - Primary Years

My professional Junior School teaching career spans over 30 years and I have taught all levels of the Junior School, from ECC to Year 8. I have held educational leadership roles such as Deputy Head of Junior School and curriculum leadership roles such as PYP Co-ordinator and Head of Learning in both Independent and Catholic School systems.
 
As a member of the IB Educator Network, I am a Workshop Leader, School Visiting Team Leader and Consultant. I have experience as a consultant and coach in the PYP program in Schools, the tertiary sector at Deakin University and in delivering School evaluations and teacher training internationally for the International Baccalaureate. This experience has exposed me to many progressive and leading schools across Asia Pacific (Hong Kong, China, India, Taiwan, Vietnam, Indonesia, Singapore, New Zealand and Australia), where I have delivered IB training and School Evaluation.

I grew up around the corner from Penbank and was educated on the Mornington Peninsula. My mum was a local primary teacher so as a family, we were encouraged to read and be interested in how the world works. We spent time camping, exploring local beaches and had strong connections with many local families. The parallels with Woodleigh were our strong sense of community and feeling part of something that mattered. My experience in the schooling system was far more traditional. My motivation to learn was due to an innate curiosity rather than being part of engaging contextual experiences, like what we work so hard to develop for our learners at Minimbah and Penbank.

The final line of the IB mission statement has a goal for us to ‘understand that other people, with their differences can also be right’. I think living this mission is having international mindedness. Being part of the International Baccalaureate Educator Network, I have been privileged to have travelled and worked all over Asia Pacific. Working internationally requires international mindedness. Being culturally appropriate, taking time to understand language and customs. It starts with language. All of a nation’s history, culture and emotions are tied to the language and phrases they use. International mindedness is a cornerstone of Woodleigh’s mission and it starts with respect. Respect for race, religion, culture, customs and language.

Having an adventurous mind is being curious and intrinsically motivated to not only understand the world but to be solutions focused and take action. Adventurous minds are changemakers and positive contributors to the world.

Kate Bird

Head of Minimbah Campus

Throughout my career, I have worked in both primary and tertiary education settings. My educational journey includes leadership roles in learning and teaching, wellbeing, and eLearning. As a sessional lecturer at Melbourne University, I contributed to the Master of International Education (International Baccalaureate). An active member of the International Baccalaureate Educator Network, I have served as both a workshop leader and a visiting team member.

I believe adventurous minds are inspired by challenges and are eager to explore innovative solutions to complex problems. They are open-minded and thoughtful, valuing diverse perspectives in collaborative settings. With critical thinking and deep reflection, they continually strive to reach their goals. Such individuals not only seek personal development but also aim to make positive contributions to their communities. A successful person is committed to making thoughtful, compassionate choices that promote collective wellbeing, understanding that their actions have ripple effects on those around them.

As Head of Campus, I am dedicated to nurturing a supportive and innovative environment where students and staff can thrive. I aim to foster a culture of collaboration, growth, and global awareness, ensuring that our community meets and exceeds its potential. Working alongside passionate individuals committed to making a positive impact is a privilege.

Andrea Khoza

Head of Penbank Campus

Lisa Coxon

Director of Early Childhood

Michelle Pitcher

Head of Regenerative Futures Program