The Haileyburian AUTUMN 2017
2 Haileybury 125 Years
Produced by Haileybury 855 Springvale Road, Keysborough VIC 3173 Editorial Enquiries: marketing@haileybury.vic.edu.au For more information about Haileybury visit www.haileybury.vic.edu.au
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FROM THE PRINCIPAL
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FROM THE CHAIRMAN
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THE ENGINE ROOM
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THE MODERN STUDENT
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CLASSROOM EVOLUTION
10 THE BEST OF BOTH WORLDS
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12 OUR GREATEST RESOURCE 14 FIVE CAMPUSES: ONE SCHOOL 16 HEADING HAILEYBURY
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18 TAKING THE ARTS TO NEW HEIGHTS 19 OUR ACADEMIC SPECIALISTS 20 THE MARATHON TO SUCCESS 22 THE POWER OF SOCIAL JUSTICE
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24 LIFELONG CONNECTIONS 26 LOOKING FORWARD
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Haileybury 125 Years 3
From the
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he 125th celebration edition of the Haileyburian highlights the wonderful journey of this great School from a small boys school in Brighton to one of the leading schools in the Asia-Pacific region, with four campuses in Melbourne and one in China. In 1892 Haileybury’s founder Charles Rendall opened the doors with 17 male students. The very first student enrolled was Barney Allen. He was to typify some of the enduring characteristics of a Haileyburian in that he was a well-rounded young person who loved academic work and enjoyed sport and cultural pursuits. He went on to be a Master of Ormond College at the University of Melbourne, was a keen fisherman and ice skater, and gave back to Haileybury through service to the School Council. Academics and an enjoyment of cultural activities and sport are integral to a Haileybury education in the 21st century in Australia and China. Of course, much has also changed and this edition of the Haileyburian highlights this. Haileybury today is a School of great diversity with a strong international outlook and values underpinned by a strong commitment to social justice. The great diversity of Haileybury’s community today reflects the changing nature of Melbourne itself. In 1892 Melbourne was an overwhelmingly white anglosaxon community dominated by men. Today there are around 60 different ethnic backgrounds represented among the female and male student population of Haileybury. Many students come from families of faith, including Christian, Buddhist, Hindu, Islam, Jewish and Sikh. Many students come from families with strong nonfaith-based values. A commitment to social justice and building strong local and global communities is something that can be embraced by all.
4 Haileybury 125 Years
Haileybury today is a School of great diversity with a strong international outlook and values underpinned by a strong commitment to social justice
Schools, of course, exist for one reason – to educate young people. Haileybury has done this well for 125 years. It has evolved to meet the needs of society and prepare young people for the world they will enter after School. It has been a great journey for a great School. DEREK SCOTT
From the
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n 2017 we mark 125 years since the establishment of Haileybury in Australia. We also mark 125 years of education innovation. This issue of the Haileyburian celebrates that. Haileybury’s history has been remarkable for many things, including courage, entrepreneurship, innovation and achievement. These are all closely related. When C H Rendall opened his School in Brighton in 1892 he was proud to call it ‘Haileybury’ after his old school in Hertfordshire, England. The venture was the epitome of entrepreneurship and innovation, as well as courage, for Rendall was a joint owner of the School with attendant liability should the enterprise fail. The School’s motto, ‘Altera Terra’ signified the adventure into a new land. Achievement followed quickly, and the first Haileyburians took out the Latin and Greek exhibitions at 1892’s public examinations. Successive heads and principals have since built on the courage, entrepreneurship, innovation and achievement of their predecessors. It is often the mark of a Haileyburian that she or he thinks differently. This is an attribute that assists innovation. When Haileybury moved to co-education, it did so in a different way. It chose the path of parallel education. When Haileybury looked at class sizes, it sought to do so by choosing small classes over large ones. When it looked to pedagogy in the key areas of language and numeracy, it chose the direct instruction approach. In each case it chose a different path from many other Victorian and Australian schools. It was innovative to do so. The results speak for themselves. Haileybury’s commitment to internationalism (including a campus in China) and its decision to establish a campus in the City are equally distinctive and innovative. Haileybury’s story is one of innovation across the board: in academic studies, in sport, in the arts and in social justice. I hope you enjoy reading about it in this special anniversary issue.
TOM POULTON
Engine Room OUR BEATING HEART
HELPING OTHERS
If it takes a village to raise a child, a small army is needed to run a school as big as Haileybury. Behind the scenes, our growing non-academic support team works wonders to keep the School functioning across five sites.
School Marshal, Gary McLean, is Haileybury’s longest serving non-academic staff member, having started in 1989 after many years in the Royal Australian Navy. Gary oversees the welfare of more than 900 boys from Years 9 to 12, ensuring they arrive in class on time, tuck their shirts in and behave in a manner befitting a Haileybury student. The most significant of many changes he has seen was the arrival of girls, who had a calming influence on the boys.
As an owner-run School, when Haileybury opened in 1892, founding Head Charles Rendall and his wife and family performed administrative duties. During the 1930s, Headmaster Sydney Dickinson even did the house painting. Around that time, parents and students helped improve Castlefield’s grounds, classrooms and buildings. The death of horse and resident lawnmower Bernborough prompted our first non-academic team, which by the late 1950s included a Head’s Secretary, Bursar, Matron, Groundsman and Maintenance Man. With five campuses, more than 4,500 students and 700 staff, Haileybury’s non-academic team now tops 300 and covers corporate administration, facilities and maintenance, sport, nursing, counselling, library and more. Corporate Services teams alone include Human Resources, Facilities, Finance, Admissions, IT and Marketing.
If it takes a village to raise a child, then it certainly takes a small army to run a school the size of Haileybury
Outside the classroom, Haileybury’s strong commitment to social justice extends to our non-academic team. Each Christmas, Administration and Facilities staff join the Corporate Challenge, which supports a different charity each year in projects such as building bikes for sick children or helping with the Variety Children’s Christmas Party. In 2016 the Corporate team supported the Helping Hands Program. Each member had the rare opportunity to build a prosthetic hand that enabled recipients to grasp and release something, often for the first time. The project is truly life-changing and one of many quiet achievements of our dedicated non-teaching staff.
Haileybury 125 Years 5
Finally, keeping Haileybury’s extensive campuses immaculate is a huge challenge ably met by the School’s largest department – Facilities. Facilities teams do a brilliant job presenting the School for students, staff, parents and the community. However, they must do without trusty Bernborough, who still hasn’t been replaced...
THE MODERN
A HISTORY OF EXCELLENCE
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reat schools adapt to a changing world while retaining the best of their traditions. Haileybury has evolved markedly since it opened in 1892 with five staff and 17 students on a Brighton Beach property. Today, more than 4,500 students and staff study and work across five campuses – four in Melbourne and one in Tianjin, China. The modern Haileybury student continues to reflect the solid foundation laid by their predecessors. Integrity, honesty and empathy remain integral to our students’ character. Their passion to learn and their community contributions really set them apart. Haileybury has always been known for outstanding academic performance, which continues through innovative programs such as the Explicit Teaching Model and MakerSpace. Girls have also helped redefine who we are at Haileybury. Since welcoming girls in 2000, we have become a ground-breaking leader in parallel education. Formally established in 2006, Haileybury Girls College created a more balanced environment and broadened our subject base, sport and extra-curricular activity. The Parallel Education Model is one of many innovations designed to ensure that our students enjoy the best possible education.
REACHING FOR THE STARS
6 Haileybury 125 Years
The aspiration to strive for excellence in all endeavors has been widely promoted since the beginning
The modern Haileybury student is hard working, ambitious and appreciates everything the School does to prepare them for the real world. They are confident and practical as they plan their futures and consider how they can achieve their goals. Our curriculum equips students well in literacy, numeracy and a wide range of disciplines that allow them to fully explore their interests, abilities and talents. Mutually respectful relationships with teachers, pastoral care and extracurricular activities are also crucial. Haileybury students are encouraged to be individual thinkers, responsible leaders and motivated learners. They know life is there for the taking if they work hard enough.
I am grateful to have been in an environment where students’ passions were valued and encouraged
CHERIE HAN (OH 2016) Joint 2016 Dux Cherie Han achieved a 99.95 ATAR and plans to study dentistry. “It is difficult to sum up within only a few words the immense impact Haileybury has had on our lives, not only as students but as active global citizens. The broad range of subjects on offer... has equipped us with the necessary skills to pursue whichever path we choose. Indeed, while keeping a core focus on academic excellence, extra-curricular activities like Saturday
Sport, leadership opportunities and social justice initiatives help create the distinctly Haileybury atmosphere, where curiosity, the desire to succeed and commitment to charity is strong and unwavering. Above all, the richness of the Haileybury experience is testament to the enthusiastic, diligent and inspiring young men and women we have grown alongside each day. As a result, we have been truly instilled with the passion and capacity to make our mark in this world.”
ANANT BUTALA (OH 2016)
SOL DASIKA (OH 2015)
Joint 2016 Dux Anant Butala achieved a 99.95 ATAR and urges others to challenge themselves.
A 2016 VCAA Board Appreciation Award Winner, Sol Dasika had his handmade Wood Timpani Drums exhibited at Top Designs.
“A ‘modern student’... has the conviction and selfawareness to pursue their ambitions without fear. Haileybury’s three pillars of academic excellence, social justice and international outlook blend... all that education has to offer. It is about embracing... the co-curricular, social justice and sporting activities. Challenging yourself to try something new is the best path for self-development. It is by participating in these activities that we discover our true passions. Not everyone can be the leader of an orchestra or the captain of a 1st sporting team. But... these activities build life-long friendships and improve yourself as a person. The extra-curricular opportunities I participated in while at Haileybury now form an indelible part of my life. Debating, public speaking and mooting are, and will continue to be, one of my strongest passions. Just as each school is unique, so too is each Haileyburian.”
MADDISON CONNAUGHTON (OH 2010) Maddison Connaughton (OH 2010) is Deputy Editor of the global youth media company VICE. After starting Professional Communication at RMIT, Maddison majored in Economics at the University of Melbourne. While studying, she freelanced and interned at different publications. “You do need to be a lot more flexible,” she says. “You’ll never have a job where you’ll be doing the same thing day in and day out.”
“The modern world is filled with so much information and, in the increasingly internationalised society we live in, it can be slightly overwhelming to grasp a sense of place. However, for the ‘modern student’ this provides an exciting canvas of possibility. I think about my time at Haileybury and all the opportunities I was provided with to pursue my interests, and I am grateful to have been in an environment where students’ passions were valued and encouraged. I think this open-mindedness is critical for enabling students to develop their curiosity and ability to comprehend the world they live in, and it definitely helped prepare me for the next phase of my life in Tokyo. My two cents for aspiring ‘modern students’ ... is to try new things, and actively seek and create opportunities where you will learn as much as possible.”
Maddison says Haileybury’s high education standard, global focus, respectful teacher–student relationship and size helped her transition to university. “You organically learned great socialising skills,” she says. “There were so many people to talk to, and in the real world and journalism you have to go out and meet people and interact with them every day.”
Haileybury 125 Years 7
Maddison believes the modern student is self-confident, worldly, intelligent and open-minded. “They’re incredibly smart, and have a broad range of knowledge that has broken down the idea of the ‘specialist’,” she says.
Classroom Evolution THAT WAS THEN School used to be a stern affair. Until the mid-20th century, Haileybury classrooms took the English Charter House approach. Teachers in formal academic gowns sat elevated at the front of a classroom, with students perched awkwardly on wooden slats. Desks were set in straight rows, each with an inkwell. This uncompromising and regimented setting focused only on academic excellence and appropriate behaviour. Student welfare was not a consideration.
THIS IS NOW Today’s Haileybury classroom is fluid and progressive. It is designed to enhance relationships, encourage debate and discussion, and ensure that every student receives individual attention. Their wellbeing is as important as academic success. Haileybury students work in modern classrooms and science laboratories, high-tech performing art spaces and some of Australia’s best sporting facilities. Our libraries are nationally recognised and everything is designed to enhance student learning and welfare. School is a journey students should enjoy.
A TECHNO REVOLUTION
8 Haileybury 125 Years
Classrooms are no longer restricted by physical walls... learning at Haileybury has become limitless
Technology has revolutionised our classrooms and given teachers and students new and more efficient ways to teach and learn. They are connected to the world. Classrooms are no longer restricted by physical walls, bell times and print resources. Learning in the internet age has no limits. Among other things, teachers and students use laptops, interactive boards, tablets, smartphones, probes, iBeacons, wearable technology such as fitness trackers, cloud services, social media, apps and subject-specific software. These help teachers create a classroom ecosystem with unprecedented opportunities for individual student needs. Haileybury classrooms are dynamic and innovative. Brighton’s Director of Learning Technologies, Nikos Bogiannidis, says that, used in moderation each day, technology develops vital 21st century skills.
These include critical thinking, collaboration, communication, creativity and problem solving in the real and virtual worlds. “These are transferable skills, which empower students to contribute to their own future rather than being passive citizens in a new global reality,” Nikos says.
Flexible learning environments, challenging the traditional concept of four walls, rows of desks and teacher-centred learning
Teachers use software programs to collect information about each student’s performance before, during and after lessons. This informs their strategies, resulting in better teaching and learning.
While other schools celebrate having iPads or laptops, Haileybury is taking the next step and personalising the technology Such innovation is integral across our five campuses. Senior School’s Director of Learning Technologies, Lauren Sayer, says while other schools celebrate having iPads or laptops, Haileybury personalises them. “The Biology Department is using technology for data analytics,” Lauren says. “The Physical Education Department uses wearables and Fitbit... while the English Department records its own lecture videos.”
connects with external communities via the internet. Audio visual technologies support video conferencing and group learning connections with other campuses and global learning institutions. Haileybury’s physical presence is also evolving. Our 10-storey CBD vertical School opened its Early Learning Centre in 2016 and welcomed Prep to Year 9 students in 2017. The first of its type in Melbourne, it is due to add Year 10 in 2018, Year 11 in 2019 and Year 12 in 2020. The City campus is enhanced by flexible learning, performance, social and resource spaces. The traditional outdoors is replaced with ‘playgrounds in the sky’. Nearby parks, art, cultural and sporting venues offer exciting learning and social opportunities. Haileybury City and our Tianjin campus, which opened in 2013, complement continued teaching, technological and wellbeing innovation to maintain our position as a global education leader.
‘One-size-fits-all’ certainly does not apply at Haileybury.
THE EVOLUTION CONTINUES
Keysborough Library 90s
Haileybury’s master plan is to retain its status as the South Pacific region’s top educational facility. Our population has grown markedly and we continue to evolve. Head of Castlefield, Scott Doran, says classroom facilities may not change drastically and teachers will always be our top resource. “But the Haileybury classroom will remain agile and innovative to best aid the students’ learning,” he says. Technology is revolutionising our classrooms, minimising staff administration time. This enables teachers to do what they do best, which is teach.
OUR RESOURCES
Newlands Library 2017
Lauren says technology makes us more human in the way we work. “I see more connection with our teachers, not less,” she says. “Through the evolution of Canvas, Learning Management Systems, the Parent Portal etc, we will have many more touch points for students, parents and teachers.”
Haileybury’s libraries and resource centers are the lifeblood of the School community, supporting student learning and teacher ideas. Our libraries offer academic resources and leisure reading, increasingly in digital form.
Darren Carnell Architects Director and Haileybury’s Head Architect, Darren Carnell, says the contemporary classroom is more than an aesthetic experience. “The classrooms have been designed as flexible learning environments, challenging the traditional concept of four walls, rows of desks and teacher-centred learning,” he says.
Haileybury’s Director of Library & Information Services, Brenda Mazoletti, says a new and exciting Library platform, WorldShare, will enhance the Google experience and further imbed academic resources into go2, the School’s learning platform. “At the core of our service delivery is the understanding that our students will become well-informed digital explorers engaged in active learning,” Brenda says. Over the past few years these much-loved learning spaces have been refurbished, creating new educational spaces for students. Improvements include new computer labs, a MakerSpace activities room and eye-catching reading hubs.
Haileybury 125 Years 9
Versatile spaces such as small group booths, open bleacher platforms, cafes, active spaces, quiet spaces, a performance arena and outdoors enhance collaborative learning. Darren says the contemporary learning space
As the digital education landscape rapidly expands, resources are provided in popular formats such as eBook, eAudio, online web applications, PDF and video streams.
The best of The single-sex versus co-ed debate has raged for years. At Haileybury, we found the answer with our Parallel Education Model. Exceptional academic results across the board, including five perfect 99.95 ATARs in 2016, attest to this.
THE DECISION It all started in 1999, when Haileybury debated whether to remain a boys school or become co-educational. Our then Principal, Dr Robert Pargetter, chose a fusion model: Parallel Education. In 2000, Haileybury admitted girls into Prep. By 2005 they reached the Middle School, where parallel education classes began. All four Melbourne campuses use the system, which revolutionised the School and cemented our reputation as an education leader.
REAPING THE REWARDS
10 Haileybury 125 Years
The Parallel Education Model sees boys and girls attend co-instructional classes in the Early Learning Centre and the Junior School from Preparatory to Year 4. For Years 5 to 9, all academic classes are single gender. Boys and girls share co-curricular activities and a Social Education Program. In Year 9, boys and girls each have a Pre-Senior Centre. In Years 10 to 12, most classes are single-gender, with shared learning activities. Boys and girls share co-curriculum and social education activities.
WHAT THE STUDENTS SAY Current Year 9 student Nikolaj Djordjevic says his academic performance is enhanced in a class of boys. He says behaviour and maturity improve and closer bonds are formed. “We still get to interact with girls during break times and have a chance to build friendships with them, so it’s really the best of both worlds,” he says. Class of 2016 graduate Mackenzie Hartnett loved Haileybury and credits the “supportive, caring and encouraging” Girls School environment. “I have been able to grow up in such a nurturing educational environment that has engendered within me a real love for learning,” she says. Former School Captain Raja Nourieddine (OH 2013) says he realised after graduating that parallel education was unique. “I’m confident that the system allowed me to learn more effectively,” he says.
TEACHERS REFLECT Mark Harrop attended Haileybury in the 1980s as an all-boys school. Now Head of Boys Middle School at Newlands, he says parallel education “feels right” and allows girls and boys to flourish academically and socially. “There is no doubt... the School was strengthened by the inclusion of the girls,” he says.
I have been able to grow up in such a nurturing educational environment
Carly McLatchie and Adam Tobin head the Girls and Boys Middle Schools in Berwick. Carly says girls enjoy a classroom community where they are not self-conscious. “They are far more willing to contribute to classroom discussion, ask questions and above all challenge themselves to have a go, even when they are unsure,” she says.
THE BEST OF BOTH WORLDS Parents embraced parallel education and enrolments have dramatically increased since its introduction. Carole and John Dovaston have sent their four children to Haileybury. Carole, who attended a single-sex school while John went co-educational, says Haileybury combines the best of both. This allows boys and girls to mix and accepts their similarities and differences. “It removes the impact of any anxieties, concerns and expectations that boys may have of girls, or vice versa, when they are in the classroom,” Carole says.
Adam says boys are encouraged to take risks without a feeling of failure. “This then provides impetus for greater academic involvement and development, which is also significant in developing the relationship between the student and the teacher,” he says.
Under parallel education, academic results have improved across the board. Our NAPLAN results are consistently high; in 2015 Haileybury was Victoria’s top co-educational primary school and second best co-educational secondary school. Our VCE results are also exceptional.
Haileybury 125 Years 11
GARY SHIELL
JUDITH ROBERTSON
DAVID SIMPSON
BERWICK CAMPUS
BRIGHTON CAMPUS
NEWLANDS CAMPUS
Gary is a much-loved teacher at the Berwick campus. He joined the Haileybury community in 1988 after graduating from the University of Tasmania with a Bachelor of Education in Secondary Mathematics, Science and Computer Studies.
Versatile is an understatement for Judi, who has been at Haileybury for 13 years as a Specialist Art teacher and Head of Visual Art at Castlefield. While teaching children from Prep to Year 9, she has helped with boys and girls swimming for 14 seasons and played an important role in seven Tattoos and School Musicals.
David is using skills he learned at Haileybury to educate a new generation. After graduating in 1999, David returned as a Science teacher in 2015. He is Chair of the Science, Technology, Engineering and Mathematics (STEM) committee, which is working to consolidate Haileybury’s STEM expertise and improve our curriculum in that area.
He has since taught a variety of subjects, including Mathematics, Science, ICT, Geography, Personal Excellence and Sport. His titles have ranged from Head of House to Acting Head of Campus. Gary says modern teachers focus on the big picture. “In my first term of my first year teaching, I had a student in my homeroom who was an only child who lost his mum,” he says. “It made me aware very quickly of the importance of the support role we have and the huge impact we can have on the lives of children under our care. It’s not just about the classes we take.”
12 Haileybury 125 Years
Gary’s teaching philosophy is about making a real difference to the lives of his students and through them being part of society’s future development. He decided to focus on Middle School students as he believes that he can instil an interest and passion at their age. “I talk to the students about the wonder of science and how absolutely brilliant it would be if one of them was to discover the cure for cancer or something similar,” he says.
“I’m passionate about the Arts, not only in the Haileybury curriculum but as a vital pathway to achieving success, harmony and happiness in life,” she says. Judi firmly believes that “every child matters every day”. She tailors her teaching to meet the ever-changing needs of every child, regardless of their strengths or weaknesses, and to help them reach their goals. Judi believes the modern Haileybury teacher has expert knowledge of their subjects and is equally adept at teaching girls and boys with gender-specific strategic skills. They are also digitally literate, have excellent inter-personal and communication skills and work brilliantly in a team. “A commitment to lifelong learning is essential, as is an enjoyment of working in a busy, vibrant community of students and colleagues,” she says.
“From my first years as a young student, Haileybury has always encouraged effort and placed an emphasis on striving for excellence,” he says. “Now that I’m a teacher at the School – some 25 years later – it’s exciting that this ethos has not changed.” In choosing to work with young people, David wants to enable a new generation to become lifelong learners who understand the great challenges of their time and have the skills and tenacity needed to develop innovative solutions. David aims to challenge students so that they grasp the opportunities Haileybury offers and use them to improve themselves, their families and the communities they will lead one day. “Through my day-to-day interactions with young people – both within and beyond the classroom – I try to model and instil the values and behaviors that will enable them to experience their own successes in whichever direction their passions take them,” he says.
The teacher-mentor can nourish skills and values that will allow the student to be a resilient and successful lifelong learner
Haileybury teachers are unique. Their wealth of expertise, and desire to educate and nurture while constantly striving for excellence sets them apart. They hail from many backgrounds and have a wide range of talents and personal qualities. All of them have the same goal – to provide the best possible education for our students and prepare them for life in an increasingly challenging modern world. While our School boasts world-class facilities, curriculum and technology, at Haileybury our teachers have always been our greatest resource. Without great teachers, you cannot provide the exceptional education that we offer.
SALLY ROBERTSON CITY CAMPUS Sally is passionate about early years education – and it shows. After 13 years as Head of the Edrington Early Learning Centre, she is founding Head at Haileybury City’s Early Learning Centre. A popular member of our community since 2002, Sally brings extensive knowledge and considerable spirit into our Early Learning Centre classrooms. “I hope that I have been able to instil in young children’s minds the happiness of life, the enjoyment that comes on a day-to-day basis through learning and being connected with others,” she says. “I also hope that as children move to their next stage of schooling they have learnt the ‘I can’ motto – the power of the mind and the determination to achieve their own goals on any level.” Sally believes today’s teachers must be creative, adaptable and energetic. “In early childhood education, our students have a unique perspective on the world and we must encourage and embrace that while ensuring we are guiding them with care and maturity,” she says. Quality education in the early years is fundamental for lifelong learning. “I believe children have a natural desire to learn; that it is through a child’s own inquiry, asking questions, following their interests, exploring outcomes and investigating processes through play that higher-level thinking and learning skills develop,” Sally says.
SCOTT THOMPSON SENIOR SCHOOL
KATHY WANG
After an international education journey, Scott was welcomed into the Haileybury community in 2012. Born in Australia, he completed most of his education in the United States before returning to teach after meeting his wife.
Kathy brings a wealth of experience to our campus in China. She helped establish the Beijing Foreign Languages School in 2009 before joining Haileybury International School, Tianjin as Executive Principal in 2016.
Scott has served as a Pre-Senior Humanities and Classics teacher, Boys Tutor, Options and Expeditions Coordinator, and Bronze Duke of Edinburgh Coordinator. He also completed a short stint teaching Year 7 and Year 10 English at Haileybury’s China campus.
Kathy is from Xinjiang Province in far western China. After completing her Masters in Beijing, she pursued cross-cultural studies at Purdue University in the USA and a Doctorate in Linguistics at Nottingham University in the UK. Kathy rose to Assistant Dean of the English Faculty and Vice-Director of Online Learning at Beijing Foreign Studies University.
Today’s student has endless resources at their fingertips and teachers must help them to navigate these learning tools. Scott believes teachers can only establish this relationship through authenticity, empathy, enthusiasm and hard work. “The teacher-mentor can nourish skills and values that will allow the student to be a resilient and successful lifelong learner,” he says. Scott also enjoys teaching Australian history, which allows him to explore his past and share his passion for the stories of old with a diverse group of young Australians. “Looking around my classroom, I always reflect on the rich multiculturalism we have at the School and I am incredibly confident in the young people who will drive our country forward into the future,” he says.
CHINA CAMPUS
Looking forward, Kathy hopes to bring positive change to Haileybury through hard work and innovation. She has a strong faith in international education and explains that while the curriculum differs from country to country, the nature of education is the same globally. “The three qualities that the Haileybury Tianjin faculty needs to possess are being responsible, being innovative, and striving for excellence,” she says.
Haileybury 125 Years 13
Five Campuses:
From a small school on the corner of new street and south road to a state-of-the-art 10-storey campus in melbourne’s cbd, haileybury has gone through big eras of change, development, redevelopment and innovation. One-hundred-and-twenty-five years of education innovation have been housed in the walls of haileybury... if only these walls could talk!
1976 1892
1939 1969
1932 1892
1923
1938
1942
1969
Haileybury opens on the corner of New Street and South Road, Brighton Beach, by founding Headmaster Charles Rendall
Sydney Dickinson becomes the third Headmaster
Haileybury College is registered as a company
Sholto Black becomes the fourth Headmaster
Senior School commences at Keysborough
1939
1950
1970
Then future Prime Minister Robert Menzies opens new buildings at Castlefield where he stressed the need to retain humane education despite the ravages of World War II
Enrolments reach 500
I M MacGregor Library opens at Senior School
1915 Louis Berthon becomes the second Headmaster
1916 The Great War makes recruitment of new teachers difficult
1931 The Castlefield site is purchased on South Road
1932 The first classes commence at Castlefield
1936 Total enrolments reach a little over 100
1936
1941 Student numbers dwindle to 81
1954 David Bradshaw becomes the fifth Headmaster
1961 Keysborough property is purchased
1963 Enrolments climb to 1,135 and the first classes commence at Keysborough
1974 Michael Aikman becomes the sixth Principal
1976 Keysborough Junior School opens on the Newlands site
1982 Great Hall (now Aikman Hall) opens
1982
14 Haileybury 125 Years
1961
2007 2010
1989 2011 2014
1985
1999
2007
2010
2014
First land purchased at Berwick
Robert Pargetter becomes seventh Principal
1987
2000 Girls start at Haileybury under the Parallel Education model
New Library at Brighton opens and Year 12 students graduate from Berwick, Brighton and Keysborough for the first time in Aikman Hall
Enrolments exceed 3,700 and the new East West Wing opens at Brighton
Keysborough Chapel opens
Enrolments exceed 3,000 and Senior Schools officially commence at Berwick and Brighton. The John Twist Hall and Pool open at Berwick
2008
2011
Enrolments reach 2,000
Derek Scott becomes eighth Principal
1992
2006
2009
New Junior School classrooms open at Newlands
Haileybury celebrates 100th Anniversary
Girls start at Senior School and Haileybury Girls College is formally established. The Senior Boys Centre, Senior Girls Centre and Lecture Theatre open at Keysborough
Enrolments reach 3,300
1989 Edrington Junior School commences
1995 Grenda Aquatic Centre opens
2004
2015 Haileybury purchases 383 King Street in Melbourne’s CBD as the site for its fifth campus
2016
2012
Haileybury City Early Learning Centre opens
Haileybury celebrates 120th Anniversary
2017
2013 Haileybury’s fourth campus opens in Tianjin, China
1995
Enrolments exceed 4,500, Haileybury City officially opens and the School celebrates its 125th Anniversary
2016
1985 1987
2013
Haileybury 125 Years 15
HEADING
Since it opened 125 years ago, Haileybury’s eight Headmasters and Principals have each served for an average of more than 15 years. Such stability underlines their significance in setting the School’s direction, agenda, standards and educational vision. Each has contributed in their own distinct way to Haileybury’s evolution.
O
ur School leaders all hailed from different backgrounds. Our first Headmaster, Charles Rendall, was a product of the English public school system and ran Haileybury as a privately-owned venture. His successor, Louis Berthon, was born into a squatter family and had long been the loyal deputy. He felt a moral duty to take over when Charles fell ill. Sydney Dickinson enjoyed academic success at the University of Melbourne before rising to Head of Leslie House School in Hobart. He purchased the original Haileybury site and then Castlefield, which he developed during the depression-hit 1930s. In 1938, Sydney relinquished ownership to a limited liability company and Haileybury became a public school. His replacement, Sholto Black, had Māori heritage and rose from humble beginnings. Sholto was educated in New Zealand and became a high school teacher. He drove an incredible rise in enrolments during and after World War II. Sholto’s successor, David Bradshaw, was educated at Scotch College and appointed to Haileybury from his position of Head of Junior School at Scotch. David aspired to see Haileybury emulate what he saw as the virtues of his alma mater.
16 Haileybury 125 Years
Next came Michael Aikman, an Olympic bronze medal rower who had attended Geelong College. He moved to Haileybury from The Scots School, Bathurst, where he had greatly increased student numbers as Principal. Michael’s vision was for Haileybury to produce well-rounded
students capable of excelling in every facet of academic, cultural and sporting life. His successor, Robert Pargetter, saw himself as a philosopher and instigated the most radical changes of any Head in the School’s history. Educated at Blackburn and Nunawading High Schools, Robert was an outstanding academic and administrator who rose to Deputy Vice-Chancellor of Monash University. At Haileybury, his vision included introducing girls through the unique Parallel Education Model and an emphasis on meeting the needs of individual students. Following Robert’s untimely passing in 2007, Derek Scott became Principal. Derek attended Balwyn High in Melbourne and Mount Albert Grammar School in New Zealand. A former journalist and professional sportsman, he brought a different range of experiences to his new role. Among Derek’s main focuses are academic performance, the importance of social justice and the role of the global citizen. Haileybury has been fortunate that each of our eight Headmasters and Principals has made a remarkable and unique contribution to the School, helping to mould it into the dynamic and world-class institution it is today. They held different philosophies and had different backgrounds but through their leadership and dedication the School has survived hard times, made the most of prosperous periods and looks to the future with purpose and optimism.
CHARLES RENDALL 1892–1914
DAVID BRADSHAW 1954–1973
“Reason and kindness have proved sufficient to ensure strict discipline among the elder boys. The relations between masters and boys have always been of the most pleasant character.”
“Let me commend one thought for consideration – that one of the most satisfying careers is any one that is concerned with people. And not only ‘concerned with’ but ‘concerned for’ people. Perhaps, after all, what really counts is what you give, rather than what you get.”
LOUIS BERTHON 1915–1923 “What has been the secret of the strength of this small college standing among numerous other much larger schools, and yet holding its own? To my mind, it has been the simple mindedness and oneness of purpose that has marked its course during the first half century of its existence. Its purpose has been to produce scholars and gentlemen... those having consideration for others.”
SYDNEY DICKINSON 1923–1942 “I wish the college to be regarded not primarily as a purely commercial concern, but as an educational institution, existing for the benefit of Brighton Beach and its neighbourhood, and I shall do the best I can to maintain a high educational standard in it, and also cause it to contribute something to the general cultural life of this community, so that it shall be something more than a grinding mill where boys go in at one end and come out of the other.”
SHOLTO BLACK 1942–1953 “Each year as boys leave School, new hopes enter the world. Don’t let the world be disappointed in its hopes. It is a grand place for people to enter if their hearts are strong and their minds are good. Be of good courage; adventure awaits you at every turn of the road. We wish you well. We entreat you never to cease the search you have been engaged in: continue always a ceaseless quest after truth, beauty and goodness.”
MICHAEL AIKMAN 1974–1998 “A good school will always leave its mark. I am not talking about a blind conformity, for that is the last thing we would want. What is the Haileybury mark? It means to: Have a quiet confidence Be articulate Understand and respect authority Be ambitious and highly motivated Be determined and keen to succeed Be well presented Be courteous and polite.”
ROBERT PARGETTER 1999–2007 “Change at Haileybury is not for the sake of change. It is a duty and responsibility for all those who truly care about the traditions and values of the School. It is the only way of maintaining excellence, and to move to that goal of Australia’s leading school.”
DEREK SCOTT 2008–ONGOING “As students of Haileybury you have opportunities to engage as a part of a great School community, to enjoy success through hard work, and to build a better society through stronger global communities.”
Haileybury 125 Years 17
TAKING THE ARTS TO
New Heights
The future for the Haileybury Arts Program is shining bright
HAILEYBURY’S CREATIVE FLAIR
H
aileybury’s five-star Arts Program has some of our most popular subjects and co-curricular activities. Since it blossomed in the 1960s and 1970s, students and teachers have produced countless plays and musicals, 18 Tattoo spectaculars, stunning art exhibitions and captivating orchestra and band performances. The first Australian to win an Oscar for an animated film, Adam Elliot (OH ’89) is a proud Haileyburian. “I wouldn’t be sitting here talking about Oscars and the success of my films if it wasn’t for Haileybury,” he says.
DOING IT THEIR WAY
Few schools approach the Arts as comprehensively as we do. From Year 1, our curriculum has compulsory Arts elements that encourage students to explore their talents and passions.
Emily Ward (OH 2014) joined Haileybury in 2013 and played Dusty Springfield in our production of Dusty: The Original Pop Diva. “Although daunting at first, having only been at the School for one week, I loved every single minute of it!” she says.
Haileybury’s Director of Performing Arts, Stewart Bell, says the program constantly evolves. “Each year continues to get bigger and better and the students do this by observing the great success of the previous year and saying, ‘How can we top that?’” he says. Haileybury City has two new fully equipped drama studios and a dance studio to broaden the possibilities of our Arts Program, which provides students with important life skills through creative subjects that they love. The passionate can explore pathways into further study and opportunities.
Emily respects Haileybury staff for their influence and nurturing, especially Stewart Bell, Lauren Perfect and Nicole Smith. “I don’t believe I would have the work ethic, industry knowledge or confidence in myself as an artist that I do now without their inspired help and patience,” she says. After beginning her Bachelor of Music, Emily knew she wanted to work in the industry. “Although I still have a long road ahead, I couldn’t be more excited for what the future holds, and certainly have Haileybury and its staff to thank,” she says.
18 Haileybury 125 Years
2016 Drama Captain, James Weatherby, also loved the Arts. “It allows humans to express themselves for who they truly are, without the barriers that modern society continues to put up,” he says. Stewart says the program’s future is bright. “It’s about the evolution; it’s about always trying to get better and trying to do something in a greater way,” he says.
It’s about always trying to get better and trying to do something in a greater way
OUR ACADEMIC
Every stage of learning is equally important Haileybury prides itself on strong academic performance. Every learning stage is equally important and our attention to detail has made us an education leader. Our students and teachers have a great thirst for and appreciation of knowledge. EXPLICIT TEACHING Deputy Principal and Haileybury Institute Director, John Fleming, introduced Explicit Teaching (which meets individual student needs) across all Haileybury campuses eight years ago. It ensures that students are learning by moving from short- to long-term memory. Haileybury achieves this through small class sizes, individual attention and pitching lessons to a high level. It also follows a simple ‘I do, we do, you do’ process. ‘I do’ refers to teaching, ‘we do’ is teacher-class collaboration and ‘you do’ is pitched at each student’s individual need. This has put our Junior School at least one year ahead of state benchmarks and led to exceptional NAPLAN results. Explicit Teaching focuses on exceptional student engagement, motivating them to do better and to appreciate their progress. They self-assess and can see their improvement. Students are also tested from a young age, helping them prepare for the VCE. Haileybury teachers also maintain high standards and are peer-assessed. Junior School teachers deliver student results weekly and must meet their individual needs. Parents receive constant feedback, including six-weekly interim reports.
Haileybury’s flexible three-year VCE Program allows students to tailor their experience to individual abilities, needs and interests. Class sizes never exceed 15, enabling teachers to offer individual attention and strengthen student knowledge across all areas. Our Senior School Program is the only one in Australia where students come together from multiple campuses each week. Years 10 to 12 students from Berwick and Brighton commute to our largest campus in Keysborough for a wide range of subjects and opportunities. City students from Year 10 will join them from 2018, Year 11 from 2019 and Year 12 from 2020. Head of Senior School, Richard Pickersgill, says Haileybury is a VCE specialist, so we do not divide resources and attention with the International Baccalaureate. This has significantly improved VCE results. “This allows us to focus the attention of our entire academic staff upon one curriculum and reap the benefits of their collective endeavour,” he says. In 2016 the School achieved record-breaking results, with five students achieving a perfect ATAR of 99.95. As well as this, 33 perfect Study Scores of 50 were achieved in 15 different subjects and 45% of students attainted an ATAR of 95 and above.
Haileybury 125 Years 19
Haileybury City Head of Junior School, Melissa Schoorman, says teaching has improved and student achievements have skyrocketed. “Accountability and delivery of the curriculum have been a focal point, with collaborative planning and conversations at the core of our professional development,” she says. “As teachers, we thrive on constant feedback.”
THE VCE
THE MARATHON TO
A SPORTING CHANCE
A
unique Sporting Program has been central to Haileybury since day one. Each Saturday, 150 teams participate in APS and AGSV sports. Students can choose from more than 30 pursuits and are personally mentored by experienced coaches using some of Australia’s best facilities. Like training for a marathon, sporting success takes practice, dedication, passion and skill. Haileybury students have every opportunity to develop their potential. Most schools are results driven, but we focus on the person: Values + Character = Results. Having the right people mentor students about values, character and skills achieves great results. Haileybury coaches all have the ability to impart their knowledge and support students. Our current team includes former Essendon Australian Football League (AFL) great Matthew Lloyd, first class cricketer Brad Hodge, Swifts netballer Sarah Wall and champion distance runner Craig Mottram.
OUTSTANDING MENTORS As a Haileybury Athletics coach, Craig Mottram says our Sporting Program is brilliant and encourages participation, inclusiveness, fun and excellence in a pro-active and innovative environment. “Haileybury Sport has a hunger to innovate and evolve beyond any other organisation I have worked with,” he says. Craig says a high performance program across multiple sport platforms means greater health and wellbeing for all students. Sport, fitness, wellbeing, and strength and conditioning programs cater for all abilities and ensure that all students, staff and coaches participate and enjoy them.
20 Haileybury 125 Years
Haileybury coaches communicate with others, which helps identify and develop talent across sports. “Our coaches are dedicated, fun, innovative and, above all, unbelievably enthusiastic,” Craig says. “We are very proud of the work we are doing at Haileybury.”
Students have every opportunity to develop their potential
DREAMING BIG Hawthorn star Jack Gunston (OH 2009) is a prime example of talent developed at Haileybury. Jack took up football aged seven and continued through his senior years at School. He says the final three years were exciting and challenging academically and on the field. “As long as I can remember, my dream was to be an AFL footballer,” Jack says. “I owe a lot to my School Football Program because without being able to compete at that level each week, I may have gone unnoticed.” Jack says Haileybury’s pathway for students wanting a sporting career is getting stronger. It offered him quality coaching and training facilities. “The School helped me achieve these goals by creating a great environment and opportunity to showcase my talents every weekend,” he says.
FOOTBALL Australian football has a long tradition at Haileybury. In the early years, the School had barely enough boys to make up a team and the lesson they learned most from this was how to accept defeat. Persistence paid off when we won our first Football Premiership in 1920. Haileybury secured its first APS Football Premiership in 1965, and most recently won the grand final in 2005. As its popularity grows across the board, the School continues to develop AFL as a girls’ sport. In 2016 our female players participated in the inaugural APS/AGSV Girls AFL Gala.
CRICKET ‘Classics and Cricket’ were part of the foundation upon which Haileybury was built when it opened in 1892. The School didn’t take long to win its first Premiership in 1898. Haileybury played its first APS match in 1959, winning its first APS Premiership in 1966. Our most recent Premiership came in 2007. In recent years Old Haileyburians Jon Holland and James Pattinson have represented Australia and helped Victoria win the Sheffield Shield.
TABLE TENNIS It is safe to say that Haileybury has dominated the APS Table Tennis competition since it began in 1995. Having only lost once, the School has a total of 22 APS Premierships. In 2017 Haileybury won its 14th consecutive title, with a team that included both male and female students.
HOCKEY In 2017 the School celebrates 10 years of girls’ sport in the APS/AGSV. Hockey has been one our biggest success stories. Haileybury’s girls played their first APS Hockey match in April, 2008, and since then the team has gone from strength to strength. During its 10-year history, the School has won three Premierships, including back-to-back titles in 2015/2016.
DANCE Dance began at Haileybury in 2004 with just one Hip Hop Boys team. The squad has grown to more than 250 students across the School. Over the years, Haileybury has won multiple national titles in Hip Hop, Contemporary and Jazz. It now boasts one of the most competitive dance programs in Victorian schools. In 2016, the team won eight gold, two silver and two bronze medals at the Nationals.
Haileybury 125 Years 21
The Power of
LOCAL MONTCLAIR FAMILY SUPPORT
Social justice is a cornerstone of Haileybury’s Education Program. Each campus focuses on different aspects to heighten students’ community awareness, responsibility and leadership. We value their enormous contribution to diverse charities that we support locally, nationally and internationally.
Bradshaw House Years 10 to 12 boys have proudly assisted Montclair Family Support for 25 years. The Glen Waverley respite home for children with disabilities is run by Scope Australia. Montclair is in Bradshaw House’s main catchment area, enhancing the motivation of students to help their local community. The boys spend time with young people who have disabilities, which broadens their own horizons and perspective. They help care for and play with the children, while raising funds for the organisation. Activities depend on how responsive and mobile the children are and might involve reading, helping with drawing or craft and playing outside. Many graduates feel a sense of connection through their work at Montclair. Old Haileyburians give toys and books for current students to take during visits. For some, the association inspires a lifelong commitment to community service and social justice. Yathavan Sriharan was 2016 Bradshaw House Social Justice Captain and he says the partnership is enduring. “Our main goal was not only to help the children but also to provide them with access to things... like happiness, fun and love,” he says. Yathavan says the visits aim to make the children smile. “We are able to see the person and not the disability. Seeing these kids smile is probably one of the most heartwarming emotions you could ever feel,” he says. “Social justice at Haileybury has given me an opportunity to understand how privileged we are and how we should give back, even if it means lifelong friendships with the children.”
22 Haileybury 125 Years
As a society, we have a responsibility to be advocates of change by raising the awareness of the plight of others
NATIONAL THE HAILEYBURY INSTITUTE As Australia’s leading expert on the Explicit Teaching Model, Deputy Principal John Fleming, established the Haileybury Institute in 2010 and works hard to involve all five campuses. The institute uses Explicit Teaching to help schools around Australia, including some in remote Indigenous communities, improve their literacy and numeracy outcomes. John and other Haileybury teachers consult and visit government, Catholic and private primary and secondary schools. Haileybury funds teachers who help John and they can travel with him as part of their professional development. John spends four weeks per term coaching teachers in strategies to improve students’ skills, with outstanding results. Based on national tests, the most improved schools in Queensland, Western Australia and South Australia have worked with John and the Haileybury Institute. This is a credit to his ongoing commitment and our determination to enhance the skills of teachers nationally. Haileybury Principal, Derek Scott, says it is important to share our knowledge as a leading School. “We felt we had something that was best practice in education and there was an opportunity to share it with schools around Australia,” he says.
INTERNATIONAL ONE GIRL Staff and students at Edrington’s Girls Middle School believe education should be accessible to all and demonstrate this by supporting a Sierra Leone welfare project helping disadvantaged girls. Not-for-profit One Girl offers scholarships to girls in Africa who would otherwise lack education. Many third world cultures do not believe girls have a basic right to education and more than 60 million globally cannot access it. Our Middle School girls started supporting One Girl in 2013 and have raised more than $15,000. Edrington student and 2016 Girls Middle School Social Justice Captain, Emma Pietersz, says One Girl is close to her heart and has opened her eyes to a region that does not freely educate girls. “I feel compelled to do something to change this and have relished in actively promoting and supporting One Girl,” she says. “Supporting One Girl has also made me realise how lucky I am to come to Haileybury.”
Social justice in education is a cornerstone of the Haileybury Program
The Middle School students’ work has spread to the Edrington Senior School, Edrington Parents & Friends Committee and Haileybury Magenta Association (HMA), which have all supported One Girl. In total, our School community has sent 33 girls back to school over the past three years. Edrington’s Head of Girls Middle School, Carly McLatchie, could not be prouder. “As providers of education at Haileybury we are inherently responsible to ensure our students receive an outlook that prepares them to understand and deal with issues on a global scale,” she says. “As a society, we have a responsibility to be advocates of change by raising the awareness of the plight of others.”
Haileybury 125 Years 23
CONNECTIONS
24 Haileybury 125 Years
The Old Haileyburians Association (OHA) is the backbone of our School community and has nurtured lifelong connections for almost 115 years. With 16,000 members, the OHA allows all former students to participate in groups or clubs, receive mentoring and career development, and, most importantly, stay in touch. As their numbers grow, women members are becoming a key element of the group and its vision for the future.
T
he OHA was established in 1903 to promote Haileybury’s welfare and advancement. It also keeps Old Haileyburians in touch and encourages unity and fellowship among them through social interaction. Another important role is helping to organise, manage, control and provide financial assistance to School associations, clubs and teams. One of Australia’s leading alumni groups, the OHA has been served by 42 Presidents. The current President, Cameron van den Dungen (OH ’98) was elected in 2015. Russell Davidson (OH ’86) is Director of Development and Alumni Relations. He is part of a team working to grow and develop the OHA. “There is not a day that goes by when we are not thinking about doing something extra for our ever-growing membership base,” he says.
PLANNING AHEAD As part of its continued growth and evolution, the OHA has developed a strategic plan to keep Old Haileyburians engaged and involved. Its key focus is on building community, careers, clubs, connections and a Young OHA.
REBRANDING OF THE OHA
OLD HAILEYBURIANS ASSOCIATION
In 2012, Andrew Baxter (OH ’84) and his then organisation, Ogilvy Australia, developed a new OHA logo. The old version did not reflect the modern, progressive organisation and didn’t identify with the newer members, particularly women. The new design represents the innovation and unique body OHA is today, and has been positively received by members and the Haileybury community.
MISSION AND VISION
To keep Old Haileyburians in touch with each other and to encourage unity
The OHA mission is to promote the unity, welfare and advancement of Old Haileyburians and the entire School community through a range of vibrant and engaging services that promote social inclusion, compassion and community service. “The OHA aims to stay connected to all its members, no matter where in the world they live,” Russell says. The association provides a strong professional network to all current and past male and female students with networking events and a mentoring program. The OHA vision is to be relevant, valued and respected by the Haileybury community.
Women, who have been involved with the OHA since their first graduating class in 2007, are a key element of the plan moving forward. The OHA has about 1,285 female alumnae members and an engagement plan to keep them connected. This includes the women’s Heart to Heart cocktail event, social media, personal calls, promoting female alumnae success stories and involvement in other services such as mentoring and clubs.
VISION FOR THE FUTURE The OHA continues to work on increasing the engagement of members of all ages and genders, particularly younger members and women. It is always developing new ways to help them reconnect and stay involved at Haileybury. Planned initiatives include new digital platforms such as a mobile app, member benefit programs, increased networking through the new Haileybury City campus, a webinar series for alumni in specific industries, industry-specific networking events and a CEO Circle. One thing is certain – the OHA cannot afford to stand still. Its leaders will continue to challenge themselves, innovate and provide services members might not be able to access if they didn’t attend Haileybury. “There are so many opportunities ahead for us,” Russell says. “As the School continues to grow and innovate, the challenge for our organisation is to do the same”. As President, Cameron has a clear vision. “My Utopia for the OHA is a multifaceted organisation with chapters in all major trade regions of the world, connected through an omni-channel system of community,” he says.
Haileybury 125 Years 25
LOOKING
An international outlook and a commitment to social justice are at the heart of a Haileybury education By Derek Scott HAILEYBURY’S HISTORY HAS BEEN ONE OF CONTINUOUS EVOLUTION AND SHORT PERIODS OF REVOLUTIONARY CHANGE AS IT HAS SOUGHT TO DELIVER EDUCATION THAT IS RELEVANT FOR GRADUATING STUDENTS.
D
r Robert Pargetter’s period of revolutionary change from 1999–2007 set the School up well for the 21st century. Haileybury is now in a period of continuous, and at times rapid, evolution, which will see it maintain its position at the forefront of education through its focus on academic excellence, international outlook and a commitment to social justice.
Haileybury is now in a period of continuous evolution
Academic excellence builds a strong work ethic, develops sound skills, gives students a sense that hard work pays off and leaves them with a breadth of opportunities upon graduation. Teacher quality is at the core of this focus. Haileybury leads the way with its commitment to teacher quality through strong accountability and its Professional Development Program. Three-hundred-and-sixty-degree feedback, performance appraisal and a strong Coaching Program combined with extensive opportunities for teachers to pursue their passions through professional learning are a part of this. Opportunities for engaging with the best ideas and strategies from around the world have opened up as a result of Haileybury’s commitment to internationalism through the delivery of programs in four different countries.
26 Haileybury 125 Years
Of course the teaching landscape is also changing through the use of technology. Enhanced curriculum development, more support for diverse learning styles, better testing and diagnostic tools are all a part of this changing landscape. And all of this takes place within an innovative School environment, which operates in an education system that changes far more slowly. Haileybury will continue to push the boundaries on academic innovation while delivering on core skills. The development of an international outlook and a commitment to social justice are at the heart of a Haileybury education and will remain so into the future. Rather than just build this into the curriculum and tell
students what to do, Haileybury has chosen to embody these by doing the hard work and embracing them institutionally. Haileybury is the largest provider of Australian school education into other countries and of course the only Australian school to have a campus for Chinese students in China. This represents a considerable effort and intellectual commitment from all involved in Haileybury and serves as an example to the students of what is required to be genuine global citizens in the 21st century. The sharing of ideas at all levels by staff and students and the embracing of new ways of looking at things are incorporated as a part of this. Internationalism is now a part of Haileybury’s core culture which flows directly through to the student population. Similarly, institutionally Haileybury has demonstrated a strong commitment to social justice. The work of John Fleming through the Haileybury Institute has helped more than 100 schools around Australia improve literacy and numeracy outcomes. Many of these schools are in a remote region serving significant Indigenous populations. Haileybury support for education in Timor-Leste is another embodiment by the institution of support for social justice. The work of the Haileybury Foundation and the provision of Indigenous and means-tested scholarships also support the commitment to a just and fair society. We are at a point of rapid global, disruptive change. Schools will need to move with this. With strong core values underpinned by a social justice commitment, demonstrated skill in representing internationalism as the future for successful economic and social outcomes, and a focus on academic success through great teaching and innovative practice, Haileybury will be at the forefront of this change. The students will be the great beneficiaries.
Haileybury 125 Years 27
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