10 Jun 2022
In my usual role as Head Teacher Science, my school world revolves around teaching students and supporting teachers of science.
Being a large, cohesive faculty with a heavy senior load creates a somewhat insular mentality – where 11 Teachers and 1.6 laboratory technicians eat, sleep and breathe science curriculum, teaching resources, assessment and how to analyse and improve results.
My only deviations from this mindset have been a fortnightly staff morning tea, a check on playground duty or the executive meeting; extremely limited time means my daily experiences outside the Science faculty are relatively few.
From mid-week 4, to the end of week 5 and again from mid-week 7 to the end of week 8, I have had the privilege of trying to fill the shoes (I’m not sure I could get away with her heels) of Jane Crooks as Deputy Principal.
I’ve been able to take off my rose-coloured Science glasses and put on my whole school hat! Whilst providing a very different perspective, this role has confirmed what I already know; MHS is an outstanding institution that truly values the principles of public education.
We provide the opportunity for all students to develop their abilities through providing an incredibly strong curriculum.
This curriculum is implemented by qualified and skilled teachers who put an incredible amount of work, both at school and at home, into providing the best pedagogy for our students. I am in continual awe of the steady stream of staff who come to me with a new idea, solution to a problem or a way of approaching a difficult situation.
MHS prioritises the wellbeing of its students. One of the significant differences between my role as a Head Teacher Science and Deputy Principal is an increased focus on student wellbeing.
Every school day involves a new challenge, a new opportunity or a new approach to supporting students directly or working with a dedicated staff towards better welfare solutions. There is a strong relationship between student, teacher and parents which is reflected in our decision-making processes.
The Learning Support team along with our school counsellors work with tireless professionalism and empathy towards better outcomes for the wellbeing needs of our students.
By the time that this bulletin reaches you, I will have returned to the Science faculty, hopefully wiser and with some new perspectives and skills. As deputy, my faculty equivalent are the front office staff. What a team they are!
Each of them brings an invaluable skill set that supports our staff and students. I have a new appreciation for their phenomenal work ethic and I have enjoyed their humour and critical appreciation of Desa’s.
Many thanks to Jane Crooks for the opportunity to relieve on her behalf and to Rochelle Dooley and Esme Corney for their support during my relieving period. Please contact me if there are any areas of concern; academic, welfare or organisational that I can assist with.
STEVE SMITH - RELIEVING DEPUTY PRINCIPAL