Learning is at the heart of what we do. We invest not only in our students鈥� learning, but in the development of our teachers. Forming future leaders is an important aim of the St Joseph鈥檚 College Institute, which the College launched in June this year.
The Institute is committed to nurturing educators at every stage of their career, built on three pillars: leadership, pedagogy and spirituality. 鈥淎s a Catholic school, spirituality is a very central tenet 鈥� it鈥檚 essential that we create space to explore with our staff that deeper theological understanding of our history and how it informs and underpins the other pillars of learning and leadership,鈥� said Headmaster, Michael Blake. Mr Blake noted that he was most excited by the Institute鈥檚 鈥渇orward-looking approach 鈥� what does education look like for the next generation?鈥�
This new venture in advancing educational practices was marked by the first keynote address from leadership and communications expert, Aimee Presnall.
Nurturing wellbeing
Ms Presnall鈥檚 insightful strategies for cultivating positive team dynamics, embracing authentic leadership practices and enhancing communication, were insightful. Ms Presnall, who has a Master of Educational Leadership and is an accredited health and wellness practitioner, shared her profound experiences for promoting staff wellbeing that resonated deeply with the College鈥檚 mission. In her address, Ms Presnall emphasised the role of authentic leadership in schools through its 鈥渃onnection to collective staff wellbeing鈥�.
In highlighting the challenges facing educational leaders, Ms Presnall noted the impact on wellbeing. She stressed the importance of responsibility at all levels, with 鈥渋ndividual responsibility, workplace responsibility and then collective responsibility鈥� for wellbeing, with staff needing to embrace challenges and be open to growth. 鈥淧rofessional development plays such a huge part in the growth that schools are making when it comes to collective staff wellbeing but also in upskilling their leaders,鈥� she said.
The Institute鈥檚 three-part launch next explored the education potential of generative AI, through the lens of Macquarie University鈥檚 Professor Matt Bower. Wrapping up the launch series in October, Professor Br David Hall presented on the gift of Catholic education and how we continue to give vitality to it in challenging times.
Professional development plays such a huge part in the growth that schools are making when it comes to collective staff wellbeing.
The transformative power of generative AI in education
The second launch evening offered a thought-provoking glimpse into the future of education. An expert in the innovative use of technology for learning, Professor Bower鈥檚 insights on generative AI鈥檚 potential to revolutionise teaching and learning was a call to action for educators to embrace the technology.
Professor Bower encouraged teachers to use generative AI as a tool to enhance, not replace, their roles. He discussed how AI tools, such as ChatGPT, which remarkably reached 100 million users within two months of its launch, can automate up to 27 per cent of teaching tasks. Yet rather than viewing this as a threat, Professor Bower emphasised the potential for AI to transform how teachers work, enabling them to focus more on personalised and differentiated instruction.
His key message was clear: AI in education is not about diminishing the teacher鈥檚 role but enhancing it. By automating routine tasks such as generating lesson plans or creating marking rubrics, teachers can reclaim valuable time to invest in understanding and supporting each student鈥檚 unique needs. Darren Frost, Director of Teaching and Learning at St Joseph鈥檚 College, aptly noted, 鈥淔or me, on a simple level, it鈥檚 about differentiation. Making sure that learning is accessible to all students. Too often, teachers say they鈥檙e time poor, so they teach to the middle. There鈥檚 really no excuse with this technology; it will help teachers to support all the students in the classroom. So that鈥檚 its powerful merit.鈥�
Generative AI鈥檚 potential to provide differentiated learning experiences was a recurrent theme. Teachers noted that technology should be embraced and integrated into assessments, rather than avoided. We need to educate students to use AI as a learning tool, not an answering tool. As Jenny Ogden-Bell, a Learning Enrichment and English Teacher, highlighted, using AI tools can significantly enhance accessibility and open up new avenues for student engagement.
We need to educate students to use AI as a learning tool, not an answering tool.
Embracing change in the educational landscape
鈥淭eachers are always going to be necessary as learning guides and mentors, modelling how to be great humans. I don鈥檛 think this makes teachers less relevant. In fact, I think when used properly, it increases their importance and can increase their professional role,鈥� revealed Professor Bower.
The consensus from the evening was clear: while AI presents challenges, it also offers unparalleled opportunities for educators to innovate and enhance their teaching practices. As Professor Bower eloquently stated, 鈥淭he best results come from humans and generative AI working together. And I think that is a sign of the future 鈥� we鈥檙e going to have humans working with generative AI to produce the best outcomes.鈥�
Generative AI is one of those profoundly transformative technologies and an important place for any school and teacher to start is the 鈥淎ustralian Framework for Generative AI in Schools鈥�, which Professor Bower helped develop: 鈥淚t has important guidance around teaching and learning, human and social wellbeing, transparency, fairness, accountability, privacy, security and safety,鈥� he said. 鈥淓very school needs to think about how they鈥檙e going to interpret and apply the principles.鈥�
By leveraging generative AI responsibly and thoughtfully, schools can create more inclusive, engaging and effective learning environments that prepare students for a world where AI is ubiquitous.
Our quest for hope
Professor Br David Hall presented on 鈥淥ur quest for hope: the gift of Catholic education鈥�, at the Institute鈥檚 third launch event in October. Professor Br David Hall is a Marist Brother with extensive experience in education and leadership within Catholic institutions. He is widely respected for his contributions to Marist education, in Australia and internationally. His work emphasises the importance of nurturing faith, fostering community and ensuring a holistic approach to education that aligns with the Marist characteristics.
Br David delivered a thought-provoking address on the role of faith, hope and love in the lives of young people, particularly within Catholic education. Drawing on his extensive experience, he reminded us that these three virtues are not just ideals but vital elements that form the backbone of a life well-lived. Br David began by acknowledging the increasing emphasis on mental health and wellbeing in schools. He cited recent studies that show a growing pessimism among young people about the future, exacerbated by the pressures of modernity. For Br David, this pessimism reflects a profound need for spiritual nourishment in our young people鈥檚 lives 鈥� a need that Catholic education is uniquely positioned to meet.
Central to his message was the assertion that faith, hope and love are interconnected. Br David argued that hope alone, without a foundation of faith and love, risks becoming shallow or misplaced. Hope, he explained, is not a wish but a disciplined practice that must be rooted in something greater than oneself. Catholic education, he believes, provides this grounding, fostering a sense of belonging, purpose and a connection to the transcendent.
For young people to develop fully they must be educated as whole beings 鈥� integrating head, heart and soul.
In exploring the themes of beauty, truth and goodness, Br David described beauty as 鈥漷he radiance of truth and the fragrance of goodness鈥�. He emphasised that these virtues are not abstract but tangible qualities that students encounter every day in Catholic schools 鈥� through acts of kindness, in the pursuit of truth and in the aesthetic beauty that surrounds them, from the school grounds to the language of prayer.
Br David also touched on the often-overlooked role of the soul in education. He encouraged educators to embrace the concept of the soul as the 鈥渋nnermost aspect鈥� of each individual, one that connects us all to God鈥檚 image. For young people to develop fully, he argued, they must be educated as whole beings 鈥� integrating head, heart and soul.
Concluding with a call to action, Br David urged educators to help students not only seek a life well-lived but also to create 鈥漚 world worth living in鈥�. He held up the example of Carlo Acutis, a young saint whose joyful faith inspired those around him, as a model for our young people today. Ultimately, Br David left his audience with a message of hope, affirming that Catholic education鈥檚 mission is not only to guide students academically but to nurture their spiritual instincts and help them find meaning, resilience and joy in life.
This inspiring address serves as a powerful reminder of the mission of St Joseph鈥檚 College: to develop young men of character, integrity and compassion. It reinforces our commitment to fostering not just academic excellence, but also a deep sense of purpose, faith and community among 国产探花 boys.
The messages from the keynote speakers at the St Joseph鈥檚 College Institute launch evenings underscore the importance of ongoing dialogue and collaboration among educators. Director of Teaching and Learning, Darren Frost, emphasises the forward-looking, strategic importance of the St Joseph鈥檚 College Institute in ensuring the College and faculty remain at the forefront of educational innovation. The St Joseph鈥檚 College Institute promises to be an invaluable asset for educators seeking to enhance their knowledge and skills and positively impact students鈥� learning.
The St Joseph鈥檚 College Institute鈥檚 first keynote address was delivered by leadership and communications expert Aimee Presnall.
