About the Authors

Kate Caldecott-Davis is a registered psychologist who has worked in the role of School Counsellor at Barker College since 2008. She holds a Bachelor’s Degree and Postgraduate Diplomas in Psychology, a Master’s Degree in Research, and a Master’s Degree in Gifted Education (With Excellence). In addition to Kate’s professional practice, and work in the area of gifted education, she conducts quantitative research investigating the motivational processes underlying optimal psycho-social functioning of students and teachers within educational settings. Kate is passionate about empowering all students to thrive at school, which is reflected in her approach to working with students, and her research into social and emotional learning which will be the focus of her doctoral studies in 2021.

Sarah Clifton is in the first year of a new role, as the Director of Professional Learning at Barker College. Prior to this appointment she led a large department as the Head of PDHPE. Sarah has many years of experience teaching the mandatory 7 – 10 PDHPE courses and developed a now thriving Stage 5 and Stage 6 elective program. Although holding a passion for all physical activity and having coached across a range of sports at Barker, basketball is her number 1. Sarah has been the co-curricular coordinator of Girls’ basketball, continues to coach the 1st team along with undertaking selector and coach roles at ISA and CIS level. She is looking forward to the challenge of delivering a program of professional learning that supports the Barker Teaching and Learning Framework.

Dr Greg Cunningham is currently the Director of Accreditation. His PhD investigated the influence of reading on student response to visual texts. He has been a visiting educator in the United States and in the United Kingdom and he has presented papers that consider approaches to teaching and learning, particularly in understanding, pedagogy and teacher professional learning. He has represented the Independent Schools of NSW on the Professional Learning Committee at the NSW Education Standards’ Authority. His interests include English teaching, teacher coaching and professional accreditation. A Fellow of Trinity College of Music London, he has also given organ recitals in London, Sydney and South Africa.

Kathryn Driver is one of the Deans of the Middle School and a History teacher. She has an MA in History and is interested in the teaching of History for the purposes of fostering critical thinking, developing empathy and exploring the formation of identity. She is passionate about Russian history and the unique development of that state. She has presented on PBL approaches at an AIS History Conference. Kathryn was also responsible for co-leading a Project Group set up to consider best practice in pastoral care as Barker moves towards comprehensive coeducation.

Kate Dundas is a Middle School Head of House for May and held a number of leadership positions in wellbeing prior to commencing at Barker in 2017. She teaches History, specialising in Ancient History and is also an experienced Legal Studies teacher. She is currently studying a Master of Education in Educational Leadership with a focus on student wellbeing. She is passionate about supporting students to develop their God given talents so they can be active global citizens.

Amanda Eastman commenced her career teaching History and currently works in Learning Support. From 2012 – 2014 she was the Assistant to the Director of Studies, overseeing the implementation of the Australian Curriculum. In 2017, she began working as the Assistant to the Director of the Barker Institute, contributing to initiatives such as the ‘Barker Journey’ longitudinal research project and the editing of the Barker Institute journal. She has also enjoyed participating in a variety of Barker’s cocurricular activities such as Softball, Touch Football, Hockey, Snowsports, Boarding, Crusaders and Focus On.

Sally Filtness is a Senior Head of House for Butters and has been a senior pastoral carer at Barker College since 2002. She has a Master’s Degree in Technology Teaching and is a Nationally Accredited Highly Accomplished Teacher. She has been a member of the ISTAA Experienced and Highly Accomplished Teacher Assessment Panels and she has written three textbooks on Design and Technology for Stages 4, 5 and 6. Sally is a member of the College of Teachers and is currently working on her PhD in critical thinking and creativity in a Design and Technology classroom. She also lectures, writes and marks for numerous Bachelor of Technology teaching degrees at Southern Cross University, NSW. Sally has HSC marked and judged for 20 years and enjoys the process. When not doing all of the above she enjoys playing with her six year old identical twin girls, Zara and Chloe.

Molly Glendenning is the Barker Global Research Assistant, joining the Barker Global team in 2019 to assist the Director of Barker Global Partnerships in the establishment of Ngarralingayil Barker on Wonnarua Country in Wollombi. Molly is a third-year university student undertaking a Bachelor of Social Science majoring in International Relations and is passionate about cross-cultural exchange and global politics. In November 2019, Molly was named a 2020 New Colombo Plan Scholar by the Department of Foreign Affairs and Trade, chosen as 1 of 125 from the Australian undergraduate cohort.

Phillip Heath AM achieved a First Class Honours degree in Reformation History and taught at Trinity Grammar School Sydney and King’s School Ely (UK), before becoming Deputy Head of The William Clarke College in Kellyville, and then Headmaster of St Andrew’s Cathedral School, Sydney, where he formed the Gawura Campus for Indigenous inner city children. Author of ‘Trinity, the Daring of Your Name’, and numerous journal articles, Mr Heath became fifth Principal of Radford College ACT in 2009 and the school received the Order of Australia Association (ACT) Award for Community Service twice under his leadership. He was made a Fellow of the ACT Branch ACEL in 2011 and in 2018 was awarded as a Member in the general division of the Order of Australia for his service to education and his commitment to creating greater opportunities for Indigenous students.

Mr Heath was appointed as the Head of Barker College in 2014. In 2016 it was announced that the School would transition to be fully coeducational by 2022 with female students commencing in Years Pre-Kindergarten and Kindergarten in 2018, Year 3 in 2019 and Year 7 in 2020. In 2016 Mr Heath formed the Darkinjung Barker Campus for Indigenous children on the Central Coast of New South Wales and in 2020 the Ngarralingayil Barker Campus for Indigenous children in the Hunter Region of New South Wales. An MOU was signed in 2020 with the Yothu Yindi Foundation in Dhupuma with the intention to form a school for Indigenous children in North East Arnhem Land.

Mr Heath has served on the NSW Board of Studies representing the Independent Sector (2000-2009) and is also a past National Chair of the Association of Heads of Independent Schools of Australia (2013-2015). He is currently working on an unpublished manuscript titled ‘One Life at a Time’, exploring his journey and work to create greater educational opportunities for Australia’s First Nations people.

Phillip is married to Alison, who is also an educator with expertise in English literacy and language acquisition.

Dr Matthew Hill is the Director the Barker Institute with a focus on professional learning, research and innovation in the School. He teaches Physics and the new Science Extension course at the School which introduces students to scientific academic research. Matthew's doctorate reflects his passion for science education focusing on Representational Fluency amongst physics students at school and university. He has published in leadership, education and science journals and been involved in course development and teaching at The University of Sydney and The University of Western Sydney. He has also completed a Graduate Diploma in Divinity at Ridley College in Melbourne.

Greg Longney is a teacher of History and the Director of Teaching and Learning. His Masters of Education (Research) focused on how History teachers understand disciplinary knowledge and how they communicate it to their students. Recently, Greg has worked with staff to develop a teaching and learning framework, based on educational research and grounded in the culture, language and traditions of the School. He continues to teach History from Years 7-12.

Andy Mifsud is Digital Learning Leader and a Music teacher. He is currently researching student perceptions and experiences of secondary school blended learning environments as part of his Doctor of Education studies at The University of Sydney. He has been involved in a number of action research projects based on social learning sites and he has presented his work at national and international education conferences. Andrew is the NSW Secretary of the Australian Society for Music Education and is a past recipient of the ASME Music Educating for Life Award and Outstanding Professional Service Award for his work promoting professional learning in the music education community

Philip Mundy has worked at many leading secondary schools both in the United States and Australia, most recently at Sydney Grammar School prior to becoming the Head of History at Barker. He has presented extensively at history days in NSW and has significant experience with development of assessments. He also has worked extensively in teacher professional learning and in school administration. Mr Mundy graduated Phi Beta Kappa from Yale with a major in History and earned his Masters Degree from Rutgers University. He currently teaches History to Years 7-12.

Sophie Mynott is the Director of Barker Global Partnerships, responsible for the School’s Indigenous education and global engagement strategies. She has developed an Indigenous education strategy for the School and assists teachers to bring Indigenous histories, cultures and perspectives into their classroom. She also works with Indigenous communities and organisations to improve access to education for Indigenous students, and to develop the understanding of and commitment to reconciliation of non-Indigenous students and teachers. She has assisted Mr Phillip Heath, AM to set up two schools – Ngarralingayil Barker in Wollombi (2020) and Dhupuma Barker in Gunyangara, NT (2021). She has a lifelong passion for human rights and social justice, having worked as a paralegal at the United Nations International Criminal Tribunal for Rwanda, and done her Masters thesis on miscarriages of justice in international criminal law. Her other experiences in education have involved roles at the NSW Education Standards Authority and as an academic at the University of New South Wales. She is the President of the Legal Studies Association of NSW, and lectures students and delivers professional development to teachers across NSW. She is grateful that both in her role in Barker Global, and as a Legal Studies and Global Studies teacher, she gets to share her passion for social justice and engage students with the issues of the day.

Jo Quinlan sees teaching as her vocation. She has loved working in a variety of roles in primary and secondary education over 25+ years and is currently enjoying the challenge of her multi-faceted role in Barker Junior School as Numeracy Specialist, Aspire and Digital Learning Leader. She draws on her post-graduate studies and ongoing interest in the area of gifted education to work collaboratively with class teachers in exploring, designing and modelling effective ways of engaging and inspiring gifted learners to achieve to their potential. She is co-ordinator of the IPSHA Gifted and Talented Umbrella Group.

Jason Saikaly has been Head of Library Services at Barker College since 2013. In 2020, he was also appointed to the role of Coordinator of Philosophy & Rhetoric (Year 9). Jason holds a BA (English/History), a GradDipEd (Secondary Education), a Masters in Library & Information Management and a Master of Business Administration. Prior to his current role, Jason was Head of Library Services at Masada College (2008-2012) and, before that, Head of Library Services at a private boarding school in New Zealand (1994 – 2007). Professionally, Jason is most interested in the impact genrefication has on reading patterns and habits and in the impact online resources have on the role of specialised librarians.

Dr Timothy Scott is an experienced History and modern languages teacher. His PhD investigated socio-political influences on contemporary German conceptions of history and archaeology. Most recently, Dr Scott was the Director of Academic Affairs of an international school in Germany. In this role he shared the responsibility for setting the school’s strategic direction for intercultural teaching and learning, and for building and sustaining an interlingual learning community focused on delivering quality international education. Dr Scott returned to Australia in 2018 and he currently teaches History at Barker.

Michele Studd is currently Head of Learning Support. Prior to coming to Barker, she was Director of Middle Years at Northholm Grammar and she has held various Special Education teaching and consultancy roles. Michele's particular areas of interest include supporting all students to achieve their personal best and working collaboratively with classroom teachers to plan and establish inclusive and effective classroom learning environments

Jeremy von Einem began teaching at Oxley College, Bowral as the foundation Physics teacher. He became Head of Science at Barker College in 1997 and led the staff response to the building of the Foundation Science Building. After two years at Cranbrook School, he returned to Barker College as Director of Studies and remained in that role for 12 years before moving to the new role of Director of Academic Performance and then as Head of Curriculum. As Head of Curriculum he leads the curriculum team and Heads of Academic Departments. He is particularly interested in how educational theory is expressed as actual classroom practice and in improving ways students study and remember information.

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