The balance between work and personal life is a constant conflict for leaders in many fields ( Friedman & Greenhaus, 2000; Pocock, 2003). Education is certainly not immune (d'Arbon, Duignan, & Duncan, 2002; Hudson, 2012; Grissom, Loeb & Mitani, 2015). In fact, how this issue is managed and supported by schools is increasingly recognised as of strategic importance to the organisation and of significance to employees (De Cieri, Holmes, Abbott, & Pettit, 2005; Queen & Queen, 2005). It would be thoughtless to consider that community demands on educational leaders do not cause stress and impact on where they spend their time. In fact, it is only through an examination of the effects of the culture of stress that educators can begin the process of reclaiming time, priorities and health (Queen & Queen, 2005). In my own context, moving into a new facility with five teachers collaboratively co-teaching side by side 112 students aged 11 and 12, we as a team
Showcasing my own personal journey of learning, pedagogy, reflection and discovery. Inspiring the integration of technology within the curriculum.