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Brian is a passionate educational leader, driven by the possibilities digital and physical technologies have for classroom practice. He is an advocate for students and teachers taking ownership in becoming lifelong learners that engage with their world as active citizens. Brian is a Google Certified Innovator, Google Certified Trainer, SeeSaw Certified Educator, Director of ICTENSW and holds a Masters of Educational Leadership with his research focusing on the leadership practices that foster the uptake and development of high quality, future-focused teaching and learning across the school. With particularly interested to him is the pedagogical impact of personalised learning, STEM, differentiation and transdisciplinary learning integration has on learner outcomes. As a connected educational leader, Brian continues to research how schools are changing in order to accommodate the needs of today's learners, creating confident and discerning leaders prepared for a world beyond the school. He does this by prioritising genuine relationships, actively engaging and contributing to professional learning communities via face to face and online networking that helps him to interpret current and cutting edge educational research focusing on theory and practice.

Currently, Brian is a Head of Junior School. He has served as a Coordinator of Primary, Coordinator of Middle School, Stage 1, 2 and 3 classroom teacher and collaboratively co-taught in an innovative open classroom space with 112 students and 5 teachers. Brian has held other leadership positions being an ICT Integrator and STEM Learning Coach. He regularly consults to schools and conferences on STEM/STEAM, technology integration, design thinking and the use of social media for professional development purposes. Brian is a change agent, recognised for his commitment to innovative development and delivery of content, examples include the use of mastery and flipped learning to increase student engagement with content; mystery locations in teaching Geography and promoting global citizenship; Minecraft, “Making” and design thinking to support Science and critical thinking; coding and computational thinking in Mathematics and STEAM to develop creativity and encourage resilient and responsible risk taking.

Brian is always looking for new and exciting ways to blend learning with technology to provide a rich learning environment for students to thrive. He is particularly focusing on pedagogy to support curriculum integration of technology.

This blog documents Brian's own personal journey of learning, pedagogy, reflection and discovery.

Popular posts from this blog

Restorative Justice in Education: A Personal and Reflective Examination

As educators, we constantly seek methods to cultivate environments where students feel valued, respected, and supported. Over the years, restorative justice has emerged as an approach that addresses disciplinary issues and promotes a culture of care, empathy, and mutual respect. This article reflects on my experiences with restorative justice in education, highlighting its strengths, benefits, and connections to positive behaviour theories such as positive behaviour in schools (PBIS). I'll discuss the role of traditional disciplinary measures, like time-out, detention, and suspension, within a restorative framework. However, my stance is that these should be employed as a final option when there is no room for relationship coaching or the other strategies prove unsuccessful in achieving positive behavioural outcomes. I am going to preface this article and state that it is informed by my Christian perspective. I am committed to fostering a learning environment where students are enc...
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Being a Globally Connected Educator with a Globally Connected Classroom

As educators we live is such an exciting time to teach. With the onset of the Internet we have had the ability to  embed and curate videos ,  gamify ,  blog , have  Minecraft in the classroom ,  flip the learning , use  QR Codes , access  social media  and potentially  video conferencing  some educators could see that it is too much; however, I see its potential to benefit students and enhance professional development for educators.  There has been no time in history where access to information has been so immediate and available. The potential for teachers to connect and be supported in collaboration, not bound by schools, districts, states and even nations inspires me. I am acutely aware that being globally connected presents the ability to bring expertise, skill and knowledge into my classroom beyond my capabilities.  The networks that I have help me to design activities that measure students’ higher-order thinking skill...
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Thornburg's Learning Spaces

Thornburg's Learning Spaces Theory (2014) is a revolutionary approach to classroom management that focuses on creating learning environments that are both engaging and effective. Created by David Thornburg Ph.D., an award winning futurist and educational consultant, the theory is based on the idea that students should be able to move freely in the classroom, and that learning should be an interactive process.  The theory is built on the metaphor of four primary learning spaces: the campfire, the waterhole, the cave and life; however, is not limited to these. The campfire is a central gathering place for social interaction, explicit teaching and collaboration where they work together in a comfortable and inviting atmosphere. It is a place where students can share their ideas and experiences, be guided in direct instruction to grow their understanding and work together to solve problems. The campfire is a place where discussion, collaboration, brainstorming and problem-solving activi...
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