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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.

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How do we Build a Culture of Inquiry and Data Use?

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Leading Quietly! The Powerhouse of an Introvert in Education

The education sector thrives on passionate leaders, but for introverts, navigating this world can feel like venturing outside their comfort zone. Society often glorifies extroversion, but introverts bring a valuable perspective and skillset to educational leadership. In this article, I explore and reflect on how introverts can leverage their strengths to become exceptional educational leaders. I have primarily relied on older articles for my research, which is not my usual approach. Nonetheless, delving into the wisdom of the past has been a fascinating endeavour, even in today's modern world. To begin this article, speaking as someone who identifies strongly with introverted leadership traits, I must admit that expressing these thoughts feels vulnerable and somewhat daunting. It's akin to unveiling a part of my authentic self, which can be both revealing and demanding. Quiet Strength Introverts are natural listeners and observers (Grant, 2013). They excel at taking in informat...
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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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