Stepping into [ed]Leadership

Learn first, lead second - Dr. Shyam Barr

TEDx talk: https://www.youtube.com/watch?v=n2wseEW5QKc

Dr Shyam Barr joins us on the podcast to explore the principle of learning first and leading second. Reflecting on advice he received early in his career, Shyam considers how a focus on the learning process shaped his work and why educators, who are rarely formally trained as leaders, need to be intentional about the role they play in every leadership moment.

We discuss self-regulation as an essential foundation for learning, wellbeing and leadership. Shyam explains the close connection between self-regulation, emotional regulation and self-management, and shares why schools need to make learning strategies explicit through approaches such as planning, monitoring, and evaluating. We also consider AI and cognitive offloading, including when technology can support learning and when it may prevent students from doing the thinking that matters most.

Shyam offers practical ways for leaders to study their own minds and show up more intentionally. From journalling before opening the work laptop to using pre-commitment strategies that identify intentions, barriers and responses, he invites us to move from awareness to choice to results. This conversation is an important and timely reminder that our work is not simply to help young people succeed at school, but to help them master a learning system for life.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

On the Gate

In this episode, we sit down with David Roberts, Headmaster of Prince Alfred College in South Australia, to explore what it means to keep saying yes to opportunities while still learning and reflecting on your conduct as a leader. We unpack the visibility that comes with leadership, the reality that your actions and words are always being noticed, and the challenge of making decisions under pressure. We discuss why, if you are not consciously working on culture, it is probably moving backwards, and how intentional change management and  clear communication help ensure everyone has a shared understanding.

We dive into strategic leadership and governance as David reflects on understanding the financial situation of a school, the need to make a profit to fund growth, and the importance of asking your team “what do you think?” to broaden perspectives. We explore how to navigate power imbalances, find mentors who take responsibility for growing your knowledge, and balancing history and tradition with being forward-looking. Along the way, we discuss experiential learning models like Timbertop, the intensity of boarding as “pastoral care on steroids”, and the ongoing work of building belonging and the importance of shared language

We also talk about the seasons of working life and finding a deliberate balance between future focus and being visible in the here and now. David shares how exercise makes him a better person, parent and partner, and how uncertainty can be a strength while overconfidence can trip you up. We consider the role of honest feedback and broadening experiences in sustaining growth, and why, even principals, are still learning.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

Amy Green - Setting People Up For Success

In this episode, we explore teacher wellbeing with educator and wellbeing expert Amy Green, focusing on how schools can truly set people up for success. We discuss why wellbeing is not something to achieve or “tick off,” and the importance of moving beyond surface level self care. Amy challenges the tendency to treat wellbeing as a one-size-fits-all concept, instead highlighting the role of purpose, clarity, and meaningful work in supporting both staff and students.

We explore how effective systems, structures, and expectations can reduce micro-stresses and create smoother, more sustainable workdays. Amy unpacks the impact of growth fatigue, the risks of reactive wellbeing initiatives, and the need to critically examine what has been added to teachers’ workloads over time. Together, we discuss rethinking the structure of the school year, clarifying the purpose of term time and breaks, and redefining leadership practices to include boundaries, deep work, and intentional availability.

Drawing on insights from her new book, The Wellness Paradox, we discuss the tension between doing all the “right” things for wellbeing and still feeling unwell. Amy invites us to question long held assumptions about success, resilience, and what a “good” working life looks like, encouraging leaders to design cultures where wellbeing is embedded in everyday practice and aligned with the kind of impact they want to have.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

Hopeful Energy - Mark Staker

In this episode, we speak with Mark Staker, Principal of Pembroke School in South Australia, about leading with hopeful energy and heart. Mark reflects on the exceptional privilege and weight of principalship, framing schools as institutions of hope where relationships and purpose sit at the centre of the work. We unpack how intentional reflection, strong communication, and a commitment to growth underpin strong leadership, alongside the importance of structured professional learning to building a pipeline of aspiring leaders.

We also explore the importance of cultivating a thriving culture of teacher development, setting clear expectations for effective teaching, and having the courage to step beyond comfort in leadership. Mark speaks candidly about the tensions of the role, balancing strategic and operational demands while protecting wellbeing through boundaries, renewal, and purpose beyond school. This conversation is a powerful reminder that the work matters, and that leading with humility, authenticity, and heart is what sustains both people and schools.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

Supporting Character Energy

In this episode of Stepping into [ed]Leadership, we welcome Amanda Katagiri, Director of Professional Practice at the Franklin School in New York. Amanda brings deep expertise in supporting teachers to thrive across a whole career, not just survive their first few years. In her current role, she leads professional learning, coaches teachers in pedagogy and practice, runs performance conversations, and thinks strategically about teaching and learning across the school. Her leadership style embodies true supporting character energy: walking alongside those she leads rather than managing from a distance.

In our conversation, Amanda generously shares her approach to difficult conversations, offering practical strategies for creating safe spaces where teachers can grow. She explains how to clearly signpost where a conversation is going, name the hard thing directly, and use clarity, empathy, and structured processes to turn potentially challenging moments into opportunities for genuine development. Amanda’s commitment to consistent support and ongoing mentoring shines through as she describes how she builds a culture of continuous growth, where professional learning is teacher-led and not a one-off event, but an embedded process. We also explore the role of AI in education, and how we can support students to avoid cognitive atrophy, instead encouraging them to use it as a thought partner.

Our conversation underscores the importance of carving out time for reflection, both for teachers and leaders, and how we can encourage leaders to remain curious about others’ feelings and perspectives. From systems thinking programs for students to intentional mentoring structures for staff, Amanda’s work at Franklin School reflects a holistic plan and vision for developing people, young and old, who are prepared to think critically, grow continuously, and lead with purpose. Her insights remind us that great leadership is always about creating the conditions for others to flourish.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

Our conversation with Dr. Anne Knock dives straight into the messy, exciting work of redesigning schools for the future.

Across the episode we unpack how leaders can think more like complexity strategists; reading the whole system rather than just reacting to individual problems, and how three levers; learner experience, professional culture and physical space, can work together rather than in silos. We talk about what it really looks like when teachers become designers of learning, not just deliverers of content, and how small changes to the environment or timetable can create huge shifts in student engagement.

Anne shares stories from her international study tours, including impactful moments on trains and in corridors where educators debriefed what they had seen and began to reimagine what might be possible back in their own contexts. We reflect on the importance of going beyond visually pleasing spaces, to ask how the environment changes the conversations, relationships and learning in the room.

Throughout the episode, Anne shares provocations about the future education workforce, the kinds of spaces that invite belonging, and the courage it takes to disrupt long held assumptions about how school should work. It is an invitation to look closely at the everyday spaces of classrooms, staffrooms and schools, and to consider what might be shifted or reimagined. Our discussion explores the value of experimenting with new approaches and asked how we might design environments where both students and adults genuinely want to be.

Anne’s new book School by Design: A Field Guide to Transforming Learning, Culture and Space, is out now.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

Investing in people

In this episode of Stepping into [ed]Leadership, we sit down with highly experienced and inspirational Middle Leader, Tracey Matyk from Woodcroft College. Tracey shares her journey from scientist to teacher, how working with undergraduate students during her PhD drew her into education, and why she has never looked back. She reflects on stepping into her first leadership role as Head of Science, the importance of understanding the “nuts and bolts” of management, and how formal training helped her feel ready to lead.

Tracey unpacks her belief that people are the number one resource, and that to get leadership right, you have to get management right. We talk about private conversations with staff, investing in people so they are well equipped, and moving with “ferocious warmth” between head and heart. After ten years as Head of Science, Tracey took a sideways step into pastoral leadership as Head of Year 9–10, following a cohort through their transition from Middle to Senior School. We explore the similarities and differences between leading a faculty and leading a year level, including the reality that much of the work is relational: delicate conversations, emails and phone calls with parents, building culture, and supporting both staff and students.

Throughout the conversation, Tracey shares how she has slowly built confidence in handling difficult conversations, the value of coaching and great role models, and the power of reflective, collaborative line management. She describes creating a sense of community and belonging for students, especially in the post‑COVID era, and being a “relationship facilitator.” Tracey also speaks about her aspirations for senior leadership and her advice to emerging leaders: back yourself, take your time, watch and listen, lean on trusted colleagues, and never underestimate the power of observation.

We know you will gain a lot from this engaging episode.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

Stepping Back into schools

In this episode, we welcome back returning guest Nicholas Brice. After several years with the SACE Board, Nick has made a sea change, joining Peninsula Grammar as Deputy Principal. He shares what it’s been like to step back into schools, reconnect with students and teachers, and rediscover the rhythm and energy of daily school life.

Nick reflects on the first few weeks of Term 1, speaking candidly about the excitement and vulnerability that come with moving to a new community. He discusses the importance of finding environments where leaders can grow, the value of asking the right questions during interviews, and the role of a great Executive Assistant in helping senior leaders stay grounded and supported.

We touch on empathy, trust, and influence; building trust banks with staff, validating students as people, and modelling professionalism for those around you. Nick’s story is a reminder that growth takes courage and that if nothing changes, then nothing changes.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

Cognitive Cadence in Leadership

In our conversation with Dr Lisa Rigel, we explore the connection between neuroscience and leadership, and how understanding how the brain works can strengthen the way we lead and learn. Lisa shares how her background as an English and journalism teacher, followed by time in administration, leads her to think deeply about purpose, relevance, and what students really need in a post AI world. She poses powerful questions about whether we are measuring what truly matters for today’s and tomorrow’s learners, rather than just what algorithms can already do.

Lisa highlights her belief that schools do not have an engagement problem, they have a relevance problem, because we still focus on assessing content and skills from a past purpose while talking about, but not measuring, capabilities like communication, thinking, and collaboration. We unpack practical tools for turning ideas into action, including building clarity and coherence in school culture, differentiating for adults, and embedding brain science into classroom routines and assessment. 

We also talk about creating “neurowell” cultures that are safe, supportive, and proactive, where trust, self awareness, self regulation, and self control sit at the heart of wellbeing and effective leadership. Lisa speaks about the importance of leaders protecting time, using concrete language to lead change, and building stepping stones from current state to desired state. Throughout the episode she returns to the need for authentic celebration of teachers, permission to fail, and a cadence that engages the humans in the system. This episode offers a valuable blend of neuroscience, purpose and practical leadership moves for anyone working in education.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts

Emma Grave – The Heart of Community

In this first episode of a three‑part series, we chat with Emma Grave as she prepares to step into her first principalship at Scots PGC in regional Queensland later this year. Emma’s career has taken her from Ballarat, to 15 years at Geelong Grammar, to Deputy roles at Seymour College and now Scotch College Adelaide, with experience as Head of House, curriculum leader and Head of Boarding along the way.

We discuss how a simple family mantra – 'be the best at whatever you are doing' – has shaped her work ethic, her belief that relationships sit at the heart of schools, and being a calm, reliable presence in complex moments. Emma shares on the boarding experience, describing it as both the hardest and most rewarding job in education, and the best preparation for the “productive chaos” of principalship.

We also go inside the principal recruitment process: being assessed from the first phone call, doing the homework on culture and finances, crafting a board presentation and learning to speak as the principal now, not one day’ Emma talks candidly about claiming her ambition early, holding firmer boundaries to protect her family and wellbeing, and embracing a ‘professional escape to the country’ – sharing her excitement about living on campus, and immersing herself in a tight‑knit rural community.

Across the episode, Emma shows us what it looks like to pursue principalship with humility, courage and a deep commitment to the life of a school community. We are so excited to follow Emma on this journey and grateful for her openness and honesty about her professional journey.

Credits:

Podcast theme music composed by Julian Ferraretto

Logo Design by Meredith Baker

Photography by Carmen Roberts