Meg Bailey is currently learning director – Student representation and authentic learning in templestowe university, the pursuit of a leadership role was put on hold until three years ago. This decision was influenced by her determination to work part-time while raising her three children. Meg has only recently taken on a leadership role within the science department.
After completing a Bachelor of Science with a focus on Earth Sciences and an Honors in Meteorology at the University of Melbourne, Meg began her professional career as a weather forecaster with the Federal Weather Service.
The natural affinity for education that I inherited from my parents, both teachers, manifested itself in volunteer teaching roles ranging from sports coaching to helping refugees in English, and finally transitioning into teaching in 2004. Meg's passion for education led her to teach in Canberra and Darwin before settling down. For the past eight years at Templestowe University, she has been passionately teaching Mathematics and General Science.
In her current role as a learning specialist, Meg balances teaching in the classroom, mentoring colleagues, and participating in the school's strategy meetings. Her leadership extends beyond the classroom, actively promoting the incorporation of Indigenous knowledge and culture into the curriculum and contributing to the school's Nalagunawari Reconciliation Action Plan Committee.
Meg’s journey embodies an unwavering commitment to education, sustainability and social justice, making her a vital voice for students and staff at Templestowe University. She delves deep into the world of transformative education and discover how she is shaping the future of learning.
Please tell us more about your company and its mission and vision.
Ten years ago, Templestowe University faced an important decision: whether to close due to declining enrollments or embark on radical change. A dedicated group of parents and teachers, seeking a new approach, appointed substitute educator Peter Hutton as principal. Hutton initiated a transformative dialogue with parents and students to redefine the school's identity. This led to the birth of the principle of “consistency” and in particular “yes is the default”, which encouraged ownership and positive change within the school community.
The school adopted a student-centered philosophy, breaking down grade levels and allowing students to shape their learning experiences. Subjects such as reptiles, cafes and baking, permaculture, Lego selection and Game Up appeared alongside traditional products. Student participation extended to the decision-making process, including faculty selection committees.
The school's leaders prioritize project-based learning across the curriculum, with a focus on active citizenship, problem-solving, time management, ICT, communication and teamwork. The seventh-grade curriculum addresses real-world problems, and older students participate in activities such as Model United Nations forums and “TC Shark Tank'' to promote social entrepreneurship.
Meg is part of a dedicated leadership team that collaboratively executes these programs. The school's innovative practices have won international recognition, invited to present at national and international conferences, and in 2023 won him two of education's most prestigious awards. Meg was awarded 'Australian Teacher of the Year – Government' and Templestowe University was awarded 'Australian School of the Year – Government'. These honors highlight the school's commitment to personalized education and student empowerment.
What methodologies are you implementing to contribute to new growth opportunities?
Although I don't consider myself to be professionally ambitious, I feel prepared to apply for roles where I can champion and promote ideas that I find interesting, relevant, and important. Masu. I also believe that my actions, such as implementing school education, will lead to success. – Holistic projects like PBL and effective management of students and staff helped create trust and support from leaders within the school.
I know I may come off as “high energy.” Also, be more strategic when proposing new ideas, such as not overwhelming others with your own enthusiasm, thoroughly preparing resources, and scheduling appropriate time to properly involve all parties. I have learned over the years to be a target. It's also important to find people who share your vision and delegate tasks within your team to not only share work, but also skill sharing and sustainable succession planning.
Being in the state education system means we are financially constrained, and I am particularly good at finding ways to do things “on my shoelaces.” We often bring in volunteer speakers and mentors to the local community, and we often emulate programs ourselves that other wealthy schools run by bringing in private operators.
What strategies does your company have in place to promote gender diversity in various leadership positions?
At TC, we are very conscious of promoting inclusion and gender diversity. That's why all of our leaders receive merit and equity training through the Department of Education, and we ensure that all recruitment committees are gender diverse. The fact that many women in responsible roles at our school are part-time workers further demonstrates our commitment to supporting women's career advancement.
Additionally, talented women work in all departments of the school, promoting positive perceptions of gender diversity across traditionally siloed fields such as robotics, design and technology. In my own classes, I am especially conscious of insisting that STEM is for everyone and that diversity helps us find unique solutions to current and future problems.
What values do you incorporate to strengthen your company's work culture?
The success of a school program depends on teachers being able to plan, implement, and evaluate the program together. Therefore, establishing a strong collaborative team culture is extremely important. We encourage our team to meet regularly.Default is yes” philosophy encourages teachers to be creative and take initiative to implement ideas they are passionate about.
We also have an open door policy where staff are welcome to receive support from school leaders like myself and to take part in 'learning walks' to observe other classes. To do. There is an implicit assumption that staff are professional educators who have the best interests of students and the school community in mind, creating an environment of trust where creativity and positive relationships are fostered.
According to you, what is the next big change in your industry? How are you preparing for the change?
Global conflict, climate change, and local housing crises are increasing anxiety among young people, and addressing post-COVID-19 challenges such as anxiety, school avoidance, and depression in the face of a rapidly changing world. has become the most important. Schools must proactively prepare students for an uncertain future, focusing on both personal well-being and supporting diverse career or academic paths.
Participating in the Victorian Academy of Teaching and Leadership's Teacher Excellence Program in 2023 was a rewarding experience for me. This one-year program of hers centered on research projects and workshops with industry leaders to ensure that Templestowe University's practices are aligned with international best practice in education.
These experiences revealed areas for improvement in TC and led to a focus on consistent goal-setting and reflection cycles to strengthen students' metacognition and growth mindset. TC moves away from traditional assessment approaches, involves students in the co-creation of courses, and utilizes development rubrics that assess not only subject-specific skills but also broader competencies such as teamwork and problem solving. We are developing a comprehensive method.
In their fourth year, students enjoy the flexibility of choosing between a vocational major or a traditional VCE, often extending their VCE over three or four years to develop their personal passions. In particular, student-led subjects like the reptile elective demonstrate the transformative impact of entrusting leadership roles and coaching responsibilities to students, fostering both knowledge and leadership growth. This approach provides an attractive model for other schools looking to innovate in education.
Where do you see yourself long-term and what are your company's future goals?
I can't imagine a better role for me at the moment. I love the freedom of running great projects and working with inspiring and talented colleagues and students every day. I would like to continue to develop programs that are relevant to young people, fostering the skills they need to become creative, agile, thoughtful and useful citizens, and sharing them with other interested educators. .
What advice would you give to the next generation of female leaders who want to take on the challenge of modern business?
My advice to the next generation of women is to follow your passion and try different things to develop different skills and a strong sense of self. Follow what you want to do, not what others say you should do.
