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The Art of Teaching Podcast: Important conversations with the best minds in education and leadership.
240 Episodes
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Next is a conversation I recently had with Casey Ellis, a global leader in cybersecurity and the founder of Bugcrowd.
Casey has spent his career thinking deeply about risk, trust and what happens when you invite smart, curious people into complex systems. Through Bugcrowd, he helped pioneer crowdsourced security, connecting organisations with ethical hackers from around the world to find problems before they become crises.
In this conversation, we explore leadership under uncertainty, the ethics of technology, and what education, schools, and systems can learn from the way cybersecurity approaches prevention, responsibility, and human behaviour. It’s a thoughtful discussion about vigilance without paranoia, openness without naivety, and why good systems always start with people.
I think you’ll find this one stretches your thinking well beyond cybersecurity and straight into the heart of leadership and learning.
I’m joined today by Dr Vanessa Urch Druskat, a leading organisational psychologist whose work has reshaped how we think about emotional intelligence in teams.
Together, we explore what helps groups think clearly, collaborate well and stay steady under pressure. We talk about trust, shared norms and the often invisible emotional work that underpins strong teaching teams and healthy school cultures.
It’s a grounded, practical and quietly powerful conversation for anyone who leads, teaches or works closely with others.
Here is a link to her resources: https://www.vanessadruskat.com/about
Today it is my great pleasure to share a snippet of a conversation that I recently had with Ian Timbrell. He is a former teacher who now spends his time ensuring that no student has to go through the challenges that he faced at school. We all want schools to be places where students are seen and valued and we all want schools that are more diverse and inclusive for all people. I won’t give too much away here, but I encourage you to listen, really listen, as he shares his journey. He is incredibly brave and it was wonderful to speak with him. Please take the time to listen to the whole conversation - the link is below:
https://theartofteaching.podbean.com/e/ian-timbrell-his-mission-to-create-more-inclusive-schools-the-power-of-diversity-and-his-experience-at-school/
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It was a delight to speak again with Amy Green. This is our second interview and I think that you will enjoy it. For those that are not aware
Amy is the founder of The Wellness Strategy, a published author, speaker, facilitator, and coach, and a leader in improving workplace culture and wellbeing in schools and organisations.
As a past teacher and school leader, Amy is determined to change the way we view well-being to support our everyday and workplace needs. With a background in teaching and leadership and having studied human behaviour and positive psychology, Amy brings to the wellbeing space a fresh approach to what can be a sensitive topic.
I hope that you enjoy this chat with the brilliant Amy Green
You can connect with me here:
🖐️ About
💻 Podcast Website
Connect:
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Today, I have the pleasure of sharing the second part of a conversation with the amazing Stephanie McConnell, the founding Principal of Lindfield Learning Village. She is the founder of Lindfield Learning Village. In this second part of our conversation, we deeply explored curriculum mapping, professional learning and leadership development.
We talked about why we should always assume best intent, why we must reimagine leadership and how to create a village with low floors, wide walls and high ceilings.
I am in awe of her kindness, generosity and openness.
I hope you get as much out of this discussion as I did.
Here is the first conversation that I had with her:
Stephanie McConnell: Lindfield Learning Village, changing educational landscapes and why we must question everything.
I’m joined today by Professor Viviane Robinson, one of the most influential thinkers in educational leadership. This is the second time that I have the privilege of speaking with her.
Viviane is the author of Student-Centred Leadership, a book that has quietly but powerfully reshaped how school leaders around the world think about their work. At its heart is a deceptively simple question: What leaders do, day to day, that genuinely makes a difference to students.
In this upcoming conversation, we explore what student-centred leadership really demands in practice. Not the slogans or surface-level frameworks, but the hard choices, the relational work, and the moments where leaders have to keep learning at the centre, even when the pressure is on. We discuss trust, instructional leadership, goal setting, and why well-intentioned leaders can sometimes stray from the very students they aim to serve.
It’s a thoughtful, challenging, and deeply practical conversation for anyone leading in schools or considering a leadership role. One to sit with, reflect on, and return to as you think about impact and purpose in your own leadership work.
With over fifteen years of experience as a teacher in special education, John has worked across Schools for Specific Purposes (SSPs) and support units in primary schools within public education. Now serving as an Assistant Principal Special Education, he is deeply committed to building the confidence, knowledge and capacity of colleagues and teachers, so inclusive practice is not an add-on, but a shared responsibility across the school community.
John’s work is grounded in the belief that every student deserves to be seen for their strengths, potential and possibilities. He leads with care, clarity and high expectations, advocating for learning environments where difference is understood, valued and supported.
Disability does not mean inability.
Here is John's article: https://cpl.nswtf.org.au/journal/semester-2-2025/is-inclusion-truly-inclusive/
If you ask ten people what instructional leadership means, you’ll probably hear ten different answers. At its heart though, it’s the everyday work of helping teachers grow and helping students learn in ways that are intentional, evidence-informed, and grounded in trust.
It isn’t about having all the answers. It’s about creating clarity, building shared purpose, and keeping everyone focused on the practices that genuinely shift learning. Instructional leaders make learning visible, link practice to impact, and cultivate the confidence and capability of the people around them. They stay curious, reflect openly, and use evidence to guide improvement rather than to judge.
This idea sits at the centre of the work led by Peter DeWitt and Michael Nelson, who together lead the Instructional Leadership Collective. Their approach shows that instructional leadership isn’t something held by one person. It lives in teams, in the way we talk about learning, in walkthroughs and planning sessions, and in those quiet, hopeful moments when someone says, “Let’s try this together.”
When we define instructional leadership clearly, we can collectively grow it. And students feel the difference long before the data catches up.
Today’s episode is something a little different. I sat down with the amazing Ash from Rainbow Sky Creations for a raw and honest chat, and this time I found myself on the other side of the microphone. It felt a bit strange being the one answering the questions, but Ash has a way of making you feel safe enough to tell the truth about your work, your why, and the messy bits in between.
We talked about teaching, life, purpose, and what it means to try and make a difference in this wild and wonderful profession. It’s a conversation filled with heart, a few laughs, and some vulnerable moments that I’m really proud to share.
I hope you enjoy it as much as I enjoyed being part of it.
Today I’m joined by Glenys Oberg (FHEA), an author, educator and researcher whose work sits at the crossroads of wellbeing, neuroscience and teaching practice. Glenys explores how compassion fatigue, moral injury and emotional resilience shape the lives of educators, and how trauma-aware, evidence-informed approaches can create healthier and more sustainable ways of working in schools
What I value most about her work is how clearly she bridges research and practice. She takes insights from neuroscience and psychology and turns them into practical support for teachers, helping them understand not only the science of wellbeing but how to bring it to life in everyday school contexts.
Glenys is the author of The Cost of Not Caring and Creating Trauma-Informed Classrooms, two books that continue to influence how we think about care, trauma and teacher wellbeing. This conversation is a thoughtful look at what it really takes to support both students and the educators who stand beside them.
Today we’re joined by Jeffrey Jordan, an inspiring school leader who’s currently in his third year as an elementary school principal. Jeffrey’s career spans classrooms and continents. He’s taught English Language Arts across primary and secondary settings, led as a vice principal for six years at the second-largest English high school in Quebec, and even taught English as a Second Language in South Korea.
Throughout his career, Jeffrey has been driven by a passion for helping every student thrive. He’s a strong advocate for educational and assistive technologies, digital citizenship, and resource support for students with learning difficulties. His leadership is grounded in inclusion, innovation, and the belief that schools should be places where all learners feel seen and supported.
Today, I'm talking about something that sits right at the heart of great leadership - wellbeing. Not as a buzzword or a side project, but as the foundation for how we lead, teach, and thrive together. In her new book Wellbeing Leadership, Amy Green challenges us to rethink what leadership in schools can look like when wellbeing isn’t an afterthought, but the starting point. She explores four essential qualities that create a wellbeing-centred workplace, and eight characteristics that empower staff to feel, work, team, and lead well. This conversation isn’t about quick fixes or checklists. It’s about courage, clarity, and the willingness to do things differently - to lead a wellbeing revolution in education.
🎧 Here’s the conversation: The Art of Teaching Podcast: https://lnkd.in/gBQRRz27
📘 Find Amy’s work and resources at The Wellness Strategy:
https://lnkd.in/g4pBZUUa
This episode’s a little different. Instead of me asking the questions, I’m the one being interviewed. Highly Accomplished teacher Andrew Cornwall and I sit down to talk about teaching, accreditation, and what it means for all of us to be expert practitioners.
We dig into how great teaching grows through shared practice, honest reflection, and the everyday work we do alongside our colleagues. It’s a relaxed, thoughtful chat about the craft of teaching, the challenges of accreditation, and why supporting each other as professionals matters more than ever.
Every teacher and every school want their students to achieve and thrive. Through his leadership, innovative approaches, and dedication to learning, Cameron Paterson, Director of Learning at Wesley College in Melbourne, is helping students and teachers do exactly that.
Cameron Paterson is an educator who has never stopped learning. A History teacher for more than 30 years and now Director of Learning at Wesley College, his work with Harvard’s Project Zero and the Project Zero Australia Network explores how curiosity, reflection, and design thinking can transform teaching practice.
As a classroom teacher, Cameron’s creativity knew no bounds. From producing audio e-books to historical documentaries, his innovative projects led to remarkable student engagement and achievement — including students winning prestigious awards such as the Simpson Essay Prize. During his tenure at previous schools, academic performance improved significantly under his leadership.
Cameron himself is no stranger to recognition. His awards include the 21st Century Learning Initiative Global Innovation in Teaching Award, a Premier’s History Scholarship, a Minister’s Quality Teaching Award, a Churchill Fellowship, and the Dr Paul Brock Medal.
At Wesley College, Cameron is leading a strategic focus on middle years teaching, cultivating a learning culture grounded in curiosity and deep thinking. He initiated and co-leads the Project Zero Australia Network, which provides free professional learning to thousands of educators — including hosting a major conference this year, keynoted by Harvard researcher Ron Ritchhart.
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Up next is a conversation with Jen Buchanan, the proud Principal of Think Global School, the world's first travelling high school, where students study in eight countries throughout their two years, experiencing truly global, experiential education. With extensive experience leading innovation across international progressive schools and organisations, including Green School in Bali and as Director of Engagement with Future Anything, Jen has dedicated her career to reimagining what's possible in education. I previously met Jen when she was convenor of the Future Schools Alliance, working with school leaders across Australia and globally to co-design learning environments that unlock student agency and creative potential. It has been a full circle for Jen, as she shares with us her adventure from across the globe.
John Goh is an educator who has never been afraid to question the way schools work, or why they work that way at all.
Across his career as a principal and system leader, John has led bold changes around time, space and learning culture, always with a clear focus on what helps students thrive. Known for opening walls, rethinking routines and building strong partnerships with families and industry, his work shows what’s possible when curiosity and courage sit at the centre of leadership.
John is also a sought-after speaker with a strong online presence, sharing practical ideas about innovation, technology and human-centred school design. His thinking continues to challenge leaders to move beyond compliance and towards schools that feel alive, purposeful and deeply connected to their communities.
If you’d like this tightened further, reframed as a “coming soon” teaser, or written in a more conversational podcast voice, I’m happy to shape it.
In today’s episode, we explore Elevated Conversations, Dr Simon Breakspear’s new book that helps educators turn meetings from weary talk into purposeful dialogue. Drawing on years of work with schools worldwide, Simon shares seven practical tools designed to spark fresh thinking, deepen connections, and make the most of limited collaborative time. It’s a playbook for lifting the quality of our professional conversations and lightening the load for busy educators.
🎧 Listen here: https://podcasts.apple.com/au/podcast/the-art-of-teaching/id1552506400
Simon's resources:
📘 https://simonbreakspear.com/elevatedconversations-book/
Today I’m joined by Michael, an experienced educational leader with more than two decades working across the primary, secondary and adult education sectors. His career has been shaped by a passion for coaching, digital technology, and the Performing Arts, where he’s made a real impact on both teaching and leadership.
Michael is currently the Deputy Principal at John Paul College in Frankston, Victoria, where he brings together his deep expertise and his commitment to helping teachers and students thrive.
Today I’m joined by Jamie Gerlach, an educator and leader who believes in the power of deep learning to build human agency and sees access to rigorous play as a basic right for all. For over a decade, he has designed and led professional learning in embodied literacy, 4C learning and school transformation, working with teachers and leaders across Australia and internationally. Jamie has also lectured at the University of Sydney and spoken at national conferences. In this conversation, we explore his philosophy, passion and practical insights for reimagining education.
In this episode, I’m joined by Dr Ange Rogers, a teacher, numeracy leader, consultant and researcher whose work has helped countless primary teachers feel more confident in the maths classroom. With more than twenty years of experience across teaching, coaching, and research, Ange has a real gift for turning evidence into simple, practical strategies that work.
Her passion lies in building teacher confidence, improving number sense, and breaking down those common misconceptions that can so easily trip students up. Ange’s down-to-earth approach means everything she shares is classroom-ready, realistic, and focused on what makes the biggest difference for students.
Whether you’re a teacher wanting new ways to strengthen your numeracy practice or a leader looking to support your staff, this conversation is full of insights, routines, and encouragement that will help maths click.
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