Pioneer
12
26
54
Josh’s Surf for Soul
Introducing Early and Extended Education
Self-Awareness and its Impact on Leadership
EDITION FIVE
Pioneer
EDITION FIVE
ST PHILIP’S CHRISTIAN EDUCATION FOUNDATION
07 The Tapestry of Providence and Introducing St Philip’s Christian College Snowy Mountains
We acknowledge the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today.
Pioneer
EDITION FIVE
06
Welcome
40
08
Introducing St Philip's Christian College Snowy Mountains
A Partnership Shapes by Providence
46
12
Josh's Surf for Soul
16
A Holistic Pathway to Sporting Excellence
Reorienting Ourselves to God's Story: Reflections on the 2026 Mid-Year Conference
50
20
Faith in Action: Phenix's RecordBreaking Surf of Kindness
Introducing LEAD Women
54
Self-Awareness and its Impact on Leadership
26
Introducing Early and Extended Education
34
Jessica Cowin: Head of Campus, Young Parents Waratah
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PUBLISHER St Philip’s Christian Education Foundation EDITOR Hannah Wellham ART DIRECTION Isabella Donn, Katie Farnworth
CONTRIBUTORS Graeme Irwin Hannah Wellham Pete Muddle Kristy Fahey Isabella Donn Mandy Eggins Jessica Cowin
Elizabeth Hutchinson Aran Tidey
From the Editor
Samantha Van de Mortel 2026 is our Year of Providence, and already we have seen God’s providential hand at work across so many areas of our organisation. It was a joy to welcome the newest members of the SPCE family to our Big Day Out in January. The staff of SPCC Snowy Mountains have been a wonderful addition to our community, and we have loved working alongside them as they have become part of the wider SPCE family. We have also valued the opportunity to strengthen our partnership with our friends at Swan Christian Education Association in Western Australia. SCEA has been a generous and encouraging partner, and we are grateful for the ways both organisations continue to learn from, support and enrich one another.
Another exciting development has been the launch of Lead Women, an initiative created to support women at every stage of their leadership journey. At our recent launch event, we gathered women from across SPCE to listen, share ideas and explore what would make a meaningful and beneficial leadership program. I am excited to see how this initiative develops and where it may lead. All in all, the first six months of 2026 have provided many wonderful examples of God’s provision, guidance and faithfulness across our learning communities. As we reflect on the stories shared in this edition, I am filled with gratitude for all that has taken place and a sense of expectation for what the next six months may bring. I hope you enjoy this edition of Pioneer. Hannah Editor of Pioneer
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I often think of providence as being like a tapestry. When viewed from underneath, a tapestry can appear confusing, a collection of tangled threads, loose ends and colours that do not seem to belong together. Yet, when it is turned over, those same threads form something purposeful and beautiful. Life can often feel like the underside of that tapestry. We experience unexpected changes, periods of waiting, setbacks, disappointments and dreams that take longer to unfold than we had hoped. In those moments, we may find ourselves asking: What is God doing? Where is He leading? How does this experience fit within the bigger picture?
MR GRAEME IRWIN AM, CEO - ST PHILIP’S CHRISTIAN EDUCATION FOUNDATION
This year, our theme across St Philip’s Christian Education is Providence, a word that speaks of God’s faithful presence, provision and guidance in every season of life. Providence reminds us that God is always at work, even when we cannot immediately see or understand what He is doing. He is not distant from the circumstances of our lives, nor is He surprised by the challenges or opportunities that come before us. Rather, He is actively and intentionally at work, coordinating circumstances, shaping people and opening pathways according to His good purposes.
This confidence has always been central to the story of St Philip’s Christian Education. Throughout our history, we have sought to remain attentive to the opportunities God places before us. We do not pursue growth simply for its own sake. Rather, we want to respond courageously and faithfully when we believe God is directing us towards a new opportunity to serve young people, families and communities. Providence invites us to live with open hands, to plan wisely without believing that everything depends upon us, to act courageously without needing to see the entire journey, and to trust that God is working beyond what is immediately visible.
The promise of Scripture is not that every season will be easy or that we will always understand God’s purposes as they unfold. It is that God remains faithful in the midst of them. Romans 8:28 reminds us: “And we know that in all things God works for the good of those who love him, who have been called according to his purpose.”
As you read this edition of Pioneer, I hope you will recognise some of the many threads God is weaving across our learning communities. Every story reflects people responding to opportunities, serving others, overcoming challenges and contributing their gifts to something larger than themselves.
The words all things are important. They tell us that no experience is beyond God’s ability to redeem and use. He is present in the moments of joy and achievement, but also in uncertainty, disappointment and change. Providence gives us confidence that the threads we cannot yet make sense of are still held securely in His hands.
May we continue to be people who look for God’s hand at work, who listen carefully for His direction and who are ready to say yes when He opens a door before us. We may not always see the completed tapestry, but we can trust the One who holds every thread. Graeme Irwin AM Chief Executive Officer St Philip’s Christian Education
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Introducing St Philip's Christian College Snowy Mountains The first six months of St Philip’s Christian College Snowy Mountains have been a wonderful time of transition, of hope through challenge, and in being reminded that our God is great, and that the school belongs to Him! Here is a brief story of our journey over the past little while. PAGE 8
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"(Snowy Mountains Christian School) is positioned for growth in future, and becoming part of the ‘St Philip’s Family’ will ensure the potential for the school to grow and thrive for many years to come." PETE MUDDLE, SPCC SNOWY MOUNTAINS PRINCIPAL
Towards the end of 2025, St Philip’s Christian Education Foundation (SPCEF) began discussions with Snowy Mountains Christian School (SMCS) about the school being acquired by SPCC, as SMCS were looking to grow, but didn’t have the resources with which to do so. SMCS has existed as a school for 29 years, opening its doors on February 4, 1997, as a ministry of Cooma Baptist Church. The church community had the vision to start a Christian School in the Snowy Monaro region, and like most schools, had some wonderful times but had hit some challenges in recent years, and were looking for a partner organisation. And so, after much prayer, numerous discussions between the current SMCS Board, Cooma Baptist Church and SPCEF about the best way forward, a strong sense of calling was felt to partner up, to ensure the continuation of Christian Education in the local area both now and into the future.
"St Philip’s Christian College Snowy Mountains is a wonderful learning community. Although small (approximately 50 students and 13 staff), the school enjoys a reputation for excellent care and Christian education, over almost three decades." Snowy Mountains Christian School has a lovely, large site, and has had a maximum student population of 121, back in the early 2000s. It is positioned for growth in future, and becoming part of the ‘St Philip’s Family’ will ensure the potential for the school to grow and thrive for many years to come. SPCEF desired to appoint the Principal, and so after much prayer and consideration, my wife Heidi and I (I was Deputy Principal at SPCC Gosford in recent years and Heidi worked at one stage at SPCC Gosford and at Wyong
Young Parents) accepted the call (and yes, we feel called by God to be here) to move to the Snowy Mountains in January. We feel so well supported there (as do the wonderful staff I lead) and we are so grateful to see all that is happening here, already! St Philip’s Christian College Snowy Mountains is a wonderful learning community. Although small (approximately 50 students and 13 staff), the school enjoys a reputation for excellent care and Christian education, over almost three decades. The College started 2026 with three main goals in mind: • To grow the reputation in the community, and to share the ‘St Philip’s story’ with Cooma (and beyond) • To apply to the NSW Education Standards Authority (NESA) to begin Stage 6 (Year 11 and then ultimately Year 12) in 2027 • To investigate the need for an Early Learning Centre (Narnia) onsite.
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"We are getting the SPCC story out to our local community and receiving encouraging feedback as we do so." Regarding Goal 1, our staff have been busy in the community, meeting with local organisations (e.g. meeting with local ministers, council, emergency services, politicians, the mayor, the Country Women’s Association, Rotary, the Lions Club, the Country University Centre, local school Principals and in many other ways), serving in various places (e.g. working with the local Salvation Army to provide student-prepared meals for families in need in the local community) and being involved in local events to represent the College (e.g. Cooma Show, the Multicultural Festival and at many competitive student events). We are getting the SPCC story out to our local community and receiving encouraging feedback as we do so.
SPCC SNOWY MOUNTAINS STAFF ENJOYING THE SNOW!
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Regarding Goal 2, we are pleased to report that NESA have given the school approval to begin Year 11 in 2027. In the past, many students finishing at the College at the end of Year 10 would need to commute to Canberra for their final two years of schooling (that’s around 3 hours each day on the bus), and so beginning Stage 6 is both a strategic move for the College, and also a wonderful blessing to College families, so their children can finish where they start! Our year 10 students are very excited about the future, knowing they can sit their Higher School Certificate at the College over the next two years.
"NESA have given the school approval to begin Year 11 in 2027. In the past, many students finishing at the College at the end of Year 10 would need to commute to Canberra for their final two years of schooling (that’s around 3 hours each day on the bus)."
"Beginning Stage 6 is both a strategic move for the College, and also a wonderful blessing to College families, so their children can finish where they start!" Our final Goal 3 around a Narnia Early Learning centre for Cooma is currently in discussion, as we seek expert consults around the best place for the centre onsite, and how and when to best initiate the development process. We believe that this will be both a wonderful blessing to the school and our families, and hopefully to Cooma Baptist Church, as we all seek to bring locals into a relationship with God.
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We have so much to be grateful for. We have been blessed with the most wonderful support from SPCEF Central Office in regard to assisting with the change from SMCS to SPCC Snowy Mountains, for assisting with ICT resources, maintenance needs, and even with uniforms for our students. We will need to add the ‘SPCC Beanie!’ to the uniform offerings (it has already snowed here once this year), and we can’t wait to introduce our students to some of their counterparts across our campuses. We would be so grateful if you would continue praying with us, that God will open doors and help us to grow the school, to share the message of Jesus with our community, and that we will continue to provide authentic Christian education here in the Snowy Mountains, for many generations to come. Blessings, Pete Muddle, College Principal.
JACKSON STEELE, FIRST ST PHILIP'S TEACHING SCHOOL TRAINEE AT SPCC SNOWY MOUNTAINS
2026 SCHOOL CAPTAINS AT SPCC SNOWY MOUNTAINS
"We would be so grateful if you would continue praying with us, that God will open doors and help us to grow the school, to share the message of Jesus with our community, and that we will continue to provide authentic Christian education here in the Snowy Mountains, for many generations to come." PAGE 11
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Josh's Surf for Soul St Philip's Christian College Newcastle alumnus Josh Levey took on an extraordinary challenge of riding 7,000 waves in one month and raising more than $110,000 for the life-changing work of Newcastle's Soul Hub.
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JOSH COMPLETING THE 7,000 WAVE CHALLENGE IN JANUARY
Throughout January, Josh paddled out day after day with an ambitious goal, to ride 5,000 waves in just 31 days. It was an undertaking that demanded extraordinary discipline, both physical and mental. Regardless of fatigue and discomfort, Josh was determined to reach his goal. Josh was raising support for Soul Hub, a Newcastlebased organisation that provides practical assistance and connection for people in our community who are experiencing homelessness and vulnerability. Soul Hub's 'convergence of help' assists guests with providing meals, access to health care services, hygeine packs, laundry, social work connections, wellbeing support, and a variety of other supports.
Josh's challenge, with these communities in mind, began in December 2025. Connecting with Soul Hub, he announced:
"I'm doing a challenge - I'm catching 5,000 waves in the month of January for Soul Hub. It is my privlege to be able to do this - what you are doing is amazing and I feel extremely grateful."
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"I'm realising the impact we can really have. I feel this overwhelming motivation. Every single thing I'm thinking and the actions that they're doing aligns with the message we are trying to show. The core is so similar - this is meant to happen." After first visiting Soul Hub in December, Josh spoke on his first emotions - "What a culture it is in there. I'm realising the impact we can really have. I feel this overwhelming motivation, not just for things, but from the soul. Every single thing I'm thinking and the actions that they're doing aligns with the message we are trying to show. The core is so similar - this is meant to happen." Using his God-given talents for good, Josh began his challenge in the new year. Five thousand waves in one month would have been a remarkable achievement in itself. Yet, halfway through January, Josh decided to commit stronger. He raised the target, committing himself to an extraordinary 7,000 waves by the end of the month (that's an average of 226 per day!). The revised goal dramatically increased the demands of an already gruelling challenge. It meant more time in the water, more physical strain, and an even greater need to persevere when his energy was depleted.
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His challenge offered a powerful story of genuine care and what it means to love one another. Love is not passive, it does't observe a need from a comfortable distance - it chooses to respond with action. Josh's core principal "love is the willingness to be inconvenienced by another" was the defining message he shared with us. "That's what we're trying to do with this challenge" Josh said, "we're trying to show people there's a way to love with a willingness to be inconvenienced. We can give without expecting something in return."
Wave after wave, Josh embodied this active compassion. There is something fitting about the ocean as the setting for his campaign. No two days on the water are ever exactly the same. Janurary held shifting conditions and unpredictability. Success required patience, courage, and a willingness to paddle out again after being knocked back.
SOUL HUB VOLUNTEERS SUPPORTING GUESTS THROUGH THEIR OPEN PANTRY SERVICES
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Josh says his challenge is nothing compared to those faced by people in our communities. As Josh entered the final 36 hours of the challenge, his month-long effort became an invitation to supporters to get behind him through sponsorship, transforming his endurance in the water into practical support for Soul Hub. The community responded with extraordinary generosity. By the end of the challenge, Josh had raised more than $110,000 for Soul Hub, an incredible result that will help the organisation continue its vital work with people experiencing hardship and vulnerability across Newcastle. For the SPCC community, Josh’s achievement is also a wonderful example of an alumnus using his gifts, determination, and influence in service of others. His story reflects a spirit of courage and compassion, the willingness to recognise a need, and then act boldly in response. The scale of the 7,000 Wave Challenge naturally captures attention, as does the remarkable amount raised. But its significance is found in the reason Josh chose to begin, the people he sought to support. Josh’s journey reminds us that we need to consider what we have in our hands, our abilities, our resources, our time or our voice, and be willing to use it for the good of someone else.
"For the SPCC community, Josh’s achievement is also a wonderful example of an alumnus using his gifts, determination and influence in service of others. His story reflects a spirit of courage and compassion, the willingness to recognise a need and then act boldly in response." One wave may appear small against the vastness of the ocean. But thousands of waves, pursued with determination and purpose, can become a powerful movement of practical love.
JOSH GRADUATING FROM ST PHILIP'S CHRISTIAN COLLEGE'S SMART TRACK, 2022
Learn more about Soul Hub PAGE 15
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A Holistic Pathway to Sporting Excellence Emerging Talented Athlete Program (ETAP) is new SPCC initiative nurturing the development of athletic potential and performance.
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Across Australia, young athletes are training harder than ever before. They are balancing representative sport, academic commitments, family life and the social pressures that come with adolescence. While sporting pathways continue to become increasingly specialised, the support surrounding young athletes has not always kept pace.
SPCC ETAP ATHLETE DEVELOPMENT MODEL
Recognising this need, St Philip's Christian College Newcastle has launched its Emerging Talented Athlete Program (ETAP), an innovative initiative designed to nurture not only athletic performance, but the whole person behind the athlete. Rather than measuring success solely by podium finishes or representative honours, ETAP is built on a simple but powerful belief: athletic potential is a gift to be stewarded wisely. The program seeks to equip students with the habits, character and support structures that will allow them to flourish both in sport and in life. The program supports students from Years 7 to 12 through three progressive stages that reflect their physical, emotional and academic development. As students move through the program, mentoring,
education and personalised support become increasingly tailored to the demands they face, ensuring each athlete is equipped to navigate the growing complexity of elite sporting pathways. What distinguishes ETAP is its holistic development model. Rather than focusing exclusively on physical training, the program identifies five interconnected foundations for long-term success: • high-performance habits • life outside sport • mindset and motivation • physical development • competitive performance This recognises that sustainable excellence is built not only in the gym or on the field, but through healthy routines, emotional resilience, academic balance and strong relationships.
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"Our goal is not simply to help students become better athletes. We want to help them become resilient, balanced and purposeful young people who are equipped to pursue excellence in every area of life. When students develop healthy habits, strong character and a growth mindset, those qualities benefit them well beyond the sporting arena."
DIRECTOR OF ACTIVE LEARNING, ANDREW PONSON, BELIEVES THIS INTEGRATED APPROACH IS WHAT MAKES THE PROGRAM DISTINCTIVE
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Students are partnered with dedicated mentors who provide coaching, wellbeing support and advocacy as they navigate demanding training schedules alongside their education. The program also connects students with specialists including sports psychologists, sports dietitians, strength and conditioning coaches and physiotherapists, ensuring they receive evidenceinformed guidance that complements their existing sporting environments.
FIONA MCCARTY (MIND AND BODY BALANCE) DELIVERING A SPECIALIST WORKSHOP TO ETAP ATHLETES
This philosophy was brought to life recently when ETAP students participated in the program's first specialist workshop with renowned sports psychologist Fiona McCarthy from Mind and Body Balance. Working with students from Years 7 to 12, McCarthy explored the oftenoverlooked mental side of athletic performance, equipping students with practical strategies they could immediately apply during both training and competition.
Among the key messages was the importance of focusing on controllable factors such as preparation, effort and decision-making rather than outcomes alone. Students were encouraged to develop positive selftalk, embrace setbacks as opportunities for growth and recognise that mental fitness requires the same deliberate practice as physical fitness.
"Students were encouraged to develop positive self-talk, embrace setbacks as opportunities for growth and recognise that mental fitness requires the same deliberate practice as physical fitness." Importantly, the workshop also recognised the vital role families play in supporting young athletes. Parents were encouraged to ask processfocused questions after competition, reinforce effort rather than results, establish healthy routines and model calm, balanced responses regardless of sporting outcomes. These conversations reflect a growing understanding across elite sport that longterm athlete development extends well beyond technical skill. Mental wellbeing, recovery, relationships and identity all contribute to sustained performance and lifelong participation.
"Long-term athlete development extends well beyond technical skill. Mental wellbeing, recovery, relationships and identity all contribute to sustained performance and lifelong participation." This approach closely aligns with the College's broader educational philosophy of preparing young people "for the whole of life." By intentionally investing in both personal growth and athletic development, ETAP is helping students pursue their sporting aspirations while building the character, resilience and habits that will serve them wherever life takes them. As Australian education continues to explore more personalised approaches to learning and student wellbeing, programs such as ETAP demonstrate what is possible when schools view excellence as something broader than achievement alone. They remind us that the greatest success is not simply producing outstanding athletes, but developing young people who are equipped to lead, serve and thrive in every season of life.
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Faith in Action: Phenix's Record-Breaking Surf of Kindness Phenix Ashby-Shaw, Year 2 student at St Philip's Christian College Port Stephens has become the youngest person ever to surf non-stop from sunrise to sunset – all to raise money for his coach.
At 7 years old, most students are working out how to ride their first wave. But for Phenix Ashby-Shaw, excellence comes only a year after first picking up a surfboard with the 12-hour wave challenge. Phenix’s sunrise to sunset surf raised an incredible $14,000, not for himself, but for Port Stephen’s alumni and coach Eden, to help fund his journey to compete at the World Championships.
With a giving heart, Phenix started his fundraising through Return and Earn collections, a small gift to chip in for someone he admired. But then, Phenix strived for a bigger challenge to surf a full day, doing what he loves as taught by Eden himself.
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"I think Eden Hassen will be world champion one day... He's taken me out for a year, he improves how I'm doing." The event that followed was a true community effort. Despite less-thanideal weather, crowds of supporters and fellow students gathered on Birubi Beach on the 4th of April to cheer him on. Phenix’s community found local businesses to join as sponsors, local surfers to join him on the waves, including coach Eden, and some of our own teachers and students paddling alongside him. The long day showed a joyful picture of a school community rallying around someone striving to excel in what they do best.
PHENIX ASHBY SHAW WITH COACH EDEN HASSEN
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With a passion for the ocean, Phenix didn’t chase his own titles or keep his gifts to himself. Instead, he asked, “how can I share this joy?” and “who could this help?”. This desire to serve his neighbour is truly inspiring, treating his talents as a calling to “use whatever gift you have received to serve others” (1 Peter 4:10). The value of our gifts is not their ability to be seen, or even make the largest impact, but to point it in the direction of goodness.
"Each of you should use whatever gift you have received to serve others, as faithful stewards of God’s grace in its various forms."
Phenix’s long day didn’t happen without a village of faithful supports behind the scenes. A support boat, jet skis, and shark patrol kept close. Wellbeing check-ins took place every hour to make sure Phenix was coping well. The entire operation was managed by family friend and SPCC Port Stephens parent Chontelle Grecian, whose planning and coordination made the day possible.
Phenix surfs every morning before school, since first picking up the hobby only one year ago. Those who know him will say he is unassuming and not one to often seek attention. But by “working for the Lord” (Colossians 3:23), Phenix’s generosity has earned him international attention, with shout-outs in state parliament, and encouragement from American surfer Kelly Slater. We congratulate Phenix on his world record win, but more importantly – his faithful heart and blessing to a friend in need. COLOSSIANS 3:23
1 PETER 4:10
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"Whatever you do, work at it with all your heart, as working for the Lord, not for human masters."
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COLLEGES
St Philip’s Christian College Embark on a pioneering educational voyage The St Philip's group of colleges consists of a growing number of co-educational Kindergarten to Year 12 colleges located across Newcastle, Hunter Valley, Port Stephens, and the Central Coast. While each college has its unique characteristics, they share a consistent learning journey for every student.
Explore our College Locations
Newcastle
Gosford
Cessnock
Port Stephens
Snowy Mountains
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Introducing: Early and Extended Education St Philip’s Christian Education announced the establishment of our new division – Early and Extended Education – in 2026. This exciting new development brings together Saints Academy’s After-School and Vacation Programs, and Narnia Early Learning under one unified structure. Previously operating within our Tailored Education Division, Saints Academy has transitioned their operations to our new Early and Extended Education
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division. This change reflects natural progressions within our leadership teams and our alignment of values in developing pioneering education programs that prioritise discover and wonder. Both Saints Academy and Narnia Early Learning rely on a “green time over screen time” approach that encourages fun, play-based learning that truly develops the whole child: intellectually, physically, socially, emotionally, and spiritually.
In the creation of Early and Extended Education, our services will work closer together, share expertise, and deliver a more cohesive experience for our learning communities. Families will benefit from a more integrated approach with very little change to daily operations, and our staff will benefit from greater collaboration within our teams.
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ST PHILIP'S CHRISTIAN EDUCATION LEARNING COMMUNITIES
Head of Saints Academy, Paul Wellham, embarked on the establishment of Saints Academy in 2023, and has been faithfully leading this exciting new project into this new chapter. After almost 20 years as a staff member of St Philip’s Christian College, Paul’s passion for creating a learning environment that is Christ-first, unhurried, and outdoor-focussed has been brought over for the Saints Academy foundation. The program’s structure focusses on learning “possibilities” in the hours after school, which led to the development of structured daily elective-style offerings. This importantly allows for student choice each day, whilst catering for the wide range of God-given gifts, abilities, and strengths inherent within each child.
The four Learning Cores programs are developed within include: • Active Core (Sport, physical education & motor-skill development program) • Adventure Core (Nature play & outdoor exploration program) • Creative Core (Visual arts mixed-medium program) • Discovery Core (STEMinspired program, including LEGO learning) Our Learning Cores are designed to maximise student potential and develop a foundation for future success within each child, for the whole of their life.
"We are now much stronger, collaboratively contributing to the wider division and bringing a broader range of staff strengths, skills, and experiences to the table. We lean on each other and share our resources more than we ever have. This change has created an authentic sense of “one body, many parts”. I am very excited about the future of the Early and Extended Education division. Watch this space!" PAUL WELLHAM, HEAD OF SAINTS ACADEMY
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Similarly, Narnia Early Learning’s programs inspire children to be creative problem solvers – ones that inquire, explore, experiment, and be curious. The Narnia Key Learning Areas of Language and Literacy, Creative and Expressive Arts, Mathematics, Science, and Social and Emotional Development build the well-rounded students we see stepping forth into K-12 schooling and beyond. Nicole Denzin, Executive Director of Narnia Early Learning, brings passion for Christian education in building beautiful, homely, outdoor learning environments that nurture a child’s development.
"At the heart of both entities is a shared belief that every child deserves to be known and loved, and that learning happens best through genuine relationships and hands-on discovery. Coming together as EEE gives this shared pedagogy structure. What excites me most is the breadth of strengths our leadership teams now bring to the table, and how naturally our expertise and resources flow between us. For our Narnia staff and families, nothing about what makes us "us" is changing, we are just gaining a wider community of support and expertise around us." NICOLE DENZIN, EXECUTIVE DIRECTOR OF NARNIA EARLY LEARNING
We are also grateful to welcome Lea Rule as interim Executive Principal of our Early and Extended Division. Lea has previously served as Head of Junior School at Waratah and played a pivotal role in the early establishments of both Narnia Early Learning and Saints Academy. In the creation of Saints Academy, “Our key questions was how do we create something that children get to go to, not have to go to? – how do we help children feel like they’re winning after school? That is what we’ve created" Lea spoke to our community at Staff Conference 2026. Early Education lays the foundations for a child’s whole life. And a partnership with Saints Academy means that students can continue to grow, belong, and flourish in a long-lasting commitment
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to quality education beyond academic results. Wonder, curiosity, and play - they're not distractions from learning, they're how young people learn. This is the philosophy of Early and Extended Education. A commitment that looks to children before they even walk through a Kindergarten gate, where their identity is already forming, their language is developing, their emotional wellbeing is being shaped – this is the time that requires our attention and care. We welcome your prayers for our future families that we can impact through this exciting change. We are incredibly excited to see how God uses our teams across Early and Extended Education to ensure the strength of services as our learning communities grow.
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"We recognised an opportunity to create stronger strategic alignment, shared leadership and greater collaboration across Early and Extended Education. My priority is to build a connected and futurefocused division where children flourish, educators are equipped, and every service reflects the mission of St Philip's Christian Education." LEA RULE, INTERIM EXECUTIVE PRINCIPAL, EARLY AND EXTENDED EDUCATION
THE EARLY AND EXTENDED EDUCATION TEAM; PAUL WELLHAM, LEA RULE, AND NICOLE DENZIN
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EARLY AND EXTENDED EDUCATION
Narnia Early Learning Leaders in Christian Early Education & Care Narnia Christian Preschool and Early Childhood Centres are the dedicated early childhood facilities of St Philip’s Christian Education. These centres cater to children from 0 to 5 years old and are located adjacent to the Kinder to Year 12 colleges. Our philosophy is to create an environment where endless fun, infectious laughter, rich interactions, genuine love, a sense of the big world, flourishing creativity, and a real
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Explore Our Narnia Locations
Waratah
Gosford
Port Stephens
Cessnock
Young Parents Waratah
Young Parents Wyong PAGE 31
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EARLY AND EXTENDED EDUCATION
Saints Academy Reimagining before & after school and vacation programs Meeting the high standards and excellence provided across St Philip’s Christian Education, we have created a program that children long to be a part of and look forward to attending each day. Saints Academy provides opportunities for further learning and spiritual discipleship in a safe environment with qualified Christian staff. Our programs focus on providing a space for children to engage in the natural environment through active outdoor education and nature play providing a balance between screen time and green time. This time in the outdoors helps boost children’s
Discover our outstanding programs
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Jessica Cowin: Head of Campus, Young Parents College Waratah With a background in psychology, counselling, and education, Jessica Cowin has a strong understanding of how trauma, instability, and unmet needs can impact access to education. Where traditional systems can fail to fill gaps in education, SPCC Young Parents aims to live out our faith through compassion, so that every young person is encouraged to flourish.
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What inspired you to teach at Young Parents College? I was drawn to Young Parents College because of my belief that education should be accessible for all, especially those who have been overlooked by traditional systems. More than that, I was inspired by the opportunity to walk alongside incredible young people who show extraordinary courage and resilience in becoming parents while committing to their education. Supporting them as they work toward a hopeful future deeply aligns with my calling and values. Young Parents College feels like a place where faith is lived out through compassion, grace, and high expectations. What’s one thing that surprised you when you first started? I was surprised by the depth and complexity of hardship many of our young people have experienced, and the significant barriers they have had to overcome simply to access education. Listening to their stories is a constant reminder of how much strength it takes to keep showing up. I was also deeply moved by their perseverance and willingness to trust again. Despite what they carry, our students bring honesty and humour into the space.
What are some of the most challenging aspects of teaching young parents? One of the biggest challenges is supporting students who arrive with significant educational gaps due to disrupted schooling. Addressing this requires highly individualised learning, flexibility, and encouragement that recognises progress in all its forms. Attendance is another challenge, often impacted by parenting responsibilities, health issues, housing instability, and life circumstances that can change quickly. These challenges are the reality of young people carrying adult responsibilities very early in life. We overcome these challenges by building a village of support around each young person. This includes partnering with external support services around mental health, housing, and parenting; working with local churches and community organisations who want to provide practical help and encouragement; involving trusted family and friends; and offering consistent support from staff. Our belief is that no one is meant to walk alone. When students feel surrounded in support and valued, they are more able to flourish.
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"Graduation is always a deeply moving moment. Watching a young parent walk across the stage (often with their child cheering them on) is a beautiful reminder of hope, perseverance, and the power of community."
YOUNG PARENT STUDENT GRADUATING YEAR 12 ALONGSIDE HER DAUGHTER, GRADUATING NARNIA EARLY LEARNING
What’s your proudest moment working at Young Parents College? My proudest moments are often the gentle shifts in confidence, mindset, or self‑belief that represent enormous courage and determination. It's incredibly powerful when a student begins to see themselves differently. I’m especially proud when young people start to speak kindly about themselves and name strengths that others have seen in them all along. That growth in confidence and identity displays real transformation. And of course, graduation is always a deeply moving moment. Watching a young parent walk across the stage (often with their child cheering them on) is a beautiful reminder of hope, perseverance, and the power of community. What’s something you’ve learned from students? Our students have taught me that resilience is often unseen. It looks like showing up on difficult days, choosing to try again, and continuing forward even when the road feels overwhelming.
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"Supporting young people in both their education and parenting journeys is incredibly meaningful. It feels like a privilege to play a small part in what God is doing in their lives." What do you enjoy most about your role? One of the greatest joys of my role is working alongside a team who share a deep sense of purpose and care for our students. There is a strong sense of unity and shared mission among staff. They’ve also reminded me of the importance of creating spaces grounded in safety, trust, and unconditional positive regard. I’ve learned humility from them - they remind me daily that growth happens when someone feels genuinely seen, known, and valued. How do you build trust and strong relationships with students who may have had tough school experiences in the past? Trust begins with consistency, honesty, and follow‑through. Many of our students have experienced broken trust in learning environments, so it’s essential to show up predictably and authentically. A strengths‑based approach is key - calling out what is good and hopeful in each young person. Trust grows when students realise they are seen not for their past mistakes, but for who they are and are becoming.
I also love witnessing the growth of our students - seeing confidence develop, goals take shape, and identity strengthen. Supporting young people in both their education and parenting journeys is incredibly meaningful. It feels like a privilege to play a small part in what God is doing in their lives. How do you measure student success? Success is individualised. While academic outcomes matter, we also celebrate progress in confidence, independence, attendance, parenting skills, and help‑seeking.
What do you wish more people understood about working with young parents? I wish more people understood the incredible bravery young parents show in choosing education while raising children. Despite stigma, they continue to make self‑sacrificing choices to create better opportunities for their families. Their commitment to building a different future - not just for themselves, but for their children - is inspiring. They deserve recognition, respect, and support.
"I wish more people understood the incredible bravery young parents show in choosing education while raising children."
We take a whole‑person approach, recognising that every step toward stability, hope, and self‑belief is significant.
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TAILORED EDUCATION
Young Parents College A tailored approach to education for young parents and their children At Young Parents College it is our aim to ensure that young parents and their children are provided with the best opportunities for success for the Whole of Their Life. We offer a dual generational approach to supporting our young parents and their children. As the young parent studies in their classroom, the children are also learning and developing skills in a stimulating and nurturing environment in the Early Learning Centre.
Discover Young Parents College
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DR GRAEME CROSS, SCEA VISIT TO ST PHILIP'S CHRISTIAN EDUCATION
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A Partnership Shaped by Providence A new partnership with SCEA is strengthening the Teaching School model in Western Australia, with a shared vision to raise up the next generation of Christian educators.
We have been blessed with a wonderful start to 2026 at the St Philip’s Teaching School, and already I am seeing the outworking of our theme, Providence, in ways that bring both encouragement and gratitude for God’s faithfulness. There are seasons when God’s leading becomes especially clear, when vision aligns, relationships deepen, and doors open at just the right time. Our partnership with the CHARIS Teacher Training School (SCEA) in Western Australia is a clear expression of that reality.
This partnership marks an exciting new chapter, as SCEA prepares to launch the CHARIS Teacher Training School in 2027, based on the St Philip’s Teaching School model established in 2018. This triangulated model of Christian teacher formation brings together a Christian tertiary provider, immersive school-based experience, and the Teaching School as a third space within a trainee’s journey. To see this approach embraced and contextualised across SCEA schools is deeply encouraging.
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"There are seasons when God’s leading becomes especially clear, when vision aligns, relationships deepen, and doors open at just the right time." At the heart of this initiative is a shared vision to raise up a new generation of Christian educators who are equipped to teach, confident, and grounded in biblical truth. Through CHARIS, trainee teachers will be embedded within Christian school communities, supported by trained mentors and immersed in the life of the school as they learn what it means to teach like a Christian. This integration of theory and practice creates a powerful formation experience preparing graduates for a life of meaningful Gospelcentred impact.
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At the St Philip’s Teaching School, our commitment is to continue supporting the growth of Teaching Schools across Australia, establishing a sustainable pipeline of Christian educators to serve schools and communities, and enabling schools to become Teaching Schools. In Western Australia, this vision has already been taking shape through The King’s Christian College, which established a partnership with the St Philip’s Teaching School over two years ago.
Under the leadership of Teaching School Coordinator Teresa Cheney, this work has been faithfully led, laying important foundations for the growth and expansion of the Teaching School model in Perth. We are grateful for this ongoing contribution, which reflects commitment and a shared sense of purpose in strengthening Christian teacher formation. In a time of increasing need, our partnership with CHARIS represents this vision in action across Western Australia, grounded in collaboration and a shared calling to Christian education. We were delighted to host Melissa Meloni, Head of the CHARIS Teacher Training School, and her team earlier this year, spending time together exploring the vision and practical outworking of the model. More recently, it was a joy to welcome SCEA CEO Dr Graeme Cross and a team of senior leaders as they continue their preparation for the 2027 launch. These visits have been significant not only for planning and alignment, but also for strengthening the partnership. SAMANTHA VAN DE MORTEL, EXECUTIVE PRINCIPAL AT ST PHILIP'S TERTIARY EDUCATION, WITH RAQUEL PORTIER (TRAINEE), AND TERESA CHENEY (COORDINATOR) AT THE KING'S COLLEGE, WA
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GILES CREELMAN, AMIT KHAIRA, MELISSA MELONI, SCEA
There is a strong sense of shared purpose underpinning this work. As Christian school communities work together with mutual trust, we are not simply implementing a program; we are building something that has the potential to shape the future of Christian education in a meaningful and lasting way. At the St Philip’s Teaching School, we are grateful to contribute to the ongoing development of the Teaching School model, entrusted by God to Christian education, and to experience a strong sense of shared purpose and partnership marked by a spirit of generosity and unity.
This partnership reflects a broader truth; the call to develop and support Christian educators is a collective endeavour. By working together, we are stronger and better positioned to respond with clarity and effectiveness. Partnerships ensure schools are resourced with teachers who faithfully integrate faith and learning while maintaining excellence in their practice.
As I reflect on this season, I am reminded of God’s faithfulness. The alignment of vision, the strengthening of relationships, and the timing of each step speak to His provision. While much preparation remains ahead of 2027, there is a deep confidence in what lies ahead. It is a privilege to walk this journey with the CHARIS Teacher Training School. Together, building on the faithful work already taking place across Western Australia, we look forward to seeing this vision take shape and to the many lives, classrooms, and communities that will be impacted for Jesus in the years ahead.
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TERTIARY EDUCATION
St Philip’s Teaching School Begin your journey today and launch into a uniquely different tertiary experience. At St Philip's Teaching School, you Become From Day One as you pursue your God-given calling into Christian Education. Be immersed in the classroom from Day One of your degree as you journey alongside your peers and your mentor in this boutique learning environment with national placement opportunities.
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Reorienting Ourselves to God’s Story: Reflections on the 2026 MidYear Conference
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"This year's theme of spiritual formation arose from a conviction that Christian organisations must attend not only to what they accomplish, but also to the kind of people they are becoming." One of the privileges of working at St Philip’s Christian College is serving beside people whose faithfulness is expressed through ordinary things: careful preparation, generous service, thoughtful leadership, and work done quietly for the good of others. The 2026 Mid-Year Conference brought these qualities into view. More than another event in the calendar, our annual conference is a reminder of who we are and of the story to which we belong. The conference reflected the values that shape our community. Christ was kept at the centre. Staff served one another willingly. Excellence was pursued not for recognition, but as an offering. Community was strengthened through worship, conversation, shared learning, and the grace of being together.
This year's theme of spiritual formation arose from a conviction that Christian organisations must attend not only to what they accomplish, but also to the kind of people they are becoming. We may become efficient without becoming wise, busy without becoming fruitful, or successful without becoming more like Christ. Spiritual formation concerns this deeper work. It is the gradual shaping of the whole person into the likeness of Jesus. It reaches beneath behaviour into our habits, desires, imaginations and loves. It asks not only, “What should I do?” but also, “Who am I becoming as I do it?” The first day began with CEO of St Philip's Christian Education Graeme Irwin’s reflection on the masterpiece of Providence and our identity in Christ. His words provided the theological frame for all that followed. Our lives and work do not rest finally upon our own effort, insight or control, but within the faithful purposes of God. Before we are defined by our roles, achievements or responsibilities, we are people whose lives are held in Christ.
Deputy CEO of St Philip's Christian Education Graeme Evans then reflected on the lessons and wisdom gained across more than forty years of service as he prepares to retire. His contribution carried the weight of experience. It reminded us that vocation is formed slowly, through faithfulness practised over time, through successes and disappointments, change and perseverance. Wisdom is rarely acquired quickly. It is usually received through a life that has learned to pay attention.
DEPUTY CEO GRAEME EVANS REFLECTS ON OVER 40 YEARS OF SERVICES AT ST PHILIP'S CHRISTIAN EDUCATION
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"Before we are defined by our roles, achievements or responsibilities, we are people whose lives are held in Christ."
It was fitting that Mark’s presentation was followed by an interactive Bible story, which invited us to enter that larger narrative together. With several fiddly bags of grapes, charcoal and craisins, along with stickers, chocolates and a generous measure of patience, staff were immersed in the biblical story for nearly an hour. People followed along graciously, even when the materials required some careful handling.
Mark Ryan from Compass then reminded us that we are always being shaped by stories. Our culture offers many accounts of the good life: comfort, achievement, recognition, personal freedom, or the endless reinvention of ourselves. These stories are powerful because they rarely announce themselves as stories. They become the air we breathe. The Christian life begins, in part, when we learn to breathe different air.
MARK RYAN (COMPASS) PRESENTING ON THE "STORIES" OF OUR CULTURE
Mark invited us to consider how our culture defines happiness, freedom and human flourishing, and whether these definitions can bear the weight placed upon them. His challenge
was not to withdraw from the world, but to become so deeply rooted in God’s story that we can recognise both what is good within our culture and what is false.
The feedback afterwards was striking. Many staff expressed gratitude for the opportunity to slow down and enter God's story together. The experience reminded us that Scripture is not simply information to be mastered. It is the world in which Christians learn to live. Scripture gives us the true account of reality. It tells the story of creation, fall, redemption and renewal. The world is made by God and filled with meaning. Sin has distorted human life and creation. In Jesus Christ, God has acted to reconcile and restore. History is moving not towards abandonment, but towards the renewal of all things.
ST PHILIP'S CHRISTIAN EDUCATION STAFF COMMUNITY JOINING IN WORSHIP AT STAFF CONFERENCE 2026
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Time spent with PAOS staff further strengthened the sense that the mission of Christian education belongs to the whole community, not only to those working in classrooms. Formation occurs through administration, support, leadership, systems, hospitality and countless daily interactions. JEFF NAGLE (COMPASS) AND ST PHILIP'S MATTHEW STACKHOUSE IN PRAYER BEFORE PRESENTING ON CHANGE
The second day turned towards transition, shared vocation, and community. Jeff Nagle addressed the reality of change, something familiar to individuals and organisations alike. Change unsettles us because it reveals how much security we place in familiar roles, routines and expectations. Yet transition is often one of the great classrooms of spiritual formation. Jeff reminded us that God teaches through the “curriculum of life”. Endings, uncertainties, and new beginnings are not interruptions to discipleship. They are often the places where discipleship becomes real. Through them, the Spirit deepens our trust and loosens our grip on the illusion that we are in control.
"Endings, uncertainties, and new beginnings are not interruptions to discipleship... Through them, the Spirit deepens our trust and loosens our grip on the illusion that we are in control."
"Christian education belongs to the whole community, not only to those working in classrooms. Formation occurs through administration, support, leadership, systems, hospitality and countless daily interactions. The conference concluded with communion, and it was difficult to imagine a more fitting ending. After two days concerned with formation, identity, vocation and change, communion returned us to the centre. Before we are teachers, leaders, administrators, or support staff, we are people gathered by Christ, nourished by his grace and made one in him. The 2026 Mid-Year Conference reminded us that spiritual formation is the crucial lifelong work of becoming people who live more fully within God’s story. Our calling is not merely to keep a Christian organisation running, but to become a community whose life together makes the reality of Christ more visible. For that calling, for those who share it, and for the God who remains faithfully at work among us, I remain immeasurably thankful.
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Introducing LEAD Women LEAD Women is a wrap-around initiative designed to support the growth, advancement, and flourishing of women in leadership across St Philip’s Christian Education (SPCE). It represents a deliberate and prayerful response to a recognised need within Christian school communities, grounded in the conviction that God calls and equips women for leadership within a context where the need for wise, diverse leadership is growing, yet women remain underrepresented in positions of influence. (Bronkema, 2020; Hill, 2020)
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WHY LEAD WOMEN IS IMPORTANT Within Christian education, women can face distinct challenges, including underrepresentation in senior leadership (Magneti, 2025; Swaner et al., 2019), unseen emotional labour (Saxton, 2020; Weiner & Higgins, 2023), tensions between leadership, family, and ministry (Bluhdorn, 2025), and limited visibility of leadership pathways (George & Tolan, 2022; Weiner & Higgins, 2023). While these dynamics are not always explicit, they can shape both opportunity and experience over time.
LEAD Women strengthens SPCE by fostering a missionaligned leadership culture. It equips women and engages the whole communitwy, complementing existing LEAD pathways by deepening and extending the impact of Step-up, Accelerate, and Pinnacle.
ELIZABETH HUTCHISON LEADING THE 2026 LEAD WORKING COMMITTEE
LEAD Women provides a Christ-centred and strategic response. It equips women with the skills, networks, and spiritual grounding to grow in leadership, while also strengthening organisational culture through intentional inclusion, informed practice, and ongoing reflection. In doing so, it supports SPCE to sustainably develop, retain, and celebrate women in leadership, recognising our responsibility to faithfully steward the gifts entrusted to our community.
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LEAD WOMEN COMPONENTS
A CONNECTED FRAMEWORK FOR GROWTH This work is expressed through a connected framework for growth, supporting awareness, development, and advocacy across SPCE (Figure 1):
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• Lightning Insight uncovers the realities of leadership within our context through rigorous, mission-aligned research. By illuminating patterns of representation, perception, and experience, it equips SPCE with insight to inform wise and just decision-making.
• Advocating Leaders equips leaders across the organisation to champion equitable practice. Through education, system review, and strategic support, it fosters cultures where women are seen, supported, and able to grow.
• Elevate HER nurtures the spiritual, professional, and relational growth of women in and aspiring leadership. Through mentoring, dialogue, and purposeful development, it supports women rising in leadership to discern their calling with clarity, grow in confidence and capability, and step forward with courage and Christ-centred conviction.
• Discerning Allies invites the broader community into thoughtful and active partnership, cultivating shared responsibility for fostering inclusive, Gospel-shaped leadership. Together, these elements create a connected approach to recognising, developing and sustaining leadership within SPCE.
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THE LEAD WOMEN WORKING COMMITTEE The 2026 LEAD Women Working Committee supports the development, refinement, and implementation of this initiative across SPCE. Drawing together representatives from a range of contexts, the group works collaboratively to ensure that LEAD Women is meaningful, evidence-informed, and aligned with our mission. Their shared leadership reflects the very culture the initiative seeks to foster, one of connection, collaboration, and purposeful influence.
ELEVATE HER LAUNCH The Elevate HER Launch invites women, those currently leading, aspiring to lead, or discerning what leadership may look like, to gather in a space of connection, reflection, and shared vision. Participants will engage with meaningful insights, purposeful activities and collaborative conversations that will shape the future of Elevate HER. Through interaction, input, and connection, the event offers a glimpse into a growing community where every woman is invited to belong, be heard, and take her next step in leadership. As we gather, we do so with a shared attentiveness to where God is already at work among us, trusting His guidance as we seek to grow and respond together. Will you join us?
ELEVATE HER LAUNCH, 2026
REFERENCES Bluhdorn, N. (2026, December 1). Mothers Who Lead. Australian Association for Research in Education Conference. Australian Association for Research in Education, Newcastle. Bronkema, R. S. (2020, November 12). Enlarging the pool: Critical influences on women’s attainment of the head of school position. Women Leaders for Christian Education. https://wlce. org/2020/11/12/enlarging-the-pool/ George, R., & Tolan, M. (2022). She leads: The women’s guide to a career in educational leadership. Dave Burgess Consulting. Higgins, M. C., & Weiner, J. (2023). Education Lead(her)ship. Harvard Education Press. Hill, G. J. (2020). Holding up half the sky: A biblical case for women leading and teaching in the church. Cascade Books. Magneti. (2025). 2024-2025 Tuition and Salary Survey Member Report. Magneti. Saxton, J. (2020). Ready to rise: Own your voice, gather your community, step into your influence. Waterbrook, an Imprint of Random House, a Division of Penguin Random House LLC. Swaner, L. E., Marshall, C. A., & Tesar, S. A. (2019). Flourishing Schools: Research on Christian School Culture and Community (Association of Christian Schools International, Issue. https://blog.acsi.org/flourishingchristian-schools-insight-research
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Self-Awareness and its Impact on Leadership At the heart of impactful leadership lies a deceptively simple yet profoundly transformative trait: self-awareness. Defined as the ability to understand one’s emotions, motivations, values, and impact on others, self-awareness is a soft skill that defines foundational leadership competency. PAGE 54
EPHESIANS 2:10 (TPT)
In a time of increasing change and complexity, authentic and effective leadership is more critical than ever. As a leader one of the most important things you can do is to lead yourself. This begins, first with understanding who God has made you to be. Ephesians 2:10 (TPT) says ‘We have become his poetry, a recreated people that will fulfill the destiny he has given each of us, for we are joined to Jesus, the Anointed One.’ The second part of this verse is the key – we must stay connected to Jesus and allow him to work through us and do the deep work that needs to be done in all of us to become all he has called us to be.
"We have become his poetry, a recreated people that will fulfill the destiny he has given each of us, for we are joined to Jesus, the Anointed One.”
This article explores the role of self-awareness in leadership effectiveness, drawing on research and insights from key leadership texts, including The Emotionally Healthy Leader by Peter Scazzero and The Ideal Team Player by Patrick Lencioni. It also incorporates findings from recent studies that examine the measurable impact of self-awareness on leadership behaviour and organisational outcomes.
Self-awareness is a cornerstone of emotional intelligence (EQ), which Daniel Goleman (1995) describes as the capacity to recognize and manage one's own emotions and those of others. In The Emotionally Healthy Leader, Scazzero argues that leaders who lack self-awareness often operate out of unresolved emotional patterns, leading to burnout, relational dysfunction, and organizational toxicity. He emphasizes that “you cannot give what you do not possess,” highlighting the necessity for leaders to engage in deep inner work. Similarly, Lencioni’s The Ideal Team Player identifies humility, hunger, and people smarts as essential virtues. Of these, “people smarts” is closely tied to self-awareness—it involves understanding interpersonal dynamics and one’s own role within them. Leaders who lack this awareness may misread situations, overestimate their contributions, or fail to recognize how their behaviour affects team morale. As Jesus demonstrated during his earthly ministry the role of a leader is to serve.
ROMANS 12:10 (NIV)
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"Be devoted to one another in love. Honour one another above yourselves."
Through increased selfawareness and an increasing reliance on the work of the Holy Spirit Christian leaders take on the role of ‘Lead Servant’ as opposed to ‘Servant Leader’. This shift in perspective places those that you lead as the focus, through seeing yourself as a servant that leads rather than a leader who serves. Romans 12:10 (NIV) sums this up: ‘Be devoted to one another in love. Honour one another above yourselves.’
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2. THE EVOLUTION OF SELFAWARENESS MEASUREMENT Ashley and Reiter-Palmon (2012) developed a leadership-specific selfawareness scale, identifying five key dimensions: • Self-Critical Thinking
1. SELF-AWARENESS AS A PREDICTOR OF TRANSFORMATIONAL LEADERSHIP A study by Titrek and Çelik (2010) in Turkey examined the relationship between self-awareness and transformational leadership among 400 school leaders. Using validated scales, the researchers found a positive link between selfawareness competence and transformational leadership behaviours. Some of these include positive influence, increased motivation and individualised consideration. These findings stress that self-aware leaders are more likely to inspire, intellectually engage, and individually support their teams. Each of these are key indicators to transformational leadership.
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• Self-Reflection • Feedback Seeking • Performance Indifference Their research demonstrated that self-awareness is not a monolithic trait, but a multifaceted construct involving both cognitive and emotional processes. Importantly, their studies found that higher selfawareness scores correlated with better performance in group leadership tasks, particularly in settings requiring collaboration and adaptability. Each of these are highly important in a school setting, where leaders operate in teams to lead people and the organisation forward. This aligns with Scazzero’s assertion that emotionally healthy leaders are those who can reflect on their inner world, seek feedback, and align their actions with their values. None of this is possible without recognising that our first priority is to know Him and allow Him to have Lordship over all areas of our lives (Colossians 1:18 NLT).
COLOSSIANS 1:18(NLT)
Self-Awareness and Leadership Outcomes
• Insight
"Christ is also the head of the church, which is his body. He is the beginning, supreme over all who rise from the dead. So he is first in everything."
"Emotionally healthy leaders are those who can reflect on their inner world, seek feedback, and align their actions with their values. None of this is possible without recognising that our first priority is to know Him and allow Him to have Lordship over all areas of our lives." Self-awareness also has an impact on leadership behaviour. Hartung (2020) found: • Strong links between selfawareness and leadership effectiveness, particularly in areas such as goal clarification, relationship transparency, and motivational support. Leaders with high selfawareness were more likely to foster employee motivation, satisfaction, and productivity. • Self-awareness was linked to better conflict management, ethical decision-making, and alignment with organizational values. These results further support the notion that self-awareness is not just beneficial - it is essential for sustainable and transformational leadership.
Developing Self-Awareness
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So, if the evidence is clear on how self-aware leaders can improve the effectiveness of the teams they lead, and in turn have a positive impact on the organisation in which they are a part of, then what are the practical steps leaders can take to develop self-awareness? Unfortunately, this is not a one off, tick the box and move on task, rather developing self-awareness is a lifelong journey. Here are some evidence-based strategies for leaders seeking to grow in this area: 1. REFLECTIVE PRACTICES Regular self-reflection, journaling, and mindfulness practices help leaders tune into their emotions, motivations, and behaviours. Scazzero advocates for the “Daily Office” - a rhythm of silence, scripture, and prayer - as a means of cultivating inner awareness. ‘Bearing fruit requires slowing down enough to give God direct access to every aspect of our life and leadership.’ (The Emotional Healthy Leader, pg118).
2. SEEKING FEEDBACK Ashley and Reiter-Palmon emphasize the importance of feedback-seeking behaviour. Leaders should actively solicit input from peers, those they lead, and mentors to uncover blind spots (shadows) and validate selfperceptions. Feedback by trusted colleagues, taken on board out of a heart desire to grow and become more of who God desired you to be is effective in helping you more effectively lead.
3. EMOTIONAL REGULATION Self-aware leaders are better equipped to manage their emotions under pressure. Goleman (1998) notes that emotional self-regulation fosters trust, resilience, and adaptability - key traits for navigating change. This could not be more important in the current climate of Christian schooling. It is the very thing we ask and support our students to do in the classroom, and it is just as important, if not more so, for those who lead others.
"Self-aware leaders are more effective, ethical, and emotionally intelligent. They build trust, inspire teams, and navigate complexity with clarity and compassion."
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4. COACHING AND MENTORSHIP Engaging with a coach or mentor can accelerate self-awareness by providing structured reflection, accountability, and perspective. Leadership can be quite isolating, therefore it is vital for leaders to surround themselves with godly mentors, both inside and outside the organisation in which you work. In conclusion, self-awareness is not a luxury - it is a leadership imperative. The research is clear: self-aware leaders are more effective, ethical, and emotionally intelligent. They build trust, inspire teams, and navigate complexity with clarity and compassion.
"By cultivating self-awareness, leaders can uncover the hidden forces shaping their behaviour and lead with greater integrity, empathy, and impact. The mission and mandate of Christian schooling is too important for leaders to neglect this."
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As Peter Scazzero writes, “The iceberg that sinks the ship is always the one you don’t see.” By cultivating self-awareness, leaders can uncover the hidden forces shaping their behaviour and lead with greater integrity, empathy, and impact. The mission and mandate of Christian schooling is too important for leaders to neglect this.
REFERENCES Ashley, G. C., and Reiter-Palmon, R. “Self-Awareness and the Evolution of Leaders: The Need for a Better Measure of Self-Awareness.” Institute of Behavioral and Applied Management, 2012 Hartung, Paul. “The Impact of SelfAwareness on Leadership Behavior.” Journal of Applied Leadership and Management, vol. 8, no. 1, 2020, pp. 1–21. Titrek, Osman, and Ömer Çelik. “Relations between Self-Awareness and Transformational Leadership Skills of School Managers.” Sakarya University, 2010. Scazzero, Peter. The Emotionally Healthy Leader. Zondervan, 2015. Lencioni, Patrick. The Ideal Team Player: How to Recognize and Cultivate the Three Essential Virtues. Jossey-Bass, 2016. Goleman, Daniel. Emotional Intelligence. Bantam Books, 1995. Korn Ferry Institute. A Better Return on Self-Awareness. Korn Ferry, 2013.
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This article was written as part of the St Philip's Christian Education initiative LEAD (Leadership Engagement and Development) Program. This three-level program is dedicated to training our organisation's current and prospective leaders through professional development and engagement, including research articles to share with our community.
At St Philip’s Christian Education, we believe that strong leadership creates the conditions for quality education and student flourishing. Leaders influence culture, engagement and trust, ensuring our organisation remains true to our mission, vision and values. Our LEAD programs are an intentional investment in the leadership capacity of our staff.
STEP UP ACCELERATE PINNACLE
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ST PHILIP’S CHRISTIAN EDUCATION FOUNDATION
EDITION FIVE
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