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Geraint Davies is an experienced school leader who has taught and led staff in country WA and metropolitan Perth schools since 2002.
Geraint taught in Albany, Fremantle and Kalamunda before joining the Clarkson team in 2005. After four years at Clarkson in the mid-2000s, Geraint left education in 2008 and worked as an Intelligence Analyst for the Federal Attorney General and later WA Police in the Internal Affairs Unit.
Geraint returned to education in 2010 joining the team at Clarkson as head of Middle School and later HOLA of Applied Science and Mathematics.
In 2017 Geraint joined Churchlands SHS as Head of Student Services for Year 9 and then in 2018 Head of Middle School at Belridge Secondary College. Geraint returns to Clarkson in 2019 with a greater breadth and depth of experience having worked at Churchlands and Belridge High Schools.
Geraint is committed to inviting student involvement and is a firm believer of excellence, engagement and ethics in education. Geraint’s focus for 2019 is to build staff capacity in using data rather than opinion and thus improve equity for the students at Clarkson when compared not only to similar schools, but those with advantage due to their geographic location
By Adam Inder, Applied Science HOLA.
Following Clarkson CHS being the hosts for the Pearce Young Leaders Forum in 2017, this morning Peter Moyes ACS had their turn to host the 2018 forum. Attending this year was a great honour for me, as I was able to attend my old high school, where I now sit on the School Council.
The forum is hosted by Federal Member for Pearce and Attorney General, Hon. Christian Porter. The special guest this year was none other than Australian boxing legend Danny Green. Danny touched on themes of self-sacrifice, working towards goals and bullying. All students were engrossed in the practical wisdom being shared by Danny as he drew on examples from his boxing career and his "One Punch" Campaign. Our very own Georgia Lovett scored a "shout-out", as Danny shared that he was her height when he was 17.
Our student councilors carried themselves extremely well amidst other schools within the electorate. Jasmita Jeshani and Scott Currie deserve huge thanks for overseeing our students at the event.
Students from left to right: Muhammad Modh Saidfudin (Yr 12), Leo Vo (Yr 12), Jhameika Bradford (Yr 11), Georgia Lovett (Yr 9), Kaiza Metuariki (Yr 11), Tyson Mora (Yr 10), Viviann Nou Michael (Yr 11), Thu Thay Paw (Yr 10) and Ryan Paolo Mendoza (Yr 9)
By Adam Inder and Louise Hall.
Invitational Education Theory seeks to “provide a means of intentionally summoning people to realise their relatively boundless potential in all areas of worthwhile human endeavour” (Purkey & Novak 2015). Such a bold task can appear daunting, but the complexity is made simple (‘simplexity’) through the compelling framework of Invitational Education. Embedded within the framework are five ‘Elements’ – areas of focus which detail what it means to have an inviting approach towards oneself and others. These elements are intentionality, care, optimism, respect and trust – often collectively abbreviated as I-CORT.
Embedding the elements of I-CORT into one’s operation as a teacher may seem like common sense to some; wielding one or more of these elements within the classroom may even come naturally to you. The key behind an invitational stance is that it is most effective when it is intentional, which is why intentionality precedes the rest of the elements of Invitational Theory. Purkey & Novak state that “intentionality can be a tremendous asset for educators and others in the helping professions, for it is a constant reminder of what is truly important in human service” (Purkey & Novak 2015). To be ‘nice’ or to be ‘friendly’ is not what it means to be I-CORT – to take I-CORT as a simple concept rather than a ‘simplex’ concept can be a mistake which leads to a lack of effectiveness.
Read the rest of the article on Education Today at http://www.educationtoday.com.au/article/Feedback-as-a-focus-1469 or download as a PDF here.
Head of Applied Science Adam Inder writes for Education Today magazine:
As educators, we place a lot of emphasis on ensuring that the practices we put into place at the school level are effective in improving outcomes for students. But do the policies and decisions beyond the scope of the school hinder or help our capacity to ensure a high-quality education for all students? Social segregation and its impact on educational outcomes for students from a socioeconomically disadvantaged background can be a common reality within Australia, with our country identified as one of the worst for an achievement gap between socioeconomically advantaged and disadvantaged students. This crisis and its impact on greater society are explored through the lens of a case study from my own workplace – Clarkson Community High School.
We as a country – and in particular, as those directly associated with the education system in this country – have a moral responsibility to ensure that all children, regardless of background, receive a high-quality education.