Maths teacher Dr Steven Laing presents Year 7 Maths Pathway students with certificates for significant improvement.

Dylan Caudrey and Andy Ngeth - 300%

Students at Clarkson joined more than 300 schools across Australia in welcoming science, technology, engineering and mathematics (STEM) professionals into their classroom today as part of the National STEM in Schools event. (Also covered by the Community News)

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

Our previous Head of Applied Science Adam Inder writes for Education Today Magazine on how Maths Pathway, a program Clarkson is currently running in lower school, turns high-impact pedagogy research into practice.

Click here to read the article

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.

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