The FSA is a collective - members support each other to deliver innovation that will shape the evolving future of education. It is intended that the FSA will be fashioned by the input of the members, in turn, reflecting a set of shared values.
The FSA works collectively and individually with schools. At a collective level, FSA’s role is to facilitate shared collaboration across member schools, harnessing the collective wisdom and innovations that exist within the system.
At an individual level, FSA supports member schools to innovate within each individual context. All schools are different. Many educational change initiatives have failed to be fully embedded due to the one size fits all approach taken to educational change.
We offer frameworks, tools and methods to support your change initiatives, yet you maintain full autonomy over your school’s innovation agenda, so you determine what you adopt, and the pace at which you adopt it.
8 School Transformation Principles
Having collaborated with educational thought leaders across the world the following 8 school transformation principles represent the collective wisdom of this group and inform the work of the FSA.
- Deep integration with community
- Success for all
- High quality adults
- Co-Constructed learning
- Student empowerment
- Personal development
- Core skills
Our conveners understand the dynamic nature of school contexts, including the enablers and inhibitors to change. Our team has high regard for culture and strategy and therefore seeks to co-design and collaborate with you, working within your context, to support your innovation commitment. We know that schools have untapped capacity which when recognised leads to profound innovation and transformation.
Dave partners with schools to co-design their evolving futures. With extensive knowledge of foresight, culture and innovation Dave generates transformation with schools using progressive insight methods that encourage collaboration and engagement within the school community.
Dave’s educational leadership experience provides him with a wealth of contemporary knowledge and unique insight into the possibilities of truly transformational schools. He has implemented change and delivered innovation in diverse educational settings, whilst working alongside global thought leaders. Dave contributes regularly to the educational debate and is a strong advocate for future focussed education
Peter’s strength is in transformational insight and HOW to implement significant pedagogical, organisational and cultural change in schools. Peter’s expertise extends to change management, student entrepreneurship,individualised learning, alternative tertiary pathways and supporting dyslexic students.
Peter has extensive leadership experience in both the state and independent school systems where he has led significant successful innovation in both sectors. As a person with dyslexia, Peter sees the world differently, and has spent his life challenging assumptions and conventions.
Drawing on the latest research and his unique experiences, Peter is committed to significantly improving the lives of young people by transforming the education system to equip students for times of exponential change.
Alex is a strategic practitioner with broad cross-sector experience in leadership development, culture and impact evaluation.
Having worked in diverse and complex leadership environments, Alex brings extensive experience and valuable insights to FSA through mature and evolved methodologies. Alex’s role with FSA is to support the consulting process with cross-sector insights and advice for the building of leadership, strategy and culture within the education environment.
A key requirement of this role is to support and evaluate the FSA focus on accountability and outcomes, therefore supporting implementation of innovation and change.
Jen is a future focused educator with a vision to make schools better. She has forged a career as an educator in progressive schools around the world including Green School (Bali), Think Global School (USA), and more recently Preshil School in Melbourne.
Having completed her Masters of Education at The University of Melbourne in 2004, her field of research looked at increased opportunities for students to engage in states of Flow. Jen is a strong advocate for student agency; iigniting the creative potential in each young person as they navigate their education path.
Jen's experience "on the ground" in trailblazing schools has given her a deep understanding of the mindset needed to implement change (and some of the challenges this presents.) Jen is deeply committed to working with schools and educators to build innovative education opportunities.