News

The Fairholme Step Forward to Teach Scholarship recipient, Sophie Knauth, swapped her hammer for chalk as she realises a life-long dream of becoming a teacher.

Adolescents have a discerning response to the sound of their mother’s voice, and they seek it out, particularly in stressful times... As a strong-willed and sometimes feisty teenager my daughter would say from time-to-time, “You don’t have to yell at me.” Bewildered, I would check with my husband who would shrug his shoulders in mute despair, saying, "Your voice wasn’t even remotely loud.”

For our Senior girls on the verge of moving from Year 12 into life beyond the tartan, feeling prepared and confident to write their next chapter is crucial. The Fairholme College Pathways Programs are designed to empower each girl to explore their unique career interests long before they reach graduation, ensuring they are equipped to make informed choices about their future study, work, and career pathways.

For Year 7 Boarder, Arabella Muenster, life at Fairholme College looks a little different to home in the middle of Australia. Located an hour’s drive north of Alice Springs is Yambah Station, home to the Muenster Family and almost 5,000 head of Shorthorn cattle. Covering 2,310 square kilometres of vast open plains right in the centre of Australia, the property is one of the southernmost homesteads in the Northern Territory. A three-hour flight plus 2.5 hours of driving is quite the trip to school, but for Arabella its now the new norm as a Boarding student. Having previously completed her schooling via Distance Education, Arabella was eager to follow in her older brother’s footsteps and head off to boarding school. ‘I was a little nervous but more excited to come to Fairholme.’ ‘I was lucky that I already knew a few girls, some that I had met at orientation before starting.’ Arabella says learning by Distance Education was very quiet compared to now sharing a holme with more than 220 girls. Although she enjoys life on the land with her family, Arabella is loving the enormous variety of opportunities that Fairholme offers and the chance to make new friends. ‘I do miss my family but so far I’ve been lucky not to be too homesick.’ ‘It’s much easier being close to school and I like having my friends nearby.’ ‘I’ve joined the Fairholme Equestrian team. It’s really fun and I always look forward to spending time with my horse.’ Just like so many of our Boarding girls, Arabella says that having her horse in Toowoomba helps her feel like she’s got a little piece of home with her. While we’re sure Arabella is looking forward to being reunited with her family on the holidays, for now she’s making the most of her new life in tartan.

Fairholme is a place where we prioritise fostering a culture of learning not only for students but also among staff. As educators, we collectively embrace the importance of learning, recognising its significance beyond the confines of the school gates. Therefore, as a school leader, I think it is important to provide opportunities that allow a passion for learning to permeate every corner of the school environment. I firmly believe that solid professional development can ignite this passion for learning. However, I also believe that some of the best professional development for teachers can be done ‘in-house’ and delivered by the wealth of expertise we already have on staff. One of my favourite things to do is to chat with teachers about issues in education either in the staffroom or during my regular meetings. My favourite phrase is when somebody says… ‘Did you see that article on….’ The challenge with some of these conversations is that one of the teachers involved usually rushes off to class, yard duty or a meeting, and so the stimulating and thought-provoking discussion usually gets left, sometimes, to never be discussed again. It is therefore important that, as a leader, I provide opportunities for teachers to voice their ideas and opinions on educational topics and provide space for teachers to read educational research in order to grow. The research on effective professional development for teachers varies, but there are common themes between the research on good professional development and improved student outcomes. Professional development for educators should be self-directed and ongoing, allowing teachers to choose activities that enhance their own skills (AITSL,2014). Also, any PD should be long-lasting, with a collaborative approach tailored to the organisation's context, subject areas, and career stages, aligning with institutional values rather than individual, single-day PDs. (Burns, 2013). However, the most important factor is that evidence-informed research should inform all aspects of professional development within a school (Blandford, 2000; Bowe & Gore, 2017; Day & Sachs, 2005). After reflecting on the importance and necessity of strong professional development opportunities in schools, I set up Fairholme College’s first professional reading breakfasts in 2021. This group meets three times a term from 6.45 am to 8.10 am, to look at key issues in education, from school camps and differentiation to school attendance and data. The breakfasts occur at a local coffee shop, where we delve into educational topics sourced from shared articles circulated beforehand. The professional reading breakfast initiative, now a well-established practice in our school community, has proven to be a great low-key opportunity for professional growth for our staff. Gathering before the hustle and bustle of the school day begins allows teachers to stop and pause and focus solely on the readings shared. The informal setting encourages open dialogue and the sharing of diverse perspectives, enriching our understanding of pedagogy, educational theory and sometimes contentious issues in education. As we engage in discussions fuelled by the latest research and innovative practices, we deepen our individual knowledge and strengthen the collective expertise. Reflecting on its impact over the past 3 years, it's clear that this initiative helps foster a culture of continuous learning and collaboration among staff across junior, middle, and senior school teaching staff. To me, this collaborative spirit has also fostered a supportive environment where ideas and opinions flourish. The impact of our professional reading breakfasts extends far beyond the confines of our meetings. I hope teachers who attend are armed with newfound insights and strategies for their classrooms or with research-rich conversation starters to drive discussions in the staffroom, the corridors or out on yard duty. Referenc es AITSL. (2014). Global trends in professional learning and performance & development Australian Institute for Teaching and School Leadership. Blandford, S. (2000). Managing professional development in schools. London; Routledge. Bowe, J., & Gore, J. (2017). Reassembling teacher professional development: the case for Quality Teaching Rounds. Teachers and Teaching, 23(3), 352–366. Burns, M. (2013). The Future of Professional Learning. Learning & Leading with Technology, 40(8), 14–18. Day, C., & Sachs, J. (2005). International Handbook on the Continuing Professional Development of Teachers (pp. 1–320). AITSL, 2014; Blandford, 2000; Bowe & Gore; 2017; Burns, 2013; Day & Sachs, 2005.

Q & A with Teacher of Humanities, Alice Mason Fairholme Old Girl turned Fairholme Teacher, Alice Mason, talks about coming Holme. What inspired you to become a teacher? I have always enjoyed learning and wanted to pass on that passion to students. My two aunties are also teachers and I have seen the positive impact they have made on their communities, which inspired me to pursue the same career. How does it feel to return to your alma mater as a teacher? Arriving back at Fairholme was exciting and nostalgic. It was such a nice feeling being welcomed back by so many familiar and friendly faces. My first interaction with the school in my new role was a ‘welcome holme Alice’, from a staff member. It was such a privilege to be back at a place that I looked back on so fondly. An unexpected challenge was calling my previous teachers by their first name! How has Fairholme changed? It has been nine years since I graduated, and I think Fairholme is still very much the same. The leadership team of the school is a constant, and through that stability it is evident that we are lucky because the ‘magic recipe’ hasn’t changed. There is continuity in the routines, traditions and culture which I believe is advantageous for the environment of the school. It is also superb to see Cameron is still the best house, many years on – not biased at all! What do you think sets Fairholme apart, both as a student and now as a teacher? There is a special sense of belonging you have as a Fairholme student, and I continue to feel that now as a staff member. The positive environment is evident when I’ve heard the same story multiple times from current staff members; they love working at Fairholme. There are also many of us ‘old girls’ who have returned as teachers and I believe that says a lot about the school and our experiences. As a staff member, I have also noticed the continual sharing of ideas and knowledge between teachers, which ultimately betters every girl’s experience. What are some of your favourite memories as a Fairholme student? All Schools Touch Football tournaments, lunch times sitting with friends, the camps, the sport carnivals, the fun times shared between Boarders and Day Girls and the chaos and excitement of Year 12… the list goes on! My family and I still laugh about the Parent vs Student 100m relay at the Athletics Carnival where I started the race against my surprisingly quick father; the Year 12s got the win! Are there any teachers who inspired you at school? I was so lucky to have been taught by so many amazing teachers, many of whom I get to work alongside now. Katrina Maher, Derek Cantle and Sess taught me that teaching goes beyond PowerPoint slides and homework; they always looked out for me and pushed me to be my best, for which I will be forever grateful.

Traditionally each new Head Girl addresses the community during the Commencement Assembly. However, this year marked a historic moment as Head Girl, Rachel Yap, took a bold step in breaking the norm by getting everyone on their feet – not for a typical speech, but for an impromptu dance party. ‘For the next 20 seconds, I just want you to feel so embarrassed that your face turns beet red. So, everyone get on your feet right now and either copy the dance moves we’re (Lottie, Sruthi, and I) doing onstage or do your own thing and groove with the person next to you,’ Rachel exclaimed, setting the tone for a memorable and unconventional Commencement address. ‘Congratulations, you just did your first embarrassing thing for the year. And you survived! So, what’s stopping you from joining volleyball even though you can’t catch without falling over, or taking your singing career out of the shower by joining the choir?’ she continued. ‘We are so lucky that Fairholme offers us countless academic and extracurricular opportunities, so if the fear of looking silly or getting embarrassed is about to stop you from signing up for an activity, just think back to this moment and sign up anyway.’ Rachel’s unconventional approach wasn’t just about creating a memorable moment; it carried a deeper message about overcoming fears and embracing opportunities. In her speech, she encouraged her peers to step out of their comfort zones, emphasising the wealth of opportunities the school provides. ‘I have definitely grown with Fairholme in terms of the people I love being around and the opportunities that it has presented,’ Rachel shared. ‘I’ve discovered that I like more arty things and music and drama. I love being creative with the extracurricular activities like choir and drama, but also planning activities like Galentine’s Day.’ As someone who has worn the Maclaren tartan since the early years, Rachel expressed her desire to give back to the school. ‘The Head Girls have always been people I look up to, and being here for so long, I really wanted to give back to the school. I think Head Girl is a great way to do that,’ she said. Rachel touched upon her role as one of the Arts leaders in Year 9, emphasising the importance of involvement and contribution. ‘It was fun being involved in the school and putting ideas forward,’ she added. Looking forward, Rachel envisions bringing the school closer together. ‘You don’t have to be friends with everyone, but being supportive of their differences is crucial. It’s about embracing individuality and creating a space where every person feels valued and accepted. Together, we can build a safer place for everyone,’ she stated. By envisioning a closer-knit school, Rachel advocates for a community that thrives on mutual respect and understanding. The emphasis on support echoes her commitment to creating an atmosphere where everyone feels encouraged to pursue their passions and explore new horizons. Through this vision, she hopes to create a nurturing environment where students can confidently step out of their comfort zones, just as she prompted the entire assembly to do with an impromptu dance. The inspiration for Rachel’s unconventional commencement address stemmed from her desire to encourage her peers to try new things. ‘I started writing it on the holidays, and I knew from the start that I wanted to talk about trying new things, but every year we talk about that,’ she explained. ‘So, I thought getting people up to dance and consciously doing something that they will remember the moment more and that they can do something out of their comfort zone, and everyone survived.’ Outside of her academic and leadership pursuits, Rachel enjoys reading and spending time with her energetic Border Collie. Her proactive approach to balancing her workload while seeking support from friends reflects her commitment to personal wellbeing and academic success. With aspirations to attend university and pursue a Bachelor of Arts and Creative Writing, Rachel dreams of becoming an actor. ‘I really love being able to experience new things through acting, to connect and tell stories,’ she said. For Rachel, coming to school is a sanctuary. ‘Even if I am stressed or not feeling well, as soon as I step through the gates I immediately feel better, I feel at home,’ she concluded, reflecting on the sense of belonging and comfort that Fairholme College provides. In breaking the mold of traditional Commencement addresses, Rachel Yap’s speech serves as a testament to the vibrant spirit and forward-thinking approach that defines Fairholme College. Her message resonates not only with her peers but with anyone seeking to break barriers, embrace embarrassment, and seize opportunities.

Please Just Say You’re Proud Of Me I could say, justifiably so, that I was so proud of Fairholme last Tuesday, as we shared Sess’ Memorial service together, in community. Far better to say: I am proud to be part of the Fairholme community. Even better to say: I am so grateful to be part of the Fairholme community. I was struck by both a depth of grief and a depth of gratitude that sat dichotomously together, strangely in alignment. It is possible to feel both emotions at once, I discovered. That I was sad, that we were collectively sad, comes as no surprise to anyone who crossed paths with this man who grew self-belief in so many, inspired hope in so many and cared for so many. That is a given. What surprised me more, was the groundswell of gratitude I felt for those who shared that moment, and particularly the courage of our students who took to the stage or formed the guard of honour or performed one last Jump’n’Jive for the teacher/mentor/coach they revered. In sharing grief, there is bravery. How could one not feel grateful to be a part of such a community? Yet, just on Friday, I attended a conference focused on Parent Engagement, one of the presenters referred to a text ‘Please Just Say You’re Proud of Me: Perspectives of Young People on Parent Engagement and Doing Well at School’ produced by the Australian Research Alliance for Children and Youth in 2019. It was the phrase ‘please just say you’re proud of me’ that I couldn’t shake throughout the day. It is that almost plaintive voice that sits within us all, as we seek our parents’ approval, at almost any stage or age of life: the need to please our parents. Whilst this can be a motivator, a signifier of our love for mum and dad, it can also cause “high degrees of stress and anxiety” (Roy, Barker, and Stafford, 2019). It is unsurprising that students find parental vested interest in them, their schooling, their successes - a source of additional pressure. How easy it is, to interchange the words proud and grateful without being awareness of the difference in meaning. And there is. Seeking affirmation can have its downside, particularly as children enter adolescence (deemed to be around the age of 9 to 13) and start to “detach from childhood,” (Pickhardt, 2015) seeking out independence, and a sense of self not entwined with their parents. It is at this time that hearing those words, “We are proud of you,” or “I am proud of you,” can be the metaphoric double-edged sword compliment. There is a sweetness in pleasing our parents, but this can easily wend its way to the anxiety-inducing thoughts – “I have to please my parents at all costs.” “I can’t bear to let my parents down.” At worst, it can also be a time where parents absorb “personal credit” (Pickhardt, 2015) for their child’s achievements, where a parent’s own self esteem rests precariously upon the successes or perceived failures of their child. Of course, as parents, we cannot disentangle ourselves from our children, that is simply an impossibility. However, we can, as suggested by Pickhardt, think carefully before we use the words ‘pride’ or ‘proud’. We might be better placed to consider words to the effect: “Good for you.” “We are happy for you.” “You look really pleased with your effort.” Or, if we can’t detach from the ‘p’ word, it might be better to venture to “I’m so proud to be your Mum/Dad”.” The subtle turn in language shifts the feeling. It stops us from owning their achievement, or them. Being grateful rather than proud allows us to congratulate adolescents without entering the dangerous space of congratulating ourselves or living vicariously through them. Allowing our children to exist with agency and independence allows for their personal growth, with all its peaks and troughs, difficult as that can be. The key to emotional security, is for our children to know that “we have their back” that we are “in their corner” and that they are safe with us and that their achievements belong to them, not to us. Love is not contingent upon them achieving “success” – an arbitrary term often drawn from conventional definitions. Let us err always on the side of gratitude that we have for our children and rephrase our need to be proud when the thought enters into our consciousness. Parenting is, after all, the hardest job in the world, one in which we develop skills as we go – for each of our unique and precious children of whom we are not proud, rather, of whom we are so grateful, even in the toughest of circumstances. Dr Linda Evans | Principal REFERENCES Royy, Barker & Stafford (2019). ‘Perspectives of Young People on Parent Engagement and Doing Well at School.’ Canberra: Australian Research Alliance for Children and Youth (ARACY). Marchese, D. (2021). ‘Dr. Becky Doesn’t Think the Goal of Parenting Is to Make Your Kid Happy.’ The New York Times Magazine. Nov. 14, 2021. Pickhardt, C. (2015). ‘Adolescence and Making Parents Proud.’ Psychology Today.

When the news emerged that Fairholme teacher and renowned sports coach John Sessarago (Sess) had passed away suddenly on 28 January, the shock and ensuing grief were palpable and wide-reaching. The ripple effect of a man who served his community humbly, selflessly, and expansively is hard to fathom or measure. Social media posts have captured the voices of thousands of students, friends, colleagues, and families whose lives have been touched in the most profound and enduring ways by this man. Universally, they are grateful to this teacher who taught them first and foremost about self-belief and valued them for who they were, wherever they were at. Born in Roma to Brian and Elizabeth and brother to Gaby and Chrissy, he was also the proudest father of Jaimee and Georgie, and even prouder husband to Kristen. Whilst his early years were spent betwixt Surat and Roma, he spent most of his growing up in Toowoomba and completed his secondary schooling at St. Mary’s College and then at Downlands College where he dabbled in Cadets, Debating, Athletics and Rugby. One of his cohort described him simply as, “One of the good ones, always noted for his booming voice.” Later, as he studied at UniSQ (formerly Darling Downs Institute of Education), he became a Downlands College Boarding master. But he remained a country boy at heart, and he frequented his friend Jim’s property in Texas – where branding or fencing work was a pleasure. He was also a keen fisherman and spent many holidays with Paul and others, in Cairns. Whilst Sess is known broadly across the Darling Downs and beyond as a formidable Rugby player, an exceptional coach, mentor, and teacher of Physical Education, he actually commenced his teaching career at Fairholme College in 1988 as a Junior School teacher. But during the thirty-six years ahead, he reinvented himself as a practitioner, giving exceptional service to the school that he loved, the students who revered him and staff who adored him. He was, sometimes simultaneously, Primary School teacher, Debating Coach, College Photographer, Videographer, Secondary Physical Education Teacher, Marketing and Promotions team member, Australian World Youth Athletics Coach, Rugby Coach, Touch Coach, Athletics ‘tragic’ … he was a man who loved a good cap, and he wore many: metaphorically and literally. Sess was the man behind the camera at every event and every opportunity – keen always to be an observer, in the background, unobtrusive. It would be impossible to quantify how many shots he took over his 36 years at Fairholme – incorporated in his tally, are the countless weddings, formals, and family events he chronicled for staff, past students, and families. He found it impossible to say no and any photo he took seemed to end up in A3 or A4 size and framed – generously gifted and shared. Appropriately, and for posterity, in homes and homesteads across Australia, are myriad Sessarago shots. Camera work suited this deeply private and humble man. Ironically, his voice was a booming one, and for thousands of Fairholme girls the instruction, “Just one more shot,” followed always by, “Oh, I’ll just take another” will be his trademark, along with some perilous ladder-climbing in order to secure the perfect picture angle. ‘Above and beyond’ were his hallmarks. They led him to being a perpetual presence at school, or school events, deeply interested in what was unfolding, keen to chronicle moments on camera and always holding students to high account in terms of contribution, attitude, and effort. He led with high expectations, tempered by a strong sense of fun and the most exceptional generosity. Generosity might have been evident in the cheesecakes, mud cakes and ice creams that seemed to find their way into classrooms, team gatherings and Pastoral Care group meetings via Sess, but it extended to the way he viewed people and the world: this is his legacy. He had no favourites, but everyone felt they were his favourite, such was his gift for including all and listening, really listening. Whilst Fairholme likes to claim Sess as their own, it was his wife Kristen and daughters Jaimee and Georgie who stole his heart – he referred always to them in the collective, as “my beautiful girls”. The John Sessarago effect is broad and wide and deep and so many are grateful to him and for him and will continue to be, long into the future. “[We] can hardly imagine the place without him.” Dr Linda Evans | Principal