With over fifteen years of experience as a teacher in special education, John has worked across Schools for Specific Purposes (SSPs) and support units in primary schools within public education. Now serving as an Assistant Principal Special Education, he is deeply committed to building the confidence, knowledge and capacity of colleagues and teachers, so inclusive practice is not an add-on, but a shared responsibility across the school community.

John’s work is grounded in the belief that every student deserves to be seen for their strengths, potential and possibilities. He leads with care, clarity and high expectations, advocating for learning environments where difference is understood, valued and supported.

Disability does not mean inability.

Here is John's article: https://cpl.nswtf.org.au/journal/semester-2-2025/is-inclusion-truly-inclusive/

I’m joined today by Dr Vanessa Urch Druskat, a leading organisational psychologist whose work has reshaped how we think about emotional intelligence in teams.

Together, we explore what helps groups think clearly, collaborate well and stay steady under pressure. We talk about trust, shared norms and the often invisible emotional work that underpins strong teaching teams and healthy school cultures.

It’s a grounded, practical and quietly powerful conversation for anyone who leads, teaches or works closely with others.

Here is a link to her resources: https://www.vanessadruskat.com/about

If you ask ten people what instructional leadership means, you’ll probably hear ten different answers. At its heart though, it’s the everyday work of helping teachers grow and helping students learn in ways that are intentional, evidence-informed, and grounded in trust.

It isn’t about having all the answers. It’s about creating clarity, building shared purpose, and keeping everyone focused on the practices that genuinely shift learning. Instructional leaders make learning visible, link practice to impact, and cultivate the confidence and capability of the people around them. They stay curious, reflect openly, and use evidence to guide improvement rather than to judge.

This idea sits at the centre of the work led by Peter DeWitt and Michael Nelson, who together lead the Instructional Leadership Collective. Their approach shows that instructional leadership isn’t something held by one person. It lives in teams, in the way we talk about learning, in walkthroughs and planning sessions, and in those quiet, hopeful moments when someone says, “Let’s try this together.”

When we define instructional leadership clearly, we can collectively grow it. And students feel the difference long before the data catches up.

Today’s episode is something a little different. I sat down with the amazing Ash from Rainbow Sky Creations for a raw and honest chat, and this time I found myself on the other side of the microphone. It felt a bit strange being the one answering the questions, but Ash has a way of making you feel safe enough to tell the truth about your work, your why, and the messy bits in between.

We talked about teaching, life, purpose, and what it means to try and make a difference in this wild and wonderful profession. It’s a conversation filled with heart, a few laughs, and some vulnerable moments that I’m really proud to share.

I hope you enjoy it as much as I enjoyed being part of it.

Today’s guest has spent more than 25 years focused on one big idea, helping learning truly stick.

Dr William DeJean is the founder and CEO of Unleash Learning, working with schools and organisations around the world to build professional learning that lasts. His journey began in San Diego, where he taught high school for a decade and was named the 2003 San Diego County Teacher of the Year.

He went on to complete a masters and doctorate in education, lectured in universities across the US and Australia and supported leadership teams through major change. His work brings together deep research, real classroom insight and a clear understanding of what makes learning meaningful and sustainable.

William now leads Unleash Learning, hosts Unleash Learning TV and the Unleash Learning podcast, and presents at events including TEDx, Young Minds and Happiness and Its Causes. You can learn more about him on the Unleash Learning founder page.

This is the second time I’ve had the chance to speak with him, and it’s a real pleasure to welcome him back. Let’s dive in.

Today’s guest is Nicole Dyson, one of Australia’s most influential voices in future-focused education, youth entrepreneurship, and system-wide innovation. Nic’s journey from classroom teacher to award-winning entrepreneur has reshaped how thousands of young people think about learning, creativity, and possibility.

She’s the founder and CEO of Future Anything, an organisation with a bold mission to turn ideas into action. Over the past decade, she’s worked with more than a hundred thousand young people and educators across Australia and New Zealand, influencing the learning of more than a million students. Her work spans everything from YouthX, Australia’s only startup accelerator for school-aged entrepreneurs, to Catapult Cards, a design thinking tool now used by classrooms around the world.

Nic’s impact reaches well beyond our region. She’s an Obama Foundation Leader, a three-time honouree on The Educator’s Most Influential List, and her organisation is the only one in the Southern Hemisphere contributing to the IDEEC project, a major European Union initiative shaping global best practice in entrepreneurship education.

At the heart of it all is her belief that youth-led ideas can bend the future, and that every young person deserves the chance to discover their passion and potential. Today, we get to hear how she helps educators and systems bring that belief to life.

Today I’m joined by Glenys Oberg (FHEA), an author, educator and researcher whose work sits at the crossroads of wellbeing, neuroscience and teaching practice. Glenys explores how compassion fatigue, moral injury and emotional resilience shape the lives of educators, and how trauma-aware, evidence-informed approaches can create healthier and more sustainable ways of working in schools What I value most about her work is how clearly she bridges research and practice. She takes insights from neuroscience and psychology and turns them into practical support for teachers, helping them understand not only the science of wellbeing but how to bring it to life in everyday school contexts. Glenys is the author of The Cost of Not Caring and Creating Trauma-Informed Classrooms, two books that continue to influence how we think about care, trauma and teacher wellbeing. This conversation is a thoughtful look at what it really takes to support both students and the educators who stand beside them.

Today we’re joined by Jeffrey Jordan, an inspiring school leader who’s currently in his third year as an elementary school principal. Jeffrey’s career spans classrooms and continents. He’s taught English Language Arts across primary and secondary settings, led as a vice principal for six years at the second-largest English high school in Quebec, and even taught English as a Second Language in South Korea.

Throughout his career, Jeffrey has been driven by a passion for helping every student thrive. He’s a strong advocate for educational and assistive technologies, digital citizenship, and resource support for students with learning difficulties. His leadership is grounded in inclusion, innovation, and the belief that schools should be places where all learners feel seen and supported.