“moving slow to move fast”, a mindset borrowed from Canadian educator Michael Fullan.The goal is not to delay progress, but to ensure guardrails are in place before accelerating forward. The school’s leadership is particularly mindful of the risks of shortcut learning, where students may appear productive while bypassing the cognitive work that builds knowledge and concept acquisition and the durable skills to apply them to their learning and life. By investing in AI literacy and shared understanding across the community, Northholm aims to ensure technology serves learning, not the other way around. COMMUNITY PARTNERSHIPS ON THE RURAL-URBAN FRINGE Geographically, Northholm sits on the fringe of Sydney’s metropolitan area, an identity that can be described as either rural or metropolitan depending on perspective.That location brings some challenges for accessing large-scale city-based programs, but it also strengthens the school’s reliance on local partnerships. Community engagement is frequently driven through relationships with families, many of whom have long-standing ties to both the school and the surrounding region. A formal connector, the Northholm Association, plays an active role in linking school and parent body, helping enable community generation projects and extending the school’s impact beyond the campus. LEADERSHIP THAT BALANCES EDUCATION AND BUSINESS Northholm’s Principal brings a perspective shaped by more than two decades in education, including a decade-long “apprenticeship” as a K-12 Deputy Principal and prior experience serving as Principal and CEO across two schools in the Northern Rivers region of New South Wales. What stands out in his leadership approach is the insistence that independent education requires fluency in two disciplines at once: educational design and business leadership. In independent schools, the Principal must be able to lead educational outcomes 81 BUSINESS VIEW OCEANIA VOLUME 08, ISSUE 01 NORTHHOLM GRAMMAR SCHOOL
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