Profile
"West Oak’s success has come from always putting our clients’ best interests first and always finding ways to improve and add more value to them"
Andrew mcquiston,
west oak family office, wellington-altus private wealth
In just four years as Principal of Bishop Druitt College, Nick Johnstone has led the development of the BDC brand locally to incorporate a number of exciting new initiatives, which have directly impacted the growth of student enrolments, and the college’s standing in the community while contributing to the educational landscape locally, across the state and nationwide.
These include, among many others, the development of an innovative curriculum, including the purpose-designed World Options program, the holistic Walker Learning Approach for early-childhood education, a Wellbeing Hub and a robust school improvement plan. In recognition of these initiatives, Nick was recently named one of Australia’s Most Influential Educators.
The accolade showcases the nation’s most highly dedicated and hard-working leaders who are making an impact in creating a reformative teaching and learning culture. Nominations for the list were made through an online form between 27 January and 18 February 2022. The full report is due to be released in May.
“Being recognised in this list highlights the positive work being carried out by the entire Bishop Druitt College team. It is, of course, an honour to be recognised among innovators and change managers in the Australian education sector,” he told The Educator.
“This award will also highlight the exemplary work that can be achieved in rural and regional Australia. It demonstrates that education professionals can build rewarding careers outside the cities and that our families can also receive a high-quality education.”
When asked about his approach to educational leadership and management best practices, Nick says he’s found that building a culture of trust through honesty and care helps middle managers and senior leaders develop their leadership potential.
111 North Boambee Road, Coffs Harbour NSW 2450
(02) 6651 6544
secretary@bdc.nsw.edu.au
linkedin.com/in/nick-johnstone
bdc.nsw.edu.au
Nick Johnstone
Principal
Bishop Druitt College
Read on
Special Report
Home
Bio
Milestones
Profile
Milestones
2020–present
Insurance Business Magazine | Key Media
Deputy Principal at Australian Christian College - Southlands
Doctor of Education
2020–present
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2021
Ted Talk in collaboration with key media
Year 7 Community Leader and Leader for Learning Technologies and Platforms at Northern Beaches Christian School
Master of Business Administration, 2017–2019
2021
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2013
Ted Talk in collaboration with key media
Master of Education (Curriculum and Pedagogy)
2013
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Ted Talk in collaboration with key media
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Ted Talk in collaboration with key media
Bachelor of Education (Primary)
2009–2012
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1994–2008
2009–2014
2015–2017
2017–present
2018–present
Nick Johnstone
Principal
Bishop Druitt College
Read on
Special Report
Home
Bio
Milestones
Profile
Milestones
Insurance Business Magazine | Key Media
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Ted Talk in collaboration with key media
Lorem ipsum dolor sit amet, consectetur adipiscing elit. A volutpat laoreet suscipit duis. Diam aliquam sed ut massa viverra a, eget libero.
Ted Talk in collaboration with key media
Lorem ipsum dolor sit amet, consectetur adipiscing elit. A volutpat laoreet suscipit duis. Diam aliquam sed ut massa viverra a, eget libero.
Ted Talk in collaboration with key media
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Ted Talk in collaboration with key media
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1994–2008
2009–2014
2015–2017
2017–present
2018–present
Nick Johnstone
Principal
Bishop Druitt College
Read on
Special Report
Home
Bio
Milestones
2018–present
2017–present
2015–2017
2009–2014
1994–2008
2018–
present
Insurance Business Magazine | Key Media
Deputy Principal (Staff Development and Performance) at Marsden State High School
QUT Vice Chancellor’s Award for Excellence (Community Partnerships), 2018
Australian Schools Plus/Commonwealth Bank National Teaching Award, 2019
Australian Schools Plus/Commonwealth Bank National Teaching Award, 2019
AKS Global Teacher Award Winner, 2020
The Educator Hot List, 2021
2018–present
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2017–
present
Human Resources Magazine | key media
Principal at Bishop Druitt College
A focus on school improvement in the following fields:
Academically – the college has ranked 180th in the state and top school on the Coffs Coast and second on the North Coast in the last three years. Student personal best is our focus. Curriculum Initiatives have included Walker Learning in Stage 1, Talk for Writing in Stage 1 to 3, as well as Kaizen Project Learning in Stages 3 and 4 and World Options Courses in Stage 5. Both high-engagement project-based learning electives in multi-age classes.
Wellbeing for students and staff through a Wellbeing Hub and increased onsite services for families, including increased chaplaincy and psychological services
Performing arts and sports programs through resources and staff – sports academies for football, netball, golf and dance, a high-performance performing arts and athlete development program, and a purpose-built dance studio have been added in the last two years.
Financial Sustainability – the College is progressing well in this area after some significant work in addressing pressure points using a creative mindset.
Environmental Sustainability – the college is active in this area with 100% of electricity coming from hydroelectric sources and onsite solar generation.
2017–present
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2015–2017
Human Resources Magazine | key media
Principal at Geraldton Grammar School
Achievements:
Improved teaching and learning practices and outcomes (e.g. learning intentions, success criteria, and visible thinking)
Introduction of a whole school student and staff wellbeing program
Improvement in IT infrastructure (e.g. connection to the NBN and a fully connected wifi campus)
Seamless introduction of Google’s G Suite of applications including Google Classroom and SEQTA as a learning management system.
Consolidation of the language education program (e.g. Chinese from Kindy four-year-olds to year 12) including sourcing two Chinese teachers through the Confucius Institute
Addition of STEM education to the curriculum together with the construction of a new facility
Increased globalisation of the school through national and international student conferences, student leadership opportunities, student and staff exchange programs and international service programs for school community members
The educational outcomes were improved considerably during this time. GGS moved from Top 50 in the state to 28th place using median ATAR schools as the measure. This placed the school as the top-performing school outside of Perth, as reported in the West Australian in January 2018.
2015–2017
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2009–2014
Human Resources Magazine | key media
Head of Middle School and Curriculum at St Luke’s Anglican School
Improvement in School Ranking to 48th in regional Australia, 6th in Queensland – reported in The Australian, 2013
Successful implementation of the Australian Curriculum for Year 7 to 10: English, Mathematics, Science, History and Geography, 2011–12
Published author of online curriculum materials for Education Services Australia, 2012
Establishment of greater professional partnership with Central Queensland University’s Education and Science/Health and Engineering Departments, 2009–2013
Successfully managed a number of school grant applications and building projects, including the Commonwealth-funded Computer rollout (2010–12), the Building Education Revolution Science Building, and the Middle School Precinct (2014) due to enrolment demand
2009–2014
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1994–
2008
human resources | key media
Head of Science at St Luke’s Anglican School
Australian Science Teachers Association, Ruth Dircks Award for contribution to Science Education in Regional Australia, 2007
Coast Care Medal for contribution to the Bundaberg Region, 2007
Peter Doherty Science Education Award, a Queensland Government award for contributions to Science Education, 2008
1994–2008
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Milestones
“This distributive leadership model takes time and care to develop. All decisions of school leadership are also examined through the ‘putting the students first’ lens,” he explained.
“This helps build perspective with our decision making and also allows leadership to be entrepreneurial and innovate with everything from timetables to curriculum and external partnerships.”
Nick says change management processes are key within school environments.
“We utilise the Kübler-Ross change curve to inform our processes, create a positive shared vision, communicate buy-ins, empower participants, celebrate period wins and be relentless with the vision.”
In the last 12 months, he and his leadership team have built a new Masterplan for the school. He says that like many schools across the country, the NSW Coffs Harbour region is experiencing considerable growth but within a tight fiscal environment.
“The new Masterplan has allowed our community to see both our strategic vision for the education of our children and also the built environment that is possible. Full community engagement has been the key to the success of this project,” he says.
“Like all good plans, continual action is required to fulfil this vision and we have already actioned a refurbishment to our secondary library [renamed the iHub], completed a new Dance Studio and are in the process of building a new Senior Precinct for Years 11 and 12 and an adventure playground for Years 3 to 7.”
Nick says the school’s long-term plans include partnering with an external organisation to build a community swimming pool and a performing arts centre for not only the school but the region.
“Schools, like ours, have an opportunity to be community hubs for their region.”
Moving forward, he says his school will continue to build partnerships with multiple organisations to create pathways and opportunities for our children.
“The role of Principal is more complex than ever. You can't do everything,” he says.
“Having effective long-term visions of schooling [15 to 20 years], strategic plans [5 to 7 years], and annual school improvement plans are all essential, but they also need to be fluid enough to take advantage of opportunities.”
An example of this was the move to remote learning during COVID-19. “Many organisations struggled to meet this requirement, but when staff can be empowered to put a shared solution together and are then given the physical and IT support, much more can be achieved,” he says.
“I also see that school Principals are becoming more important to the social fabric of their communities.”
Nick says Principals have an opportunity to be regional leaders in key issues that bring communities together through the strength of diversity and inclusion.
“Finally, a supportive school board is essential and an understanding family. They allow us to be innovative and change the status quo of education.”
“The new Masterplan has allowed our community to see both our strategic vision for the education of our children and also the built environment that is possible. Full community engagement has been the key to the success of this project,” he says.
“Like all good plans, continual action is required to fulfil this vision and we have already actioned a refurbishment to our secondary library [renamed the iHub], completed a new Dance Studio and are in the process of building a new Senior Precinct for Years 11 and 12 and an adventure playground for Years 3 to 7.”
Nick says the school’s long-term plans include partnering with an external organisation to build a community swimming pool and a performing arts centre for not only the school but the region.
“Schools, like ours, have an opportunity to be community hubs for their region.”
Moving forward, he says his school will continue to build partnerships with multiple organisations to create pathways and opportunities for our children.
“The role of Principal is more complex than ever. You can't do everything,” he says.
“Having effective long-term visions of schooling [15 to 20 years], strategic plans [5 to 7 years], and annual school improvement plans are all essential, but they also need to be fluid enough to take advantage of opportunities.”
An example of this was the move to remote learning during COVID-19. “Many organisations struggled to meet this requirement, but when staff can be empowered to put a shared solution together and are then given the physical and IT support, much more can be achieved,” he says.
“I also see that school Principals are becoming more important to the social fabric of their communities.”
Nick says Principals have an opportunity to be regional leaders in key issues that bring communities together through the strength of diversity and inclusion.
“Finally, a supportive school board is essential and an understanding family. They allow us to be innovative and change the status quo of education.”
“This distributive leadership model takes time and care to develop. All decisions of school leadership are also examined through the ‘putting the students first’ lens,” he explained.
“This helps build perspective with our decision making and also allows leadership to be entrepreneurial and innovate with everything from timetables to curriculum and external partnerships.”
Nick says change management processes are key within school environments.
“We utilise the Kübler-Ross change curve to inform our processes, create a positive shared vision, communicate buy-ins, empower participants, celebrate period wins and be relentless with the vision.”
In the last 12 months, he and his leadership team have built a new Masterplan for the school. He says that like many schools across the country, the NSW Coffs Harbour region is experiencing considerable growth but within a tight fiscal environment.
“The new Masterplan has allowed our community to see both our strategic vision for the education of our children and also the built environment that is possible. Full community engagement has been the key to the success of this project,” he says.
“Like all good plans, continual action is required to fulfil this vision and we have already actioned a refurbishment to our secondary library [renamed the iHub], completed a new Dance Studio and are in the process of building a new Senior Precinct for Years 11 and 12 and an adventure playground for Years 3 to 7.”
Nick says the school’s long-term plans include partnering with an external organisation to build a community swimming pool and a performing arts centre for not only the school but the region.
“Schools, like ours, have an opportunity to be community hubs for their region.”
Moving forward, he says his school will continue to build partnerships with multiple organisations to create pathways and opportunities for our children.
“The role of Principal is more complex than ever. You can't do everything,” he says.
“Having effective long-term visions of schooling [15 to 20 years], strategic plans [5 to 7 years], and annual school improvement plans are all essential, but they also need to be fluid enough to take advantage of opportunities.”
An example of this was the move to remote learning during COVID-19. “Many organisations struggled to meet this requirement, but when staff can be empowered to put a shared solution together and are then given the physical and IT support, much more can be achieved,” he says.
“I also see that school Principals are becoming more important to the social fabric of their communities.”
Nick says Principals have an opportunity to be regional leaders in key issues that bring communities together through the strength of diversity and inclusion.
“Finally, a supportive school board is essential and an understanding family. They allow us to be innovative and change the status quo of education.”