Headquarters:

43 Kenthurst Road, Kenthurst, NSW 2156

Year founded:

1982

Number of employees:

200

Phone:

02 9654 2111

Email:

principal@hillsgrammar.nsw.edu.au

Website:

hillsgrammar.nsw.edu.au

LinkedIn:

linkedin.com/school/hills-grammar

“With less focus on textbooks, students now engage more in experiential and inquiry-based learning and have ample opportunities to work in collegial groups using various thinking routines”

Jay Halai, Minarah College

THE HILLS GRAMMAR SCHOOL

Karen Yager

Principal

David Hamper

Deputy Principal / Head of Senior School

Sarah Black

Head of Junior School

Leadership

A progressive and creative leader, Karen Yager brings more than 26 years of experience to Hills Grammar School after her most recent role as deputy headmaster K-12 at Knox Grammar. Her work in the education and academic world has been recognised with numerous awards, including the NSW Professional Teachers’ Council Award for Outstanding Service to Education in 2019. With an emphasis on developing each student’s unique strengths, agency and voice, Yager will continue to nurture, grow and inspire the Hills Originals to achieve their potential for greatness.

Principal

Karen Yager

Jamie is the deputy principal at St Philip’s Christian College. He leads a passionate team of educators, believing in a holistic approach to learning where children and young people are engaged academically, emotionally, physically and spiritually.

Deputy Principal

Jamie Fahey

Helen Lee is the assistant principal for teaching and learning at St Philip’s Christian College. With a strong belief in the power of professional collaboration, she encourages a culture of professional learning and sustainable school improvement.

Assistant Principal, Teaching and Learning

Helen Lee

“With less focus on textbooks, students now engage more in experiential and inquiry-based learning and have ample opportunities to work in collegial groups using various thinking routines”

Jay Halai, Minarah College

“We will ensure students address meaningful real-world problems and use specific protocols [so that] all voices are heard. Project-based learning will be emphasised to develop key skills such as research, critical thinking, problem-solving, and collaboration”

Jay Halai, Minarah College

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Jay Halai, Minarah College

“With less focus on textbooks, students now engage more in experiential and inquiry-based learning and have ample opportunities to work in collegial groups using various thinking routines”

Jay Halai, Minarah College

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Geoff Gates

Director of Learning and Teaching – K – 12

Aaron Batterham is a passionate young educator who brings together his expertise in innovation, technology integration, and change management to lead initiatives focused on shaping the future of education.

Head of Education Futures

Aaron Batterham

Kim Tegel

Head of Early Childhood

Steve Uscinski leads the team of the studies directorate. In his more than 20 years at BGS, he has served as a teacher of English, coach of rugby and cricket, director of the senior dramatic production, boarding housemaster, school administrator and curriculum innovator and leader.

Deputy Headmaster, Teaching and Learning

Steve Uscinski

“The high focus on traditional ways of delivery of lessons through textbooks and lecture-based teaching was to be replaced by interactive and collaborative learning, resulting in development of students’ creative and critical thinking and communication using a range of resources, including ICT.” Additionally, the school’s introduction of one-to-one devices enabled 21st-century learning through the use of e-textbooks, e-resources and programs, that students are more receptive of, and are developing the skills that they would in future be using in their workforce. “As the key external exams are delivered online, the devices will further facilitate the process,” Halai explains. “The introduction of a character wheel was seen as a strategy to develop students’ global competencies and [to make them] active contributors to society, [while developing] their exemplary character and emotional intelligence.” Halai says this approach provided a more structured sequence in comparison to the previous one-off charity-based activities. In tandem with this overhaul, Halai has motivated all staff at the College to seek deeper investment in promoting positive outcomes for students. He says the most outstanding outcome from this is the benefit to the students, that is evident through the College’s Lesson Observations and Learning Walks.

Jay Halai, Minarah College

Yass Sidaros

Director of Co-Curricular Programs

Dr Chris Furner

Director of Professional Learning

Lily Ng

Director of Business Operations

Claire Napoli

Director of Advancement & Engagement

Greg Thorne joined BGS in January 2019. He is an experienced educational leader with a broad range of proficiencies. He has expertise in student wellbeing roles, curriculum leadership and school administration. Greg was part of the senior leadership team at Nudgee College for eight years, most recently as the director of activities for sport and culture. He has also been chairperson of multiple GPS Association sub-committees.

Deputy Headmaster, Co-curricular

Greg Thorne

Jacqui Zervos joined the School in 1995 as a teacher of geography and history, having completed her initial teacher qualification at The University of Queensland in 1987 and then spending seven years teaching with Education Queensland. She is well known as a passionate and exemplary teacher of geography and took on the position of head of year in 2001. During the following five years as head of year, Jacqui completed her Master of Education at UQ with a major study into boys’ education. She was appointed head of middle school in 2006. In 2018, she was seconded to her current position and in 2020 was confirmed as executive director, educational innovation on a permanent basis from 2021.

Executive Director, Educational Innovation

Jacqui Zervos

Rebecca Campbell joined BGS in mid-2013 as the School’s first head of Years 5 and 6. She has spent the past 15 years working in GPS boys’ schools. A dedicated educator, she is committed to creating a positive learning culture that supports the holistic development of each student. Rebecca is a graduate of the University of Newcastle, where she completed a master’s degree specialising in educating boys. In recent years, she has attained a Professional Certificate in Instructional Leadership through the University of Melbourne. Rebecca fulfilled the head of middle school role in Term 1 2017 and from 2018 to 2020. She was appointed to the position of head of middle school in 2021.

Head of Middle School

Rebecca Campbell

Inma Beaumont joined BGS at the beginning of 2020. She is an experienced advancement professional, having implemented fundraising and engagement operations for three different units over six years at The University of Queensland. Inma led the fundraising campaign to renovate the Forgan Smith Building, home to the TC Beirne School of Law at UQ. She subsequently spent three years as director of advancement at the UQ Faculty of Health, where she conceived and delivered a major gifts program. Her fundraising experience follows a 15-year career in finance, including as CFO of Citibank Australia. She is a non-executive director of UN Women Australia, Speech Pathology Australia and Women’s College at UQ.

Executive Director Advancement and Community Relations

Inma Beaumont

Diana Godfrey joined Fidelity in 1995, and is currently the senior vice-president, human resources and corporate affairs. She has 27 years of industry experience and has driven innovation and transformative changes to employee benefits, talent development, charitable and diversity and inclusion programs, which have strengthened Fidelity Canada’s position as a top caring employer. She championed the implementation of Fidelity Canada’s value proposition, committed to improving the employee experience to meet their individual needs and the community at large. Fidelity Canada has been recognized with multiple employer awards and designations, which celebrate its work culture and atmosphere, corporate philanthropic initiatives, and health and benefits, to name just a few.

Senior Vice President, Human Resources and Corporate Affairs

Diana Godfrey (she/her/hers)

Cameron Murray is the senior vice president, client services and CIO for Fidelity Investments Canada ULC. In this capacity, he oversees both technology and operations for the organization in Canada. He joined Fidelity in December 1999 as Vice President, Systems Operations. He currently serves as a member of the board of directors for FundSERV, where he has been an executive committee and board member since 2002. He is also on the board of directors for Fidelity Investments Canada ULC.

Senior Vice President, Client Services and Chief Information Officer

Cameron Murray

Sarah M Stewart has more than 15 years of strategic leasing and customer care experience in residential property management. She is responsible for overseeing all aspects of Centurion’s national leasing platforms, residential lead generation, and overall customer experience excellence through operation of the company’s internal customer service department.

Associate Vice President, Leasing and Call Centre Operations

Sarah M Stewart

Associate Vice President, Leasing and Call Centre Operations

Karen Bannister, CM

Vice President, Marketing

Dave Longbottom

Chief Technology Officer

Alex Ventura

Head of Marketing

Damian Palovick

Senior Vice President of Underwriting AXA XL – Delegated Authority Programs, North America

Dr. Mary Lavoie

Head of Risk Management and Senior Vice President AXA XL – Delegated Authority Programs, North America

Mark Bernacki

Chief Underwriting Officer

Ryan Armijo

Chief Operating Officer, Underwriting Division

Bob Petrilli

President, Underwriting Division

“The focus now is on differentiation and development of Higher-Order Thinking Skills (HOTS). There is documented planning on differentiation to ensure the students who are struggling are being catered for and those who are above average are being challenged to do better,” he says. “Furthermore, staff now engage in making data-driven decisions to make programs and learning sequences. Lessons are no longer based on ‘one hat – fits all’, each lesson now has differentiated tasks.” Halai says the syllabus outcome is now achieved through differentiated tasks that are aligned to the student capabilities and learning needs. “Lessons are delivered through interactive smartboards; hence, teachers have the opportunity to cater for visual, auditory and kinaesthetic learners,” he says. “With less focus on textbooks, students now engage more in experiential and inquiry-based learning and have ample opportunities to work in collegial groups using various thinking routines.” Halai says staff development is highly focused on enhancement of ICT skills through regular professional learning with Microsoft Teams. “The success stories on Deep Learning from classrooms were shared by the staff as part of professional development, and these presentations were well received by the teachers, and seen as a learning opportunity, and peer appreciation.” As for what’s next for Minarah College, Halai says the process is in place for changing the learning environment with collaborative learning places for all students. “The shift is from students just learning the knowledge to authentic application of this knowledge to the wider world. The focus at Minarah College is for teachers to equip students with the tools to navigate their learning process and improve their expertise in developing efficacy,” he explains. “We will ensure students address meaningful real-world problems and use specific protocols [so that] all voices are heard. Project-based learning will be emphasised to develop key skills such as research, critical thinking, problem-solving, and collaboration.” Halai says the college will also be using appropriate data analysis and interpretation of data to make informed decisions that positively affect student outcomes. “The proactive stance will enable students to be committed to advocating essential values, reflect and develop critical thinking and communication skills to develop their characters and become valuable and active members of the community.”

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Alexis Hill

Chief Information Officer

Alexis Hill joined BGS in April 2022 as the School’s first chief information officer to lead the Digital Transformation Program, which aims to use technology and data to enhance student outcomes. As a senior executive with over 14 years of experience in commercial and government industries, she has substantial experience in digital transformation leadership. Alexis has held CIO and director roles that focused on driving technological and organisational change in complex environments. She holds a Bachelor of Business degree and is a graduate of the Australian Institute of Company Directors.

Chief Information Officer

Alexis Hill

According to the World Economic Forum (2021), half of today’s work activities could be automated by 2055, posing more challenges for young people’s future employment choices. A growing number of education, business and political leaders believe that young people should be taught the crucial enterprise and life skills of creativity, critical thinking, problem-solving, communication, citizenship and collaboration. The Hills Grammar School, which is committed to “locating the genius in every child,” has embedded entrepreneurial education across the whole school from Pre-K to Year 12. According to the Foundation for Young Australians (2020), enterprise skills are needed for young people to thrive in an uncertain future. In 2021, Year 5 students were involved in two entrepreneurial projects: Market Day and S.E.A.T. Both projects required the students to work in teams, to be creative and innovative, and to adopt a social enterprise, ethical approach to their projects. “An innovative school is future focused, collaborative and always looking for ways to improve the teaching and learning experience of its students, so they are equipped to face the world with confidence, courage, and agency,” Karen Yager, the school’s principal, tells The Educator. “Hills Grammar was founded by people who personified entrepreneurialism. They had the vision, imagination, and skills to courageously create a new school.” Mrs Yager says this entrepreneurial spirit, combined with a solid academic foundation, “is essential for continued individual success and prosperity in a competitive and democratic society.” “This focus on entrepreneurialism has been successful because it is embraced and planned collaboratively from early childhood through to Year 12 and aligned with our strategic plans,” she adds. The S.E.A.T Project is a social initiative that educates children in social values and sustainability. Year 5 students worked in small, collaborative teams to produce a uniquely designed piece, which was then auctioned off to their eager parents. Prior to the auction, the students presented and explained their artworks to parents and staff. The funds raised were donated to the students’ charity of choice, Orange Sky Australia. Meanwhile, Market Day required teams of students to design a product and promote its sale to their peers from across the different grades, with all profits also going to Orange Sky Australia. A representative from Orange Sky Australia visited the campus to allow the students to better understand how they work to positively connect people experiencing homelessness through free laundry, showers and conversation. Mrs Yager says it has been inspiring to see the increased confidence and agency of the students who are now contributing to major school projects. “The elected Early Childhood Children’s Council presents major resolutions on changes they would like to see. Year 5–12 students are designing the school mobile phone policy and our approach to microcredentialing. More students have developed start-up businesses,” she says. “There is a shared belief that the students, parents, and staff can work together to make a difference.” The school is looking to the future with the development of a new stage 3 enrichment program based on entrepreneurial mindsets, adds Mrs Yager. “We are seeking community, industry, and university partnerships, supporting student start-ups, and providing places where innovative ideas and blue-sky thinking can thrive.”