It's Been 10 Long Years

New Font Choice and New Topic

I haven’t blogged in over a decade. In that time, life has unfolded in big and beautiful ways — I completed my second education degree, welcomed a second child, became a primary school teacher, and now serve as an Assistant Principal leading Stage 3.

After so much change — personally and professionally — I’ve felt a quiet pull to reflect. To pause and consider the kind of educator I once aspired to be, and ask: do those ideals still ring true today?Do they still guide me, or have they evolved under the weight of experience, shifting roles, and a system that often feels unrecognisable?

To be honest, I’m also asking the harder question: is it still worth staying in education?

The system we work in often feels stretched thin — fraying under the pressure of complex needs, relentless reform, and an ever-growing list of expectations. We are charged with addressing the full spectrum of diverse student needs, from learners with disabilities, to multilingual students, to those carrying the weight of trauma or disconnection. And rightly so — our students deserve that.

But we’re also expected to prepare them for a future we can barely predict — adapting curriculum, pedagogy, and assessment to match the demands of a changing economy and world. Meanwhile, curriculum documents shift, initiatives pile up, and the people expected to hold it all together — the teachers — are burning out.

So I’m returning here, to this space, to reflect honestly. To revisit the educator I was, hold up a mirror to the one I am now, and ask:

What matters most? What’s still worth holding onto? And what do I need to let go of?

And maybe, just maybe, through writing and reflection, I can remember why I began — and what might still be possible.

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Where Do I Begin?

When I last left this space, I was deep in Early Childhood Education. I’d been offered several opportunities to stay in that field — roles as room leader and service director. Some offers were genuine. Others came from those hoping to capitalise on my passion and drive to make a difference.

At one point, I was even invited to help write a university unit on Creativity in Early Childhood.It felt exciting — like my thinking and experience were being recognised. But it soon became clear that the

invitation wasn’t quite what it seemed. A lecturer had tapped into my ideas, insights, and passion, only to move forward without me — leaving me sidelined from the actual opportunity. It stung. Not just because I missed out, but because it confirmed a familiar feeling: that my work was valuable, but not always valueAt the time, I turned down formal leadership roles. Not because I didn’t want to lead — I did. But on more than one occasion, I was told that leadership in early childhood needed a “motherly figurehead.” I hope that mindset has changed in the past ten years. I hope more male educators are now given the space to lead with heart, creativity, and careInstead, I stepped into the challenge of becoming a casual primary school teacher. I worked across age groups, contexts, and settings — learning as I went. I was soon offered a permanent kindergarten position in a public school. In those early years, I often felt like an outsider. My background in early childhood — my enthusiasm, creativity, and relational practice — didn’t always fit into the structured world of formal schoolingAfter a few school moves, though, I found my place — and my people. I’ve since gone on to lead Stage 2 and now Stage 3. I’ve supported colleagues, designed units, coached teachers, and shaped school directions. I’ve seen how much of what I believed in as an early childhood educator — play, voice, curiosity, connection — still matters just as much in Year 5.

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What I’ve Noticed Lately

The past decade has been a blur. Somewhere along the way, I’ve lost a bit of balance. My eldest is 18 now. I blinked, and they were grown. And I’ve found myself asking: Where did the time go?Why have I spent so much of it commuting and working late into the evening?

How can I begin to recalibrate? How can I reconnect with the parts of this work that fill my cup — and still be present for my own life?

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So Where To Now?

Let’s begin by tying it all together — my early childhood philosophy and my current leadership beliefs. Let’s draw the line between who I was and who I am becoming. Between the seed I once nurtured and the tree I’m still growing.

This blog will be a space for that. For reflection. For story. For remembering. For imagining better.

The Seed: Curiosity, Challenge & Growth

Every curiosity — and every challenge — is a seed.

In early childhood, I learned to pay close attention to play. That’s where the learning lived — in curiosity, in exploration, in moments of wonder. Now, teaching Stage 3, I’ve learned to pay just as much attention to challenge. Because sometimes a seed isn’t sparked by joy, but by struggle. A tricky concept. A hesitant writer. A social dynamic that feels too big to name.

Whether sparked by interest or by difficulty, every seed offers the same invitation:
Notice it. Nurture it. Grow it into something powerful.
Help students master it, make sense of it, overcome it — and grow.

This metaphor has stayed with me, from preschool sandpits to Year 5 classrooms. It’s become a framework that helps me think clearly about how I teach, how I lead, and how I grow alongside my students and colleagues.

So here it is — my evolving Stage 3 philosophy, drawn from the roots of early childhood and stretched skyward through the realities of leadership and practice.

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🌿 ROOTS: Foundational Beliefs (In a Stage 3 Context)

These are the beliefs that anchor me — the ones I return to when things get murky, pressured, or overloaded. They’re the same roots I wrote about years ago — just deeper now.

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🪵 THE TRUNK: The Role of the Educator and Leader

As a Stage 3 teacher and middle leader, I see my role as both gardener and guide. I work to:

• Observe and respond to what students need — emotionally, socially, and academically.
  
  

• Use data and dialogue to inform next steps in learning.
  
  

• Lead with intention, designing spaces where teachers reflect, create, and collaborate.
  
  

• Set clear learning goals, but stay open to the unexpected — the spark, the twist, the teachable moment.
  
  

Guiding question:

“What is the seed I’ve noticed in my learners or team — and what is the most powerful, inclusive next step I can take to nurture it?”

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🌿 BRANCHES: The Practices That Grow from My Values

🍃 LEAVES: What We See When it Works

• Students show deeper understanding, greater ownership, and more voice in their learning.
  
  

• Teachers work with clarity and confidence — knowing where they’re going and why it matters.
  
  

• Planning becomes purposeful, not performative.
  
  

• Leadership becomes influence — not control.
  
  

And teaching?

It should become invigorating again — not about ticking boxes, but tending to the garden.

NEXT TIME:

“How can I build the conditions for meaningful, student-driven learning — and how do I empower others to do the same?”

Documenting a journey of discovery with 4-5 yr olds: Branching new directions.

Let's reflect on the Intentional Teaching Plan shared in our last blog. It will help us to see where the next two consecutive branches bloom from.

Today we will explore the second and third branch to our learning tree. Many branches will sprout throughout the exploration of the interest. Many consecutively. It is important that we reflect on children's daily discoveries and play, teacher practices and intentions, indicating how events played out. Branches evolve over time. Sometimes they they need inspiration and support. Learning centres and play experiences offer the needed support.

It is important for us, as educators, to stand back and let the children be in the moment. While children are in that moment we need to listen, document conversation points, children questioning, and contemplations. We need to judge when and what questions we could ask to scaffold deeper knowledge. What tools could one add to shape and extend the children's ideas. So many times have I seen colleagues set up experiences, stand back and forget the importance of focusing on the children's interactions. So much get's lost. It makes it difficult to program. As educators being in and belonging as co-learners in and around the play events, we are exposed to the brilliance of the children's developing minds,  we discover oodles of inspiring data and find ourselves addicted and committed to feeding the child's needs.  

       

So how does one recognise when the interest is branching off in new directions? Looking at the above learning story, we see how the children have been inspired by the setting of the outdoor learning area and are beginning to bring the interest to new areas. A child sharing a flower picked from the outdoor environment led to some amazing child questioning and opportunities for discussion and Intentional Teaching moments. Recognising and documenting such events allows us to highlight the changes and growth in the children’s learning, supported by the educators’ teaching. This data allows us to assess and consider the 'small steps' that build towards the end result (EYLF 2010). We need to be aware of the road travelled and the places along the way if we are effectively going to map where we have come from, and where we have arrived. This is the educators duty as a reflective practitioner. 

It is time to make deeper connections and promote greater understandings. We have to remember to do this through small steps. Reflecting on where we have come from we can see the interest has stemmed from the children's play and our outdoor art explorations. Intentionally, being a 'deliberate, purposeful and thoughtful' educator, we set an indoor art and craft experience that will allow us to build towards equipping the children's curious minds with deep understandings (EYLF 2009).

  

The learning has grown from a single spontaneous moment, news time, to an activity that encourages creative decoration to a hands on observable learning opportunity. The children designed a 'growing pot'. They then got to put their own bean within the pot. They now had been given ownership over watching, watering and caring for their own magic bean stalk (refer to intentional Teaching Plan). Over time the children drew pictures of the different stages of growth. They discussed what was happening to their bean as it blossomed, much like their inquisitive and absorbing minds. They shared their plant with parents and family members as they arrived each day and left each evening. This learning adventure allowed for the expression of personality and uniqueness, enhanced dispositions such as curiosity and creativity and enabled children to make connections between observed experiences and new learning. It assisted children to develop relationships, share understandings and understand concepts, thus stimulating a sense of wellbeing (EYLF 2009). 

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While all this was taking place, another valid and important branch was growing. Our Intentional Teaching Plan had been interpreted by another individual in very different and exciting ways. This individual was engulfed by the creative way the "Jack and the Incredible Magic Bean" story was delivered. So inspired that it encouraged her to document and tell her own story.

The story may have been created about a totally different topic, but indicated that there was a new way could explore the interest. Perhaps we could write a story about what we are learning. I have to value and build on this child's strengths and skills and provide her with the knowledge and motivation to  use her unique ability to support the project interest (EYLF 2009). First I wanted to see what the children knew about books. Would they all be interested in making their own book? Could I encourage them to make a book about the project interest? Does it matter if it goes off track? It is important to stand back and see what the children would do.

Before beginning I 'actively promote children’s learning' through introducing them to a number of different ways of delivering stories. Stories are told through pictures, symbols, words and music. Inspiring them to think, introduce the activity making it a 'worthwhile and challenging experience'  that encourages 'high-level' and creative thinking skills (EYLF 2009). Introduce them to the components of a book. They are exposed to them every day. Where is the front cover? Who and what is the author? Let them use this knowledge and play with it. Stand back and observe.

 The children make their book. They are encouraged to share their book and place it in the room library for our friends and family to read. It is amazing the different ideas that come from the children. Some create narratives while some choose to share pictures. All are welcomed and treasured as important. Then something amazing happens. Exploring story making extends outdoors. The children aren't aware straight away, but what they have explored indoors has influenced their play outside.

This spontaneous play leads to an exploration of cultural symbols. How did Indigenous Australians use symbols to share knowledge, tell stories and share understandings. Researching important symbols and introducing the children to them through a culturally respectful and active narrative inspires the children to get in and give it a go.

  

Upon reflection, the teacher now needs to consider if this branch is leading to a new project or can it be used creatively as a toll to enhance the exploration of the project interest? Where will this learning adventure take us next?

  

Documenting a journey of discovery with 4-5 yr olds continues.

It has been a long time since my last post. Last time we discussed how interests develop and grow in many different directions. But how can one document these different directions? In the last blog we showed the interest or project establishing itself as a growing whole centre interest. We shared how important it is to map where the learning may go. We have collected some observations of the children's learning and exploration of the interest. Collecting this data and displaying it is the first step in showing the learning cycle. Early childhood educators are constantly collecting data and at times find it difficult to bring it all together. Teachers need to document themselves, their intentional questioning, intentional teaching and how these elements have effected the children's learning and impacted the projects direction. It is important that their is evidence of teacher intentionality throughout the documented learning cycle (Hattie 2005). The Australian Government's Early Years Learning Framework asks us to document and be reflective in our teaching practices, principles and pedagogy (EYLF 2009). It seems like a lot of data is needed, but by being organised and creative with your documentation, one can easily cover all the expected needs for documentation. In my personal professional philosophy I state that I believe that 'children's understandings grow through the natural affinity of play' (Walker 2012). I document my philosophy (pedagogical belief) through the use of imagery. The seed, seedling and the branches. As the project comes to a conclusion the tree represents the knowledge coming together and being. This is evident throughout the last f blogs. Today I hope to show how using imagery, we documented the different directions of the learning taking place.

The document displayed above is an introduction of the first exploration of the project or interest, the first branch. It clearly states a pedagogical question and a brief pedagogical aim.

When documenting the different directions of the learning, one should document pedagogical aims. How are you, as an educator, going to inspire exploration. Remember this may change over time. By documenting it you are giving yourself something to reflect upon. This allows you to document your ability as a reflective practitioner as the learning stories evolve over time. this indicates that you constantly review your teaching program and strategies throughout your documented curriculum for parents and colleagues to recognise and feel open to comment on (MCEECDYA, 2011). The observations in succession should now relate to this first branch interest and the creative extensions of that first activity.

   

The above documents show how the children have been inspired by the setting of the learning area. The Intentional Questioning is documented along with the Intentional Teaching, showing the educators impact on the children's learning and the development of the learning environment. With the interest being carried into the indoor environment, one needs to consider how they can further encourage this interest to evolve.

This intentionally planned learning experience could then continue to evolve into what could be our second branch. How will the second branch be introduced to the children. Will it grow and evolve? This is dependant on ones creative teaching ability. It is time to deliver some deep knowledge related to our project interest. For the children to understand, we need to present the information through engaging and playful ways. One needs to develop an intentional teaching plan that explains why the group experience is taking place and how it will be delivered. One needs to consider the 'learning intention' (Hattie 2005). In this instant it will be the lifecycle of plants. Where do plants come from? How do they grow? What do they need to grow? All these questions cannot be answered in one single group experience. One needs to plan an experience that will introduce the children to discovering these pondering's during later exploration. The success of this group experience will be documented over time as we document the children's discoveries. 

     
With an intentional teaching plan, based on the project interest and with the intention of deepening the children's understandings and knowledge, we then need to wait and see if the new branch reaches out and grow leaves. This will be assessed by listening and observing the children's interactions and use of the provided knowledge. Remember the children drive the program. We as educators learn from the children. 

Next time we will explore the second branch to our learning tree and how to recognise and document consecutive branches during the project duration. If you have found this Blog interesting and informative, please share it with your colleagues, friends and community. The aim of this blog is to assist, enthuse and inspire educators everywhere to creatively and successfully create simple and effective curricular documents.

References

EYLF. (2009). Early Years Learning Framework: belonging, being & becoming: for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments. 

Hattie, J. (2005). What is the nature of evidence that makes a difference to learning? Using 

                        Data to Support Learning Research Conference 2005, 

                        University of Auckland

Walker, K. (2013). The Natural Affinity of Play and the Development of Knowledge

Documenting a journey of discovery with 4-5 yr olds.

Previously we explored how by watching and observing children in play and exploration within the learning environments can alert us to a 'seed' or an interest that is waiting to bloom (Walker, 2013). We then explored the need to recognise how to support the seed and allow it to grow. Is it going to be relevant to the whole group? How will the interest sprout? 

As a tree grows from a seed, to a seedling, then to an established plant, it begins to grow branches in many directions. Children's interest grow in varried paths and directions too. Following the intentions of the Reggio Emilia "project approach" we should encourage the 'children, in collaboration with teachers and one another, to determine the course of their investigations and learning'(Malguzzi, 1993b). I believe that Malguzzi's ideals incorporating the project approach allows each child’s knowledge, ideas, culture and interests to provide the foundation for the program, thus allowing them to contribute to the world as confident, involved and nurtured learners who can safely communicate and exploring their developed perspectives(AGNQS, 2009). 

As an educator, mapping can allow us to navigate the collaborative investigations to ensure that the seed, or interest, grows to a satisfactory ending point. Using intentional teaching, questioning and scaffolding gives us the power to allow the interest to grow in all the necessary directions. In conclusion a successful educator needs to able to show how the learning all ties together.     

Below, is a clearly structured map of where the learning came from, and how I had hoped to take extend learning. This plan was devised from learning stories written of the children's outdoor interactions throughout a nature rich garden setting. It is structured with achievable aims and remains and is left open to allow necessary changes to take place along the road to discovery. Remember as a teacher we are learning too. 

The seed is the first observation made of the interest. The seedling is another recorded event that had evolved from the first play event. Feeding the interest is a recorded spontaneous play event where I asked questions and encouraged participation. this event really established the interest as project. 

Why is it necessary to document where one intends to encourage the interest to blossom and bloom? As educators, early childhood (EC) and beyond, are encouraged to be reflective practitioners. By documenting your forethoughts, and plotting where you see the learning going, you are documenting material you can reflect upon regarding your practice and ability, thus proving you can 'deliver high quality teaching' practices that support the  development of the children  in your care (MCEECDYA, 2011). Throughout the exploration of the project, an educator should continue to reflect back to the plan to inspire new directions for learning, strategies and use it as a point to critically evaluate children's learning, along with the appropriate nature and effectiveness of the teaching strategies (AGNQS, 2009). This plan is only a starting point. 

Further intentional teaching plans are needed to show how this plan evolves. We will explore the next step in the next post.  

References

EYLF. (2010). Educators belonging, being & becoming:the early years learning framework for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments.

Institute for Teaching and School Leadership. (2011). National Professional Standards for

                        Teachers.Carlton South, Vic: Ministerial Council for Education, 

                        Early Childhood Development and Youth Affairs (MCEECDYA).

Malaguzzi, L. (1993a). For an education based on relationships. Young Children, 49 (1), 9–12.

              (1993b). History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G. Forman  
                       (Eds.), The hundred languages of children: The Reggio Emilia approach to early 
                       childhood education (pp. 41–89). Norwood, NJ: Ablex.

National Quality Standard for Early Childhood Education and Care and School Age Care. (2009). Victoria: 
                       Council of Australian Governments: Early Childhood Development Steering Committee

3. Feeding the seedling: where to go next.

'Educators are also responsive to children’s ideas and play. Using this knowledge accessed in play allows them to promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills.' 

Australian Government's Early Years Learning Framework, 2009.

As I reflect on Epstein's (2007) explanation of Intentional Teaching, I am reminded that moments of 'Intentional Teaching'  are 'moments that are given careful thought and are accompanied by careful consideration of their potential effects. Thus an “intentional’ teacher aims at clearly defined learning objectives for children, employs instructional strategies likely to help children achieve the objectives, and continually assess progress and adjusts the strategies based on that assessment’. 

This point is of key importance to us as educators. I always try to plot or map where I potentially see learning going. I plan experiences of play and art to support further exploration of the discovered interest. The type of activities planned depends on the age and abilities of individuals. The music interest the children were exploring had to grow up and out in all directions for it to live and satisfy curiosity.

It was clear that beyond exploring music through dance the children were curious about my instrument. I wanted to give them the opportunity to make their own instruments for exploration. Using cardboard coffee cups, beans, sand, seeds and strong tape, the children made their own shaker to use in our outdoor music exploration. I had responded to the children's growing interest and opened the interest to others by making a 'curriculum decision' or 'intentional teaching' plan to offer creative activities linking to the interest of music (EYLF, 2009). In doing this I successfully allowed new members to explore the interest, encouraging the participation of all children (EYLF, 2009). Making the shakers attracted participants who were not interested in our initial interest exploration. It became a hands on sensory exploration, measuring exploration and an explorational experiment in sound. 

  

After exploring the shakers in a teacher led music experience (me an my ukulele), the children found new and novel ways to explore the shakers in the outdoor and indoor environment. I wanted to see what the children with do with them once my direction and guidance took a back seat. Would it result in them making music? What new ares would they explore? Some colleagues were cautious about allowing the children to continue use, thinking that the experience was over and that meant it was time to collect the shakers and remove them from the environment. This would have had a negative effect on the children's exploration. I wanted to find innovative ways to 'encourage achievement' (Hattie, 2005). Innovation enhances achievement, especially when the seed/interest come from the children. 

It is our role as educators to encourage the children's innovated ideas and interests to grow. Like gardeners, we watch, we nurture, we give support, we feed. Like scientists we document, record and explore how our teaching impacts play and inspires the children to grow!  

References

Epstein, A. (2007). The intentional teacher. Choosing the best strategies for young children’s learning. 

                        Washington, D.C: NAEYC. EYLF. (2010). 

EYLF. (2009). Early Years Learning Framework: belonging, being & becoming: for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments. 

Hattie, J. (2005). What is the nature of evidence that makes a difference to learning? Using 

                        Data to Support Learning Research Conference 2005, 

                        University of Auckland

Walker, K. (2013). The Natural Affinity of Play and the Development of Knowledge.