50 Heads of School at Independent Schools Australia

Last updated: 15 August 2026.

Independent schools are not all built to the same pattern. Some are day schools, some include boarding, and many carry a distinct faith, educational or community tradition. The common thread is the responsibility held by the people leading them.

This list brings together 50 serving principals and heads of school across Australia. It is a starting point for understanding the people shaping learning, culture and belonging in independent education. For a wider look at education leadership, you can also read our independent schooling thought leader directory and explore Consult Clarity.

1. Megan Krimmer.

Headmistress, Abbotsleigh.

Megan Krimmer is Headmistress of Abbotsleigh, a day and boarding school for girls from early learning to Year 12. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Abbotsleigh, a day and boarding school for girls from early learning to Year 12 gives this work a distinct character. Megan Krimmer leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

2. Nicola Taylor.

Principal, PLC Armidale.

Nicola Taylor is Principal of PLC Armidale, a Presbyterian girls school in regional New South Wales. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At PLC Armidale, a Presbyterian girls school in regional New South Wales gives this work a distinct character. Nicola Taylor leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

3. Andrew Powell.

Principal, Ascham School.

Andrew Powell is Principal of Ascham School, an independent day school for girls in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Ascham School, an independent day school for girls in Sydney gives this work a distinct character. Andrew Powell leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

4. Paul Burgis.

Principal, PLC Sydney.

Paul Burgis is Principal of PLC Sydney, a Presbyterian school for girls in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At PLC Sydney, a Presbyterian school for girls in Sydney gives this work a distinct character. Paul Burgis leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

5. Kate Quinane.

Principal, Brigidine College St Ives.

Kate Quinane is Principal of Brigidine College St Ives, a Catholic girls school on Sydney’s north shore. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Brigidine College St Ives, a Catholic girls school on Sydney’s north shore gives this work a distinct character. Kate Quinane leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

6. Kate Hadwen.

Principal, Pymble Ladies’ College.

Kate Hadwen is Principal of Pymble Ladies’ College, a day and boarding school for girls. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Pymble Ladies’ College, a day and boarding school for girls gives this work a distinct character. Kate Hadwen leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

7. Terrie Jones.

Principal, Canberra Girls Grammar School.

Terrie Jones is Principal of Canberra Girls Grammar School, an independent girls school in Canberra. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Canberra Girls Grammar School, an independent girls school in Canberra gives this work a distinct character. Terrie Jones leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

8. Marise McConaghy.

Principal, Queenwood.

Marise McConaghy is Principal of Queenwood, an independent girls school on Sydney’s lower north shore. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Queenwood, an independent girls school on Sydney’s lower north shore gives this work a distinct character. Marise McConaghy leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

9. Michele Benn.

Principal, Danebank School.

Michele Benn is Principal of Danebank School, a Christian girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Danebank School, a Christian girls school in Sydney gives this work a distinct character. Michele Benn leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

10. Suzanne Floro.

Principal, Ravenswood.

Suzanne Floro is Principal of Ravenswood, a Presbyterian girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Ravenswood, a Presbyterian girls school in Sydney gives this work a distinct character. Suzanne Floro leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

11. Geoff Marsh.

Principal, Frensham.

Geoff Marsh is Principal of Frensham, a boarding school for girls in the Southern Highlands. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Frensham, a boarding school for girls in the Southern Highlands gives this work a distinct character. Geoff Marsh leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

12. Michelle Walker.

Principal, Roseville College.

Michelle Walker is Principal of Roseville College, an independent girls school on Sydney’s north shore. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Roseville College, an independent girls school on Sydney’s north shore gives this work a distinct character. Michelle Walker leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

13. Jane Danvers.

Principal, Kambala.

Jane Danvers is Principal of Kambala, an independent girls school in Rose Bay. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Kambala, an independent girls school in Rose Bay gives this work a distinct character. Jane Danvers leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

14. Paulina Skerman.

Principal, Santa Sabina College.

Paulina Skerman is Principal of Santa Sabina College, a Catholic girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Santa Sabina College, a Catholic girls school in Sydney gives this work a distinct character. Paulina Skerman leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

15. Erica Thomas.

Principal, Kincoppal-Rose Bay.

Erica Thomas is Principal of Kincoppal-Rose Bay, a Catholic girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Kincoppal-Rose Bay, a Catholic girls school in Sydney gives this work a distinct character. Erica Thomas leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

16. Holly Gyton.

Principal, SCEGGS Darlinghurst.

Holly Gyton is Principal of SCEGGS Darlinghurst, an independent girls school in inner Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At SCEGGS Darlinghurst, an independent girls school in inner Sydney gives this work a distinct character. Holly Gyton leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

17. Nicole Archard.

Principal, Loreto Kirribilli.

Nicole Archard is Principal of Loreto Kirribilli, a Catholic day school for girls. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Loreto Kirribilli, a Catholic day school for girls gives this work a distinct character. Nicole Archard leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

18. Sharyn Quick.

Principal, Stella Maris College.

Sharyn Quick is Principal of Stella Maris College, a Catholic girls school on Sydney’s northern beaches. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Stella Maris College, a Catholic girls school on Sydney’s northern beaches gives this work a distinct character. Sharyn Quick leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

19. Marina Ugonotti.

Principal, Loreto Normanhurst.

Marina Ugonotti is Principal of Loreto Normanhurst, a Catholic day and boarding school for girls. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Loreto Normanhurst, a Catholic day and boarding school for girls gives this work a distinct character. Marina Ugonotti leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

20. Deb Magill.

Principal, St Catherine’s School.

Deb Magill is Principal of St Catherine’s School, an Anglican girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At St Catherine’s School, an Anglican girls school in Sydney gives this work a distinct character. Deb Magill leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

21. Lisa Brown.

Principal, Meriden School.

Lisa Brown is Principal of Meriden School, an independent girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Meriden School, an independent girls school in Sydney gives this work a distinct character. Lisa Brown leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

22. Mary Leask.

Principal, St Patrick’s College.

Mary Leask is Principal of St Patrick’s College, a Catholic girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At St Patrick’s College, a Catholic girls school in Sydney gives this work a distinct character. Mary Leask leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

23. Lisa Moloney.

Principal, MLC School.

Lisa Moloney is Principal of MLC School, an independent girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At MLC School, an independent girls school in Sydney gives this work a distinct character. Lisa Moloney leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

24. Laetitia Richmond.

Principal, St Scholastica’s College.

Laetitia Richmond is Principal of St Scholastica’s College, a Catholic girls school in Glebe. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At St Scholastica’s College, a Catholic girls school in Glebe gives this work a distinct character. Laetitia Richmond leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

25. Nicole Christensen.

Principal, Monte Sant’ Angelo.

Nicole Christensen is Principal of Monte Sant’ Angelo, a Catholic independent girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Monte Sant’ Angelo, a Catholic independent girls school in Sydney gives this work a distinct character. Nicole Christensen leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

26. Anne Fry.

Principal, St Vincent’s College.

Anne Fry is Principal of St Vincent’s College, a Catholic girls school in Potts Point. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At St Vincent’s College, a Catholic girls school in Potts Point gives this work a distinct character. Anne Fry leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

27. Michael Hanratty.

Principal, Mount St Benedict College.

Michael Hanratty is Principal of Mount St Benedict College, a Catholic girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Mount St Benedict College, a Catholic girls school in Sydney gives this work a distinct character. Michael Hanratty leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

28. Rita Sakr.

Principal, Tangara School for Girls.

Rita Sakr is Principal of Tangara School for Girls, a Catholic independent girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Tangara School for Girls, a Catholic independent girls school in Sydney gives this work a distinct character. Rita Sakr leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

29. Liz Van-Genderen.

Principal, NEGS.

Liz Van-Genderen is Principal of NEGS, a day and boarding school for girls in regional New South Wales. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At NEGS, a day and boarding school for girls in regional New South Wales gives this work a distinct character. Liz Van-Genderen leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

30. Adele Ramsay.

Principal, Tara Anglican School for Girls.

Adele Ramsay is Principal of Tara Anglican School for Girls, an Anglican girls school in Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Tara Anglican School for Girls, an Anglican girls school in Sydney gives this work a distinct character. Adele Ramsay leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

31. Lucie Farrugia.

Principal, Our Lady of Mercy College Parramatta.

Lucie Farrugia is Principal of Our Lady of Mercy College Parramatta, a Catholic girls school in western Sydney. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Our Lady of Mercy College Parramatta, a Catholic girls school in western Sydney gives this work a distinct character. Lucie Farrugia leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

32. Linda Douglas.

Principal, Wenona.

Linda Douglas is Principal of Wenona, an independent day and boarding school for girls. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Wenona, an independent day and boarding school for girls gives this work a distinct character. Linda Douglas leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

33. Angela O’Dwyer.

Principal, Loreto Mandeville Hall Toorak.

Angela O’Dwyer is Principal of Loreto Mandeville Hall Toorak, a Catholic girls school in Melbourne. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Loreto Mandeville Hall Toorak, a Catholic girls school in Melbourne gives this work a distinct character. Angela O’Dwyer leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

34. Ben Jeacocke.

Principal, Camberwell Grammar School.

Ben Jeacocke is Principal of Camberwell Grammar School, an independent boys school in Melbourne. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Camberwell Grammar School, an independent boys school in Melbourne gives this work a distinct character. Ben Jeacocke leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

35. Janis Coffey.

Principal, Melbourne Montessori College.

Janis Coffey is Principal of Melbourne Montessori College, a Montessori school in Melbourne. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Melbourne Montessori College, a Montessori school in Melbourne gives this work a distinct character. Janis Coffey leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

36. Jen Bourke.

Principal, Ballarat Clarendon College.

Jen Bourke is Principal of Ballarat Clarendon College, an independent school in regional Victoria. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Ballarat Clarendon College, an independent school in regional Victoria gives this work a distinct character. Jen Bourke leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

37. Ross Grace.

Principal, Heathdale Christian College.

Ross Grace is Principal of Heathdale Christian College, a Christian co-educational school. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Heathdale Christian College, a Christian co-educational school gives this work a distinct character. Ross Grace leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

38. Andrew Neal.

Principal, Bacchus Marsh Grammar.

Andrew Neal is Principal of Bacchus Marsh Grammar, a co-educational independent school in regional Victoria. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Bacchus Marsh Grammar, a co-educational independent school in regional Victoria gives this work a distinct character. Andrew Neal leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

39. Jacinda Euler Welsh.

Principal, Brisbane Girls Grammar School.

Jacinda Euler Welsh is Principal of Brisbane Girls Grammar School, a secular independent girls school. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Brisbane Girls Grammar School, a secular independent girls school gives this work a distinct character. Jacinda Euler Welsh leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

40. Anthony Micallef.

Headmaster, Brisbane Grammar School.

Anthony Micallef is Headmaster of Brisbane Grammar School, an independent boys school with broad co-curricular opportunities. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Brisbane Grammar School, an independent boys school with broad co-curricular opportunities gives this work a distinct character. Anthony Micallef leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

41. Paul Begg.

Principal, Villanova College.

Paul Begg is Principal of Villanova College, an independent Catholic boys school. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Villanova College, an independent Catholic boys school gives this work a distinct character. Paul Begg leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

42. Kyle Thompson.

Principal, Ipswich Girls Grammar School.

Kyle Thompson is Principal of Ipswich Girls Grammar School, an independent non-denominational school with co-education in the junior years. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Ipswich Girls Grammar School, an independent non-denominational school with co-education in the junior years gives this work a distinct character. Kyle Thompson leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

43. Matthew O’Brien.

Head of School (Principal), Bunbury Cathedral Grammar School.

Matthew O’Brien is Head of School (Principal) of Bunbury Cathedral Grammar School, a co-educational K to 12 day and boarding school. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Bunbury Cathedral Grammar School, a co-educational K to 12 day and boarding school gives this work a distinct character. Matthew O’Brien leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

44. Tracey Gray.

Principal, Frederick Irwin Anglican School.

Tracey Gray is Principal of Frederick Irwin Anglican School, an Anglican co-educational school. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Frederick Irwin Anglican School, an Anglican co-educational school gives this work a distinct character. Tracey Gray leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

45. Meg Lawson.

Principal, Fahan School.

Meg Lawson is Principal of Fahan School, an independent girls school in Tasmania. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Fahan School, an independent girls school in Tasmania gives this work a distinct character. Meg Lawson leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

46. Dr Julie Wilson Reynolds.

Principal, St Michael’s Collegiate.

Dr Julie Wilson Reynolds is Principal of St Michael’s Collegiate, an Anglican girls school in Tasmania. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At St Michael’s Collegiate, an Anglican girls school in Tasmania gives this work a distinct character. Dr Julie Wilson Reynolds leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

47. Timothy Bristow.

Principal, Launceston Preparatory School.

Timothy Bristow is Principal of Launceston Preparatory School, an independent co-educational primary school. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Launceston Preparatory School, an independent co-educational primary school gives this work a distinct character. Timothy Bristow leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

48. Shannon Warren.

Principal, Woodcroft College.

Shannon Warren is Principal of Woodcroft College, an independent co-educational school in Adelaide. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Woodcroft College, an independent co-educational school in Adelaide gives this work a distinct character. Shannon Warren leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

49. Mark Staker.

Principal, Pembroke School.

Mark Staker is Principal of Pembroke School, an independent co-educational school from early years to Year 12. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Pembroke School, an independent co-educational school from early years to Year 12 gives this work a distinct character. Mark Staker leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

50. Trent Driver.

Principal, Scotch College Adelaide.

Trent Driver is Principal of Scotch College Adelaide, an independent co-educational ELC to Year 12 school. The role brings together learning, care and community expectations. It is practical work with a long view, shaping students’ everyday experience and the people who support them.

At Scotch College Adelaide, an independent co-educational ELC to Year 12 school gives this work a distinct character. Trent Driver leads a community where identity and young people’s changing needs sit side by side. Strong school leadership is visible in the routines, relationships and opportunities that help people do their best work.

Conclusion.

The people leading independent schools work across different traditions, communities and school models. Together, they show the breadth of practical leadership needed to help young people learn, belong and grow.

About the Author.

Jonno White is the founder of Consult Clarity. He helps leaders build organisations people would move cities to work at.

Next Read.

For more on education leadership, read the independent schooling thought leader directory or explore Consult Clarity.

Get in touch.

If your school is working on leadership, culture or belonging, Jonno would be glad to hear from you at jonno@consultclarity.org.