Cognitive Cadence in Leadership - Dr Lisa Riegel - Stepping into [ed]Leadership

Supporting Character Energy - Amanda Katagiri - Stepping into [ed]Leadership

Supporting Character Energy In this episode of Stepping into [ed]Leadership, we welcome Amanda Katagiri, Director of Professional Practice at the Franklin School in New York. Amanda brings deep expertise in supporting teachers to thrive across a whole career, not just survive their first few years. In her current role, she leads professional learning, coaches teachers in pedagogy and practice, runs performance conversations, and thinks strategically about teaching and learning across the school. Her leadership style embodies true supporting character energy: walking alongside those she leads rather than managing from a distance. In our conversation, Amanda generously shares her approach to difficult conversations, offering practical strategies for creating safe spaces where teachers can grow. She explains how to clearly signpost where a conversation is going, name the hard thing directly, and use clarity, empathy, and structured processes to turn potentially challenging moments into opportunities for genuine development. Amanda’s commitment to consistent support and ongoing mentoring shines through as she describes how she builds a culture of continuous growth, where professional learning is teacher-led and not a one-off event, but an embedded process. We also explore the role of AI in education, and how we can support students to avoid cognitive atrophy, instead encouraging them to use it as a thought partner. Our conversation underscores the importance of carving out time for reflection, both for teachers and leaders, and how we can encourage leaders to remain curious about others’ feelings and perspectives. From systems thinking programs for students to intentional mentoring structures for staff, Amanda’s work at Franklin School reflects a holistic plan and vision for developing people, young and old, who are prepared to think critically, grow continuously, and lead with purpose. Her insights remind us that great leadership is always about creating the conditions for others to flourish. Credits: Podcast theme music composed by Julian Ferraretto Logo Design by Meredith Baker Photography by Carmen Roberts

Spatial Literacy - Dr Anne Knock - Stepping into [ed]Leadership

Our conversation with Dr. Anne Knock dives straight into the messy, exciting work of redesigning schools for the future. Across the episode we unpack how leaders can think more like complexity strategists; reading the whole system rather than just reacting to individual problems, and how three levers; learner experience, professional culture and physical space, can work together rather than in silos. We talk about what it really looks like when teachers become designers of learning, not just deliverers of content, and how small changes to the environment or timetable can create huge shifts in student engagement. Anne shares stories from her international study tours, including impactful moments on trains and in corridors where educators debriefed what they had seen and began to reimagine what might be possible back in their own contexts. We reflect on the importance of going beyond visually pleasing spaces, to ask how the environment changes the conversations, relationships and learning in the room. Throughout the episode, Anne shares provocations about the future education workforce, the kinds of spaces that invite belonging, and the courage it takes to disrupt long held assumptions about how school should work. It is an invitation to look closely at the everyday spaces of classrooms, staffrooms and schools, and to consider what might be shifted or reimagined. Our discussion explores the value of experimenting with new approaches and asked how we might design environments where both students and adults genuinely want to be. Anne’s new book School by Design: A Field Guide to Transforming Learning, Culture and Space, is out now. Credits: Podcast theme music composed by Julian Ferraretto Logo Design by Meredith Baker Photography by Carmen Roberts

Investing in People - Tracey Matyk - Stepping into [ed]Leadership

Investing in people In this episode of Stepping into [ed]Leadership, we sit down with highly experienced and inspirational Middle Leader, Tracey Matyk from Woodcroft College. Tracey shares her journey from scientist to teacher, how working with undergraduate students during her PhD drew her into education, and why she has never looked back. She reflects on stepping into her first leadership role as Head of Science, the importance of understanding the “nuts and bolts” of management, and how formal training helped her feel ready to lead. Tracey unpacks her belief that people are the number one resource, and that to get leadership right, you have to get management right. We talk about private conversations with staff, investing in people so they are well equipped, and moving with “ferocious warmth” between head and heart. After ten years as Head of Science, Tracey took a sideways step into pastoral leadership as Head of Year 9–10, following a cohort through their transition from Middle to Senior School. We explore the similarities and differences between leading a faculty and leading a year level, including the reality that much of the work is relational: delicate conversations, emails and phone calls with parents, building culture, and supporting both staff and students. Throughout the conversation, Tracey shares how she has slowly built confidence in handling difficult conversations, the value of coaching and great role models, and the power of reflective, collaborative line management. She describes creating a sense of community and belonging for students, especially in the post‑COVID era, and being a “relationship facilitator.” Tracey also speaks about her aspirations for senior leadership and her advice to emerging leaders: back yourself, take your time, watch and listen, lean on trusted colleagues, and never underestimate the power of observation. We know you will gain a lot from this engaging episode. Credits: Podcast theme music composed by Julian Ferraretto Logo Design by Meredith Baker Photography by Carmen Roberts

Stepping back into school life - Nicholas Brice - Returning guest - Stepping into [ed]LEadership

Stepping Back into schools In this episode, we welcome back returning guest Nicholas Brice. After several years with the SACE Board, Nick has made a sea change, joining Peninsula Grammar as Deputy Principal. He shares what it’s been like to step back into schools, reconnect with students and teachers, and rediscover the rhythm and energy of daily school life. Nick reflects on the first few weeks of Term 1, speaking candidly about the excitement and vulnerability that come with moving to a new community. He discusses the importance of finding environments where leaders can grow, the value of asking the right questions during interviews, and the role of a great Executive Assistant in helping senior leaders stay grounded and supported. We touch on empathy, trust, and influence; building trust banks with staff, validating students as people, and modelling professionalism for those around you. Nick’s story is a reminder that growth takes courage and that if nothing changes, then nothing changes. Credits: Podcast theme music composed by Julian Ferraretto Logo Design by Meredith Baker Photography by Carmen Roberts

Cognitive Cadence in Leadership - Dr Lisa Riegel - Stepping into [ed]Leadership

Cognitive Cadence in Leadership In our conversation with Dr Lisa Rigel, we explore the connection between neuroscience and leadership, and how understanding how the brain works can strengthen the way we lead and learn. Lisa shares how her background as an English and journalism teacher, followed by time in administration, leads her to think deeply about purpose, relevance, and what students really need in a post AI world. She poses powerful questions about whether we are measuring what truly matters for today’s and tomorrow’s learners, rather than just what algorithms can already do. Lisa highlights her belief that schools do not have an engagement problem, they have a relevance problem, because we still focus on assessing content and skills from a past purpose while talking about, but not measuring, capabilities like communication, thinking, and collaboration. We unpack practical tools for turning ideas into action, including building clarity and coherence in school culture, differentiating for adults, and embedding brain science into classroom routines and assessment.  We also talk about creating “neurowell” cultures that are safe, supportive, and proactive, where trust, self awareness, self regulation, and self control sit at the heart of wellbeing and effective leadership. Lisa speaks about the importance of leaders protecting time, using concrete language to lead change, and building stepping stones from current state to desired state. Throughout the episode she returns to the need for authentic celebration of teachers, permission to fail, and a cadence that engages the humans in the system. This episode offers a valuable blend of neuroscience, purpose and practical leadership moves for anyone working in education. Credits: Podcast theme music composed by Julian Ferraretto Logo Design by Meredith Baker Photography by Carmen Roberts