The Haileyburian

The Haileyburian

SUMMER 2024
Friends first, fundraising second

Hayley Berry

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Being a volunteer of a parents and friends group can mean juggling busy schedules, organising events, and always being ready to lend a helping hand. Yet, the rewards are immeasurable — creating lasting connections, positively impacting students’ experiences, and building a sense of unity among families, staff and students alike.  

Lenice Norris has done just that and has been an incredibly inspirational and long standing leader as President of Haileybury Parents & Friends Keysborough (HPFK). Lenice is a dedicated mother of two Haileybury alumni, Ethan (OH 2023) and Joshua (OH 2024).  

With her sons’ time at Haileybury now complete, Lenice is stepping down and passing on the reins. We extend our heartfelt gratitude and admiration for Lenice’s service and invite you to read some reflections from those who knew Lenice best.   

“As the Head of Campus at Newlands for 11 years, I was privileged to meet Lenice, firstly as a parent and then as the president of the Parents and Friends group. Initially this role was for the Newlands campus (HPFN) before expanding to include Senior School at Keysborough (HPFK). Lenice worked tirelessly in this huge role whilst holding a full-time professional career of her own. Her organisation skills were second to none, and she drove many initiatives including year level coffee mornings for parents, class events for families and the support of all school activities throughout the year with sausage sizzles, pancake days, Christmas stalls, presentation of graduation gifts and operating the uniform shop to name a few. 

“Lenice had two mantras: ‘Everything we do is about the students,’ and ‘We are friend raisers first; fund raisers second.’ This resonated with families at Haileybury Keysborough and many of the parent community embraced the opportunity to be involved as a committee member, to meet other parents and to assist at events. It is indeed a tribute to Lenice that we had the largest numbers of parent involvement in the Parents and Friends during her time as president. 

“Perhaps Lenice’s biggest legacy as the President of the HPFK is the establishment of regular, significant, financial contribution to a Foundation scholarship which allows students, who might not otherwise have the opportunity, to experience a wonderful education at Haileybury. 

“Personally, I am very grateful for all that Lenice achieved for the Keysborough campus and for Newlands in particular. Lenice was always positive about the School, and most importantly we had a lot of fun together creating an intentionally welcoming environment for the parents, staff and students at Newlands and Keysborough Senior School.” Jane Gibbs 

“Lenice was a truly dedicated and long-standing leader who always went above and beyond in her role, working long hours and welcoming everyone in our community. The committee was constantly busy supporting the School with numerous events, but nothing was ever too much for Lenice. We shared a lot of fun moments, and serving on the committee under her leadership was an incredible experience. It was an absolute pleasure to work alongside her.” Linette Grossi 

“Lenice stepped up to join the HPFK at a time when the entire committee was newly formed. She brought a much-needed renewed energy and fresh perspective to the role. Within months, she revitalized community engagement by introducing new events, enhancing social media presence and successfully launching new fundraising initiatives. She also took on the management of the Second-hand Uniform Shop, streamlining its operations and guaranteeing its continued success. 

“Congratulations, Lenice, on your success with the HPFK and the Second-hand Uniform Shop. You will be greatly missed, and your efforts have set a high standard for the future. Thank you for your years of service and care. Wishing you all the best in your next adventures.” Kate Smith 

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Dayna Schinz (OH 2007) is a proud Haileybury alumni. She was the inaugural Haileybury Girls School Captain, and since graduating has spent 12 years teaching Maths, Science and Biology, most recently at Haileybury Pangea, where she teaches Senior School Science and VCE Biology alongside her role as Haileybury Digital Learning Leader. 

What inspired you to become a teacher? 

As a student, I cherished my time at school and adored the opportunity to ignite curiosity and nurture the same love for learning, especially in science, that I experienced throughout my education. I love the chance to create a positive and supportive classroom environment, where students feel valued and empowered to reach their full potential. 

Can you describe what the role of Digital Learning Leader is? 

As a Digital Learning Leader at Haileybury, we provide educational leadership to enhance the use of technology in teaching and learning. This includes supporting teachers with technological tools such as Office 365 and our Canvas LMS, while fostering a collaborative online environment across the school community. 

How do you create an engaging and inclusive classroom environment? 

I always aim to create a sense of belonging where every student feels valued and included. I am a warm and approachable person, and building strong relationships with students helps make them feel more connected and motivated, especially in my online classes. As much as possible, I try to engage students in active learning by using hands-on activities and practical experiments where students can experience the scientific theory being taught firsthand. As a Digital Learning Leader, I also enjoy integrating the latest technology to enhance student learning and make lessons more dynamic and accessible. 

Can you share a memorable moment from your teaching career?  

One of my most treasured memories was the opportunity to take a small group of Haileybury Science students to the Galapagos Islands and the Amazon Rainforest in Ecuador, South America. This experience was the pinnacle of my career as a biology teacher, allowing my colleagues and I to travel with like-minded students to one of the most biodiverse places on Earth. The Galapagos Islands played a crucial role in Charles Darwin’s theory of natural selection and provided a real-world context to the study of evolution taught in Year 10 Science and VCE Biology. Our stay with a remote host community in the Amazon Rainforest, only accessible via canoe, was a life-changing experience for both staff and students. 

What is the most rewarding part of being a teacher for you? 

The joy of witnessing students’ development, both academically and personally, is unparalleled. As an old girl, knowing the school’s values and culture, I am so grateful to contribute to Haileybury’s legacy. It is so deeply fulfilling and rewarding to play a part in the growth and success of our incredible students. 

What advice would you give to new or aspiring teachers? 

A crucial piece of advice would be to build relationships with your students and colleagues, to not only create a supportive classroom but also a supportive working environment. As a teacher, it is also important to be firm but fair. To achieve this, you must establish clear expectations and boundaries with your students from the beginning and consistently reinforce them. This advice also comes in handy as a mother of a toddler! 

How do you spend your time away from the classroom? 

I live in a small town on the Mornington Peninsula and enjoy the lifestyle that the region offers. I love spending time outdoors and at the beach with my two and a half-year-old son who keeps me very busy. I am so grateful to be able to teach online at Haileybury Pangea and the flexibility it affords me to blend my professional and family life. 

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Casey Marshall is one of our brilliant Junior School teachers and is currently the Deputy Head of Junior School for Pastrol Care and Administration Haileybury City. In 2024 Casey taught the Year 2 cohort at City campus.  

What inspired you to become a teacher? 

In 2015, I moved to Ballarat to play basketball for the local team. As part of the program, the CEO at the time liked the players to be active members of the community, either by studying at a local university or working in town. Through a turn of events, I ended up working at the Ballarat Specialist School as a teacher’s aide, assisting students with a range of additional needs to access the curriculum. 

Within my first week, I had the privilege of working alongside a teacher in the Middle School. Each morning, the students would walk in from being dropped off, slowly walk to their classroom and enter. From the moment the students saw their teacher, however, their entire energy changed. Their smiles lit up the room, they suddenly began talking and laughing to one another, and the way they interacted with each other was incredible. 

The environment that teacher created in his classroom completely changed the students’ attitude and outlook. He created a safe and inclusive environment where students of all ability levels could learn, laugh, make mistakes and, most importantly, loved coming to every day. 

A year later, I started my Bachelor of Education in Primary Teaching. 

How do you create an engaging and inclusive classroom environment? 

Creating an engaging and inclusive environment changes dramatically each year as it is so dependent on the specific cohort. What I have done this year is different to last year and although some aspects will be similar for next year’s class, I am sure there will be some new ones as well. 

Two particular aspects that haven’t changed throughout my teaching career centre around care and focusing on the process, not the product, of learning. 

There is a popular saying in education, ‘Children don’t care how much you know until they know how much you care.’ It only takes a lesson or two to realise this as some of the most pivotal breakthroughs have happened after a check in chat or after linking the weekly writing topic to a student’s weekend hobby. 

Through focusing on the process of learning, students learn the importance of making mistakes, persevering through challenges and the power of reflecting on their own growth. These behaviours highlight that every student (and teacher) is at school to learn.  

What is the most rewarding part of being a teacher? 

Without a doubt, the most rewarding part of being a teacher is seeing the incredible amount of growth each student achieves each year. Although it is often more obvious to see a child’s academic growth by looking through their book work or their assessment data, seeing the development in their social skills or how they navigate through challenges is similarly wonderful to see and an aspect that will assist them throughout their lives. 

What advice would you give to new or aspiring teachers? 

Despite it being called teaching, I feel it is so important to continue to be a student of the profession. Whether it is observing other teachers teach, looking at patterns within assessment data, talking to other teachers about specific issues or seeking feedback, each little area of growth made in one’s teaching practice is compounded throughout the following years. 

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Dominika Kapustka currently teaches Year 5 Mathematics at Haileybury Pangea and serves as a Digital Learning Leader. She supports over 150 staff members across Haileybury’s four Melbourne campuses, helping them integrate technology into their teaching practices. Dominika also leads an AI Mastery Series, which is delivered through a blended learning model to staff working with students from ELC to Year 12 across Melbourne, Pangea and Haileybury Rendall School in Darwin. In 2024, she was the well-deserved recipient of Rising Star of the Year at the Australian Education Awards. 

“Every student is a mathematician, nurtured, inspired to think deeply, and solve problems with confidence and curiosity.” 

What inspired you to become a teacher? 

It was my Grade 3 teacher who truly inspired me to pursue teaching. Her approach centred on building strong relationships, ensuring that every student felt supported in their learning. She took a genuine interest in each of us, which made a lasting impact. She became my role model, and I knew I wanted to follow in her footsteps and make a similar difference in the lives of my own students. 

How did you find yourself teaching in Australia? 

After high school I undertook a Bachelor of Science and Education program in my hometown, Winnipeg, Manitoba. I was inspired by cooperating teachers’ stories about teaching abroad, and so explored international opportunities. In my fourth year, I became the youngest candidate accepted into the teacher exchange program. This opportunity allowed me to teach at the International School in Athens under expert mentors. 

When I graduated I felt an eagerness to explore more of the world’s education systems. I wanted to teach in a school-age setting, focus on either English or French-speaking communities, and—admittedly—find a place with nicer weather after 20 years of snow. One evening, I Googled, “What is the best school in the world?” and found Haileybury. Its focus on academic excellence and international outlook intrigued me. I landed in Melbourne just six months later.  

Shortly after arriving a recruiter recommended me for a contract position at Haileybury, Berwick and my dream of teaching in a great-world school became a reality. 

Can you share a memorable moment from your teaching career?  

One of the most memorable moments in my teaching career happened during the Covid-19 lockdowns. My students, without me knowing, organised a surprise birthday party on Zoom. They decorated their backgrounds with balloons and signs, and every single one of them wore birthday hats. It was such an unexpected and heartwarming gesture during a difficult time. Their thoughtfulness and effort to make the day special, despite being physically apart, really touched me and reminded me of the deep connections we can form as teachers, even in challenging circumstances. 

How do you keep your teaching methods fresh and innovative? 

I stay committed to keeping my teaching methods fresh by actively engaging in ongoing professional development. I prioritise reading widely and listening to experts who focus on evidence-based strategies, such as explicit instruction, retrieval practice and active learning. I also value feedback from my students; after trying new strategies, I always check in with them to see if they found the approach engaging and helpful. Lately, I have been particularly fascinated by the rapid advancements in AI, and I enjoy exploring how it can benefit both students and educators. One of my favourite uses of AI is generating images tailored to student interests, which I then incorporate into problem-solving activities. 

What is the most rewarding part of being a teacher for you? 

For me, the most rewarding part of being a teacher is seeing the growth in my students. Watching students develop their confidence and curiosity is incredibly fulfilling. Knowing that I can make a lasting impact on their lives, helping them realise their potential and build their passion for learning, is what makes teaching so special to me. 

What advice would you give to new or aspiring teachers? 

Remember the reason you chose to become a teacher and hold onto your ‘why.’ There will be challenging days but keeping that purpose in mind can help you stay grounded.  Don’t be afraid to try new approaches, make mistakes and grow alongside your students.  

How do you like to spend your time away from the classroom? 

Outside the classroom, I love taking on DIY projects around my home. One of my recent favourites was building a catio, allowing my cats to safely enjoy the outdoors without bothering my chickens! Dancing is another passion of mine — I take weekly tap, hip-hop and contemporary dance classes. It is the perfect way for me to unwind, move my body and clear my mind after a busy day.  

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“Art is never finished – it simply stops in interesting places.” Paul Gardner  

The 2024 Graduate Art Exhibition was more than just a showcase of final artworks — it was a celebration of resilience, growth and creativity. The exhibition displayed the works of Visual Arts students across the Senior School, and even showcased artworks by Haileybury Rendall School students in Darwin. From carefully crafted wooden products and detailed paintings, to contemporary architectural structures and snappy film masterpieces, the imagination, resourcefulness and ingenuity of Haileybury students never ceases to amaze. On Tuesday, 15 October 2024, Visual Arts Captains Sid (Year 12) and Eve (Year 12) took the stage to officially open the exhibition and share their reflections on the year. 

Sid spoke initially about the space that Haileybury’s Visual Arts department has provided him and his classmates to push boundaries and find their voices. He acknowledged the challenges and moments of doubt that every artist faces, noting that it is often through these challenges that real growth happens. “Art is never a straight path,” he shared. “The creative process teaches us that it’s okay to make mistakes — it’s often in those mistakes where we find the most powerful inspiration.” 

For Sid, this year represented a period of personal and artistic growth. He reflected on the influence of his teachers, particularly Mr Hicks, who has been a constant pillar of support for the class. “His guidance has shaped who I am both as an artist and as a person,” Sid said, expressing gratitude on behalf of all his peers. Sid encouraged attendees to see the artworks not just as finished pieces but as the conclusion to a year-long journey.

Eve echoed these sentiments, adding her own reflections on the hard work that went into the evening’s exhibition. “There have been a lot of late nights, Red Bulls, tears and emotions on the journey to finishing these subjects,” she confessed, “but the opportunity for us to share our work with those we care about made it all worthwhile. It means so much to me, not only as the Art Captain but as an art lover, that you’ve come tonight to celebrate our hard work.” 

Eve also paid tribute to the teachers and technicians who played a pivotal role in supporting the students throughout the year. “For both of my teachers, Mr Hicks and Mr Delmenico, the sky was the limit for what I could do,” she said. She also extended her thanks to the dedicated art and media technicians — Miss Balletta, Mr McCormack and Mr Downward — who were instrumental in helping the students navigate their folio subjects. 

Eve concluded with a final, simple statement “Our time together has been wondrous, and I’m so immensely proud of all of us. Our Friday afternoon classes will be a fond memory in the future.”