My vision for PLC

I would want the Centre’s questions to begin close to girls’ experience. What helps a girl feel known? Which feedback moves her learning forward? When does challenge build confidence, and when does she need a different kind of support? Girls should help shape these questions, contribute to educational design and hear what we learn from their involvement.

Across early learning to Year 12, participation would need to reflect age, development and context. Listening might look like observation and conversation in early learning, or collaborative inquiry with older students. A coherent College-wide approach should connect learning, care and wellbeing without assuming that the same practice suits every stage.

The Centre should belong to the everyday work of the College, not sit apart from it. I would work alongside Heads of School, the Head of Teaching and Learning and the Director of Teacher Practice to connect contemporary research with what teachers notice in their classrooms. A useful inquiry begins with a real question, a manageable change and time to examine what happened.

Coaching would help create the professional trust this work needs. I would seek to build an ongoing cycle of inquiry, practice, feedback and reflection, with support that recognises different career stages. Teachers should have room to question an approach, share uncertainty and learn from one another without every experiment becoming another demand on their time.

My interest in digital learning began long before generative AI. Building my first webpage at Yogyakarta International School in 1999 gave me a sense of the connections technology could make possible. I still feel that curiosity and awe. I also care deeply about the relationships, presence and independent thinking that make learning human.

At PLC, I would work with staff to develop an educationally grounded approach to digital learning and AI. The question would not be whether a tool is impressive, but what a girl can understand, create or explain independently after using it. Carefully bounded trials could investigate feedback, creativity or student agency, with privacy, safety, accessibility, academic integrity and wellbeing considered before use. Girls and staff would need the confidence to question these tools as well as use them.

I would want PLC to contribute to the future of girls’ education as well as draw on existing research. Purposeful partnerships with universities, researchers and other schools could bring fresh perspectives to questions the College already cares about. Over time, visiting scholars, researchers-in-residence and professional exchanges could deepen this work, where there is a clear educational purpose and capacity to support it.

The knowledge generated should travel back into classrooms and out into the wider community. Practice guides, teacher presentations, seminars and publications could share findings alongside their limitations. Families should also hear what the Centre is learning and how it relates to their daughters’ growth. The aim would be a visible, useful body of professional knowledge—not activity for its own sake.