Appointing a Director of Learning and Teaching for an Independent School in Victoria

The Brief

Future Leadership™ was engaged by this independent coeducational school in Victoria to appoint a Director of Learning and Teaching, a newly created senior leadership role designed to strengthen academic leadership and pedagogical consistency across Prep to Year 12. The Director of Learning and Teaching holds strategic responsibility for leading and managing the school’s academic and pedagogical practices. The role was designed to embed a cohesive and developmentally appropriate curriculum, assessment and instructional framework across all sub-schools. It also aimed to enhance professional learning, support staff wellbeing, and ensure consistent monitoring of student academic progress.

The successful candidate would be expected to inspire a culture of learning, lead the continuous improvement of instructional practices, and integrate contemporary educational research into school-wide systems. The role required collaboration with key internal stakeholders including Heads of Sub-Schools, Leaders of Learning, and the Director of VCE, as well as engagement with parents and the broader school community.

The position demanded a dynamic educational leader with deep experience in curriculum design, assessment, and reporting, alongside demonstrated capabilities in staff development, student wellbeing, and strategic planning. The ideal candidate would bring a strong presence, a commitment to lifelong learning, and the ability to lead high-performing teams in a complex educational environment.

The Process

Future Leadership™ undertook a comprehensive executive search process tailored to the strategic and cultural needs of Peninsula Grammar. The process was designed to identify a senior educational leader capable of leading pedagogical excellence across a large, complex independent school environment.

Key steps included:

• Briefing and Strategy Development:
  The search commenced with two in-depth briefing sessions. The first was held with the Principal followed by a second with the Executive Deputy Principal. These sessions enabled Future Leadership to gain a deep understanding of the school’s strategic priorities, leadership expectations, and the cultural context of the role. A detailed search strategy and timeline were agreed upon, including stakeholder engagement and advertising approvals.
• Targeted Candidate Search:
  A national search was conducted, combining outreach through Future Leadership’s proprietary databases and networks with a digital advertising campaign across Seek, LinkedIn, and the Future Leadership website. The search focused on attracting candidates with proven experience in independent school settings, including internal candidates and those recommended by the client. A proposed target list was prepared and reviewed with the Selection Committee.
• Candidate Assessment:
  Shortlisted candidates underwent rigorous evaluation using the Future Leadership Capability Framework (FLCF). This included psychometric assessments via by a Future Leadership Advisory psychologist. These tools provided insights into leadership behaviours, personality traits, and potential derailers. Both client and candidate debriefs were conducted to support decision-making.
• Panel Interviews and Evaluation:
  Two rounds of panel interviews were held. The first round included senior academic leaders, while the second involved executive stakeholders. Candidates were assessed on their strategic thinking, collaborative leadership style, and ability to embed a consistent pedagogical framework across Prep to Year 12. Internal candidates were also considered and assessed against the same criteria.
• Final Selection and Appointment:
  Following interviews, referencing and negotiation were completed. The successful candidate was appointed and commenced in January 2024. Strengths in relationship-building, curriculum innovation, and strategic leadership were key factors in her selection.

The Outcome

The appointed candidate is an accomplished educational leader with extensive experience in both secondary and whole-school contexts. Demonstrating a strong commitment to holistic education, they have successfully led strategic initiatives in curriculum design, change management, and staff development. Their leadership is characterised by a collaborative and empathetic approach, fostering trust and professional growth among colleagues and emerging leaders. The candidate has a proven track record in managing operational aspects across multiple faculties, implementing innovative teaching practices, and driving continuous school improvement.

Notably, the appointee played key roles in major projects such as transitioning to new assessment systems, integrating positive education, and leading responses to online learning challenges. Their strengths include strategic thinking, effective communication, and the ability to inspire and motivate teams. The candidate’s dedication to professional learning and evidence-based practice underpins their capacity to deliver improved educational outcomes and nurture a positive, inclusive school culture.