For many Old Grammarians, their connection to MGGS continues long after they leave the School. Returning as academic coaches, sports coaches, Boarding House tutors and Supervisors (also called Resis), or supporting programs in areas such as Drama and the Visual Arts, former students play an important role in enriching the experience of current Grammarians. Their presence offers students guidance and encouragement, and they also act as relatable role models who understand the unique culture, opportunities and challenges of life at MGGS.

For this edition of Information Exchange, we had a chat with three Old Grammarians who have returned to the School in different capacities, each bringing their own experiences, passions and perspectives to the community that helped shape them. Through sport, academic mentoring and student support, Jen Wertheimer, Eliza Davidson and Phoebe Rayner are continuing the cycle of connection and contribution that lies at the heart of Melbourne Girls Grammar.  

Jen Wertheimer (2022)

From the moment she arrived at Melbourne Girls Grammar in Year 7, sport was at the centre of Jen Wertheimer’s experience. Immersing herself in GSV Tennis, GSV Netball, Boroondara Saturday Netball and Rowing, she quickly discovered the sense of connection, challenge and confidence that would shape both her school years and future aspirations.

Reflecting on her time at MGGS, she describes the School as a place that encouraged students to explore their interests while building independence and self-belief. “What I valued most was the supportive and inclusive culture,” she says. “There were opportunities for everyone, whether in sport, music, or the creative and performing arts.”

Commencing at MGGS in 2017 also coincided with the opening of the Artemis Centre, a space she remembers fondly. From training sessions and gym classes to study sessions upstairs – and regular visits to the café – the building became a central part of daily life throughout her Senior Years.

While studying VCE Physical Education and completing four seasons of Rowing, her passion for sport evolved into a clear career ambition. After graduating in 2022, she travelled to Qatar to attend the FIFA World Cup, an experience that further cemented her desire to work within elite sporting environments. Today, she is in her third year of a Bachelor of Exercise and Sport Science at Swinburne University of Technology, exploring pathways in allied health, biomechanics and performance analysis.

Returning to MGGS as a coach felt like a natural next step for Jen. She now works across the GSV Tennis and Netball programs, while also coaching and supervising in the Boroondara Saturday Netball competition. Across training sessions, match days and weekend fixtures, she is passionate about creating the same encouraging environment she once experienced as a student.

“Sport can provide an outlet from the demands of school life,” she explains. “I want students to feel supported to challenge themselves, build confidence and enjoy being part of a team.”

Her coaching style has been shaped by the mentors who influenced her during her own years at MGGS, including former House Co-ordinator Amanda Ford and Rowing Coach Henni Roxburgh, whose energy, care and encouragement left a lasting impression.

Now both an Old Grammarian and member of staff, she says returning to the School is something she is deeply proud of. “It feels incredibly special to give back to a community that played such a significant role in my development,” she reflects. “Being able to support current students through sport is both meaningful and rewarding.”

“I want students to feel supported to challenge themselves, build confidence and enjoy being part of a team.”

Eliza Davidson (2024)

For Eliza Davidson, learning has always extended far beyond the classroom. During her years at Melbourne Girls Grammar, she immersed herself in a remarkable breadth of opportunities – from music, debating and theatre productions to sport and leadership – embracing every experience with curiosity and enthusiasm.

Reflecting on her time as a student, Eliza credits much of her enjoyment of school to the energy and passion of her teachers, particularly in her Senior Years. “Dedicated and passionate teachers and an energetic classroom environment shaped much of my education,” she says. Alongside her studies, she learnt the violin, sang in choral groups, performed in school productions of Matilda and Mamma Mia!, participated in debating and Model United Nations, and served as Debating Co-Captain in 2024.

“What was so great about MGGS was the fact that I could try so many different things,” she reflects. “It broadened my knowledge, helped me develop new skills and allowed me to build strong bonds with peers.”

Central to her memories are the friendships formed throughout her school years. “Your friends are your whole world during those teenage years,” she says. “It’s a beautiful thing to grow up through school’s trials and joys together.”

“Dedicated and passionate teachers and an energetic classroom environment shaped much of my education.”

Following graduation, Eliza commenced a Bachelor of Biomedicine at The University of Melbourne, while also becoming a resident at Ormond College. Alongside her studies, college life has provided opportunities for leadership, independence and connection with students from across Australia and around the world living in the same environment. Looking ahead, she hopes to pursue a Doctor of Medicine.

Eliza is still involved with Melbourne Girls in several roles: working as an Academic Coach, Debating Coach and as a Boarding House Tutor. Across a typical day, she supports students from Years 9 to 12 with everything from essay feedback and Mathematics practice to Science concepts and Latin translation – a personal favourite. In the evenings, she coaches debating teams and works with boarding students as they prepare for assessments and assignments.

Having once been a student reluctant to ask for help herself, Eliza is passionate about creating an approachable and encouraging environment for current Grammarians. “I always want students to feel they can ask us anything, free of judgement,” she explains. “The goal is to empower students to take control of their learning and keep moving forwards.”

As both an Old Grammarian and member of staff, Eliza describes her connection to the School as deeply personal. A third-generation Grammarian, with her younger sister currently attending MGGS, she says returning to campus in a professional capacity feels incredibly meaningful. “I loved my time at school,” she reflects, “and I treasure the opportunity to stay connected with the MGGS community in a new way.”

Phoebe Rayner (2023)

For Phoebe Rayner, the defining feature of life at Melbourne Girls Grammar was the strong sense of connection and encouragement that shaped her experience as a student.

Reflecting on her years at MGGS, Phoebe describes the School community as one grounded in support, collaboration and empowerment. “What I enjoyed most was the strong sense of sisterhood,” she says. “The supportive and encouraging environment, shaped by both my peers and teachers, created a culture where we felt empowered to challenge ourselves and succeed.”

Those experiences have continued to influence Phoebe long after graduation and now inform the way she works with current students in her role as an Academic Coach. Returning to MGGS was driven by a desire to provide guidance that was both practical and meaningful within the context of the School community she knew so well.

“Having experienced the School’s culture firsthand, I’m passionate about encouraging students to embrace opportunities and engage fully in their learning,” she explains.

In her current role, Phoebe supports students across a range of academic settings, from independent learning sessions and classroom support to targeted workshops for different year levels and House groups. Her work focuses on helping students refine study techniques, strengthen assessment strategies and build confidence in their approach to learning. She also delivers workshops centred on essential academic skills, including time management, exam preparation and subject-specific response structures.

“The supportive and encouraging environment, shaped by both my peers and teachers, created a culture where we felt empowered to challenge ourselves and succeed.”

Throughout the day, Phoebe works closely with students both individually and in small groups, fostering collaboration while also encouraging independence and accountability. It is a balance she understands deeply from her own years at MGGS.

“There are many skills I developed during my time at MGGS that I now use every day,” she reflects. “The ability to collaborate effectively has been invaluable, particularly when working alongside teachers to provide consistent and targeted support for students.”

She also credits the School with instilling a strong sense of discipline, independence and responsibility – qualities she now aims to nurture in the students she supports.

For Phoebe, one of the most rewarding aspects of her role is watching students grow in confidence over time. “I greatly value the opportunity to build meaningful connections with students,” she says. “Seeing them overcome challenges, develop confidence and begin to genuinely enjoy learning is incredibly rewarding.”

Having once navigated the same classrooms and expectations herself, Phoebe brings both empathy and insight to her work. Her experience as a former student allows her to guide students in ways that feel relatable and practical, while encouraging them to become independent, capable learners prepared to make the most of their own journey within the red brick wall.