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Leading with Purpose
At Melbourne Girls Grammar, we believe that to truly lead, we must be both in and for the world.
This means engaging with our communities, our professions, and our global context with integrity, courage and compassion. It means acting with moral purpose and recognising that our words and actions influence the realities of others.
We are shaped by our context – by the challenges and opportunities of the present – and we must respond with boldness and clarity. To be for the world is to honour its diversity, to respect the beliefs and rights of others, and to contribute meaningfully to the common good. Our Grammarians are educated to be ethical women of action, and we, as educators and leaders, must model that same commitment. We too, must be bold, look for a seat at the table, and act with purpose. In all things, we need to demonstrate this ethical and moral purpose, and be visible through our actions so our youth can take over the baton in the future.
I share with you my own journey, which has been deeply rooted in service. From a young age, I learned the value of giving back – of contributing not just to my immediate community, but to the broader world. This deep personal philosophy has guided me through a career rich in opportunities to serve, grow and strive to make a difference within the educational community.
I have been fortunate that each opportunity has built upon the other and, through active engagement in education, I have been afforded the experience, skills and knowledge to lead as Principal of one of the world’s finest schools, Melbourne Girls Grammar. Being involved in the broader educational community has provided me with opportunities to learn from the brightest minds. I was nominated and elected as one of three Australian delegates on the World Council for Gifted and Talented Children (2011-2017) and the Asia Pacific Federation of Gifted and Talented Education (2004-2008). This informed my understanding of children who need a different approach in their education; I have served on the Victorian Institute of Teaching (VIT) Panel of Professional Conduct (2004-2006) providing me with knowledge as to how educators should be within their learning settings; the Victorian Curriculum and Assessment Authority (VCAA) Board (2018-2022) to contribute to the thinking on measuring and benchmarking student academic performance against peers; and on the Australian Council of Educational Leadership (ACEL) as a Victorian Committee member (2017-2022) to assist in the guidance of education for the future.
Many of you are acutely aware of my passion for girls' education. To further the opportunities for development of young women, I have represented Australia on the Alliance of Girls’ Schools Australasia (AGSA) as Non-Executive Director (2018-2023) and was part of the Regional Advisory Committee for the International Coalition of Girls’ Schools (ICGS) (2023-2024). In all these roles, while giving back in a volunteer capacity I too have been nurtured; my life has been enriched through my growth in confidence and expertise. I have developed strong networks and a global perspective of education.
We are shaped by our context – by the challenges and opportunities of the present – and we must respond with boldness and clarity. To be for the world is to honour its diversity, to respect the beliefs and rights of others, and to contribute meaningfully to the common good. Our Grammarians are educated to be ethical women of action, and we, as educators and leaders, must model that same commitment. We too, must be bold, look for a seat at the table, and act with purpose. In all things, we need to demonstrate this ethical and moral purpose, and be visible through our actions so our youth can take over the baton in the future.
I share with you my own journey, which has been deeply rooted in service. From a young age, I learned the value of giving back – of contributing not just to my immediate community, but to the broader world. This deep personal philosophy has guided me through a career rich in opportunities to serve, grow and strive to make a difference within the educational community.
I have been fortunate that each opportunity has built upon the other and, through active engagement in education, I have been afforded the experience, skills and knowledge to lead as Principal of one of the world’s finest schools, Melbourne Girls Grammar. Being involved in the broader educational community has provided me with opportunities to learn from the brightest minds. I was nominated and elected as one of three Australian delegates on the World Council for Gifted and Talented Children (2011-2017) and the Asia Pacific Federation of Gifted and Talented Education (2004-2008). This informed my understanding of children who need a different approach in their education; I have served on the Victorian Institute of Teaching (VIT) Panel of Professional Conduct (2004-2006) providing me with knowledge as to how educators should be within their learning settings; the Victorian Curriculum and Assessment Authority (VCAA) Board (2018-2022) to contribute to the thinking on measuring and benchmarking student academic performance against peers; and on the Australian Council of Educational Leadership (ACEL) as a Victorian Committee member (2017-2022) to assist in the guidance of education for the future.
Many of you are acutely aware of my passion for girls' education. To further the opportunities for development of young women, I have represented Australia on the Alliance of Girls’ Schools Australasia (AGSA) as Non-Executive Director (2018-2023) and was part of the Regional Advisory Committee for the International Coalition of Girls’ Schools (ICGS) (2023-2024). In all these roles, while giving back in a volunteer capacity I too have been nurtured; my life has been enriched through my growth in confidence and expertise. I have developed strong networks and a global perspective of education.
We are shaped by our context – by the challenges and opportunities of the present – and we must respond with boldness and clarity. To be for the world is to honour its diversity, to respect the beliefs and rights of others, and to contribute meaningfully to the common good. Our Grammarians are educated to be ethical women of action, and we, as educators and leaders, must model that same commitment. We too, must be bold, look for a seat at the table, and act with purpose. In all things, we need to demonstrate this ethical and moral purpose, and be visible through our actions so our youth can take over the baton in the future.
I share with you my own journey, which has been deeply rooted in service. From a young age, I learned the value of giving back – of contributing not just to my immediate community, but to the broader world. This deep personal philosophy has guided me through a career rich in opportunities to serve, grow and strive to make a difference within the educational community.
I have been fortunate that each opportunity has built upon the other and, through active engagement in education, I have been afforded the experience, skills and knowledge to lead as Principal of one of the world’s finest schools, Melbourne Girls Grammar. Being involved in the broader educational community has provided me with opportunities to learn from the brightest minds. I was nominated and elected as one of three Australian delegates on the World Council for Gifted and Talented Children (2011-2017) and the Asia Pacific Federation of Gifted and Talented Education (2004-2008). This informed my understanding of children who need a different approach in their education; I have served on the Victorian Institute of Teaching (VIT) Panel of Professional Conduct (2004-2006) providing me with knowledge as to how educators should be within their learning settings; the Victorian Curriculum and Assessment Authority (VCAA) Board (2018-2022) to contribute to the thinking on measuring and benchmarking student academic performance against peers; and on the Australian Council of Educational Leadership (ACEL) as a Victorian Committee member (2017-2022) to assist in the guidance of education for the future.
Many of you are acutely aware of my passion for girls' education. To further the opportunities for development of young women, I have represented Australia on the Alliance of Girls’ Schools Australasia (AGSA) as Non-Executive Director (2018-2023) and was part of the Regional Advisory Committee for the International Coalition of Girls’ Schools (ICGS) (2023-2024). In all these roles, while giving back in a volunteer capacity I too have been nurtured; my life has been enriched through my growth in confidence and expertise. I have developed strong networks and a global perspective of education.
Teaching is my life’s work. As a profession, it is selfless. It involves the transferral of one’s knowledge, skills and dispositions to others. The focus for me now is transferring the accumulation of my years of experience to the benefit of other educators. I am inherently concerned with the importance of providing the best possible teaching and learning opportunities for teachers and students alike. In 2022, I was appointed by the Victorian Education Minister as the inaugural Board Chair of the Victorian Academy of Teaching and Leadership. The Academy (as it is fondly known) is the fourth Victorian Government Authority responsible for cross-sectorial provision of professional learning for teachers and principals. The Academy’s work in teacher professional learning spans all Victorian Government, Catholic and Independent schools, with a focus on strengthening student outcomes in Victoria through equitable access to tailored teaching and leadership programs.
Teaching is my life’s work. As a profession, it is selfless. It involves the transferral of one’s knowledge, skills and dispositions to others. The focus for me now is transferring the accumulation of my years of experience to the benefit of other educators. I am inherently concerned with the importance of providing the best possible teaching and learning opportunities for teachers and students alike. In 2022, I was appointed by the Victorian Education Minister as the inaugural Board Chair of the Victorian Academy of Teaching and Leadership. The Academy (as it is fondly known) is the fourth Victorian Government Authority responsible for cross-sectorial provision of professional learning for teachers and principals. The Academy’s work in teacher professional learning spans all Victorian Government, Catholic and Independent schools, with a focus on strengthening student outcomes in Victoria through equitable access to tailored teaching and leadership programs.
Teaching is my life’s work. As a profession, it is selfless. It involves the transferral of one’s knowledge, skills and dispositions to others. The focus for me now is transferring the accumulation of my years of experience to the benefit of other educators. I am inherently concerned with the importance of providing the best possible teaching and learning opportunities for teachers and students alike. In 2022, I was appointed by the Victorian Education Minister as the inaugural Board Chair of the Victorian Academy of Teaching and Leadership. The Academy (as it is fondly known) is the fourth Victorian Government Authority responsible for cross-sectorial provision of professional learning for teachers and principals. The Academy’s work in teacher professional learning spans all Victorian Government, Catholic and Independent schools, with a focus on strengthening student outcomes in Victoria through equitable access to tailored teaching and leadership programs.
Dr Toni E Meath presenting on behalf of the Victorian Academy of Teaching and Leadership
Dr Toni E Meath presenting on behalf of the Victorian Academy of Teaching and Leadership
Dr Toni E Meath presenting on behalf of the Victorian Academy of Teaching and Leadership
How educators are respected in relation to other professions can be a key marker in determining their overall status in an individual country. In Singapore and Malaysia, teachers are often placed on par with doctors and the medical profession. In Australia, we find this is not the case, with teachers ranked lower on a societal level, and perceived barriers to attracting high-achieving students to the profession. The Academy draws on the latest evidence from research and high-performing systems around the world to support teachers and school leaders to develop their expertise and deepen their positive impact on students and communities. Through the Academy and my role as Principal, I am committed to championing the value of educators and ensuring that teaching is recognised as a profession of deep expertise.
I have been fortunate to have been recognised with a State and National Fellowship of ACEL and in 2023 I received the ACEL Nganakarrawa Award for service to education. But leadership is not about accolades – it is about service. As Tabitha in Year 12 reflected, at our final assembly of Semester 1, about her experience volunteering in Nepal earlier this year:
“Regardless of where we live, everyone just has their own ‘little lives’ – in Nepal I saw girls gossiping on their walk to school, adults doom scrolling Instagram reels, and people lining up for ice cream at the supermarket – just like our ‘little lives’ in Melbourne. If you’re considering travelling, you may think you’ll be drawn to the differences, but instead, exploring new places is a reminder that we are all, really, the same – just humans trying to connect with other humans. So, I urge you to try things that let you embrace the unfamiliar – whether it be travelling to a country far from our own, or simply trying a new cuisine, learning a different language, or thinking about how the things you learn fit into the world beyond your doorstep.”
Being ‘in and for the world’ speaks to how one can be generous with spirit and time. It is about shaping a future where our Grammarians are equipped to lead with integrity, compassion and courage. At Melbourne Girls Grammar, we are fortunate to have a strong community – staff, students, parents and alumnae – where collectively we prepare our Grammarians to see clearly, act boldly and contribute meaningfully, like so many before them who are ‘in and for the world’.
How educators are respected in relation to other professions can be a key marker in determining their overall status in an individual country. In Singapore and Malaysia, teachers are often placed on par with doctors and the medical profession. In Australia, we find this is not the case, with teachers ranked lower on a societal level, and perceived barriers to attracting high-achieving students to the profession. The Academy draws on the latest evidence from research and high-performing systems around the world to support teachers and school leaders to develop their expertise and deepen their positive impact on students and communities. Through the Academy and my role as Principal, I am committed to championing the value of educators and ensuring that teaching is recognised as a profession of deep expertise.
I have been fortunate to have been recognised with a State and National Fellowship of ACEL and in 2023 I received the ACEL Nganakarrawa Award for service to education. But leadership is not about accolades – it is about service. As Tabitha in Year 12 reflected, at our final assembly of Semester 1, about her experience volunteering in Nepal earlier this year:
“Regardless of where we live, everyone just has their own ‘little lives’ – in Nepal I saw girls gossiping on their walk to school, adults doom scrolling Instagram reels, and people lining up for ice cream at the supermarket – just like our ‘little lives’ in Melbourne. If you’re considering travelling, you may think you’ll be drawn to the differences, but instead, exploring new places is a reminder that we are all, really, the same – just humans trying to connect with other humans. So, I urge you to try things that let you embrace the unfamiliar – whether it be travelling to a country far from our own, or simply trying a new cuisine, learning a different language, or thinking about how the things you learn fit into the world beyond your doorstep.”
Being ‘in and for the world’ speaks to how one can be generous with spirit and time. It is about shaping a future where our Grammarians are equipped to lead with integrity, compassion and courage. At Melbourne Girls Grammar, we are fortunate to have a strong community – staff, students, parents and alumnae – where collectively we prepare our Grammarians to see clearly, act boldly and contribute meaningfully, like so many before them who are ‘in and for the world’.
How educators are respected in relation to other professions can be a key marker in determining their overall status in an individual country. In Singapore and Malaysia, teachers are often placed on par with doctors and the medical profession. In Australia, we find this is not the case, with teachers ranked lower on a societal level, and perceived barriers to attracting high-achieving students to the profession. The Academy draws on the latest evidence from research and high-performing systems around the world to support teachers and school leaders to develop their expertise and deepen their positive impact on students and communities. Through the Academy and my role as Principal, I am committed to championing the value of educators and ensuring that teaching is recognised as a profession of deep expertise.
I have been fortunate to have been recognised with a State and National Fellowship of ACEL and in 2023 I received the ACEL Nganakarrawa Award for service to education. But leadership is not about accolades – it is about service. As Tabitha in Year 12 reflected, at our final assembly of Semester 1, about her experience volunteering in Nepal earlier this year:
“Regardless of where we live, everyone just has their own ‘little lives’ – in Nepal I saw girls gossiping on their walk to school, adults doom scrolling Instagram reels, and people lining up for ice cream at the supermarket – just like our ‘little lives’ in Melbourne. If you’re considering travelling, you may think you’ll be drawn to the differences, but instead, exploring new places is a reminder that we are all, really, the same – just humans trying to connect with other humans. So, I urge you to try things that let you embrace the unfamiliar – whether it be travelling to a country far from our own, or simply trying a new cuisine, learning a different language, or thinking about how the things you learn fit into the world beyond your doorstep.”
Being ‘in and for the world’ speaks to how one can be generous with spirit and time. It is about shaping a future where our Grammarians are equipped to lead with integrity, compassion and courage. At Melbourne Girls Grammar, we are fortunate to have a strong community – staff, students, parents and alumnae – where collectively we prepare our Grammarians to see clearly, act boldly and contribute meaningfully, like so many before them who are ‘in and for the world’.