Headquarters:

1-15 Beveridge Road Thornlands, QLD

Year founded:

1982

Number of employees:

140

Phone:

38205500

Email:

admin@flcr.qld.edu.au

Website:

faithlutheran.qld.edu.au

LinkedIn:

linkedin.com/company/faith-lutheran-college-redlands

“With less focus on textbooks, students now engage more in experiential and inquiry-based learning and have ample opportunities to work in collegial groups using various thinking routines”

Jay Halai, Minarah College

FAITH LUTHERAN COLLEGE REDLANDS

Shane Altmann

Principal

Stuart Needham

Head of Secondary School

Jodi Blackwell

Head of Junior School

Leadership

Shane Altmann studied teaching from 1986 to 1989 at Armidale Teachers’ College in NSW. He began teaching at a small independent Christian school in country NSW. Both of these institutions were very community-focused environments that, at the time, were asking, “Why?”, each in their own way, questioning current practice to ensure that it aligned with what was best for students. This laid the platform for the overarching theme of Altmann’s teaching and leadership career, which was to question what he was doing and come up with better solutions for students. Moving to Good Shepherd Lutheran College in Noosa in 1994, Altmann taught middle primary and early years classes before moving back to NSW, where he became interested in middle schooling and began teaching students from Years 7 to 9. He was energised by the idea of bringing constructivist pedagogies, common in primary classes, into the secondary setting and breaking down traditional faculty barriers to create meaningful, integrated and connected experiences for adolescent learners. Moving to a large P-12 Lutheran College in Perth, WA in 2004, Altmann eventually took on the position of head of middle school and grew in his capacity to lead teams of educators into creating learning environments and experiences that focused on students and their individual needs. Altmann became the principal of St James Lutheran College in Hervey Bay in 2009, leading innovative best practice to grow the school from primary to secondary. This college, in 2010, was the first school in Australia to provide students with 24/7 devices: As part of a student-focused initiative, every Year 8 student is given an Apple iPod. Creating programs and environments that integrate technology and pedagogical best practices into a strong community environment has continued as Altmann took on the role of principal at Faith Lutheran College Redlands in 2017, where he still serves. With a vision to grow an energised learning community, Altmann’s work continues.

Principal

Shane Altmann

Stuart Needham began teaching in 2004 at a large secondary school in Southampton, UK. The school was a state school based in a very low socioeconomic area of the city. Students had very little, and school could be challenging for some. This school helped Needham develop an understanding that engagement, community and relationships were the foundation that quality learning should be built on. After emigrating to Australia, Needham began work at a growing independent school on the Sunshine Coast. During that time, he was fortunate to serve the students and staff as head of science and head of teaching and learning. During this time, he continued to learn from inspirational leaders and was able, as part of a team, to develop several innovative programs and initiatives. In 2014, Needham moved to Hervey Bay, where he worked as the deputy principal of teaching and learning and senior school coordinator in both the Lutheran and Anglican systems. In these schools, he focused on creating with staff a mixture of agile spaces and contemporary pedagogy that supported students’ developing skills for success in the future. In 2018, he moved back to Brisbane and took on the role of head of secondary at Faith Lutheran College Redlands. With his great team of leaders and educators, he has facilitated a change in the way learning and pastoral care are delivered, creating a greater focus on contemporary learning, contemporary spaces, high relationships and community.

Head of Secondary School

Stuart Needham

Jodi Blackwell is a passionate, strategic school leader who always has students at the heart of all decisions. He is an energetic, professional, proactive and forward-thinking individual who is committed to excellence, innovation and the development of a school culture that will see each individual student flourish. Through proven skills in engaging and inspiring students, staff and members of the wider community, Blackwell has developed, facilitated and implemented structures that allow staff to operate in rich professional learning communities. The ability to embed these processes allows continued cultural change and staff ownership of teaching and learning programs across the college. Blackwell is a dynamic and emerging leader who understands that it is the collaborative team environment that brings true change and innovation that takes a school to the next level of education. She effectively leads and manages complex programs, and, as a person of vision, she is able to develop strategies that enable outcomes to be achieved so that quantifiable improvements are apparent. It is evident that Blackwell’s mission is to ensure that students recognise their ability as God given, to be exercised and developed through learning, and used in becoming young men and women of integrity and global influence.

Head of Junior School

Jodi Blackwell

“With less focus on textbooks, students now engage more in experiential and inquiry-based learning and have ample opportunities to work in collegial groups using various thinking routines”

Jay Halai, Minarah College

“We will ensure students address meaningful real-world problems and use specific protocols [so that] all voices are heard. Project-based learning will be emphasised to develop key skills such as research, critical thinking, problem-solving, and collaboration”

Jay Halai, Minarah College

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Jay Halai, Minarah College

“With less focus on textbooks, students now engage more in experiential and inquiry-based learning and have ample opportunities to work in collegial groups using various thinking routines”

Jay Halai, Minarah College

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David Moore

Deputy Head of Secondary School – Learning

David Moore’s passion for students’ learning started while growing up on a farm where he realised that one does not need to be at school to learn. He studied at the Brisbane College of Advanced Education (now Queensland University of Technology) and commenced teaching in 1987. Across Queensland, he has taught socially and economically disadvantaged students in non-metropolitan settings as well as Indigenous students living in the Torres Strait. These experiences shaped his ideas about the purpose of teaching and what learning entails. For the past 20 years, he has been at Faith Lutheran College Redlands, where he first started integrated studies for students that combined learning areas into real-life study areas, which has led to the introduction of the MyPath@Faith Program. Moore constantly reminds himself that education is not learning, but learning is education.

Deputy Head of Secondary School – Learning

David Moore

Steve Uscinski

Deputy Headmaster, Teaching and Learning

Steve Uscinski leads the team of the studies directorate. In his more than 20 years at BGS, he has served as a teacher of English, coach of rugby and cricket, director of the senior dramatic production, boarding housemaster, school administrator and curriculum innovator and leader.

Deputy Headmaster, Teaching and Learning

Steve Uscinski

“The high focus on traditional ways of delivery of lessons through textbooks and lecture-based teaching was to be replaced by interactive and collaborative learning, resulting in development of students’ creative and critical thinking and communication using a range of resources, including ICT.” Additionally, the school’s introduction of one-to-one devices enabled 21st-century learning through the use of e-textbooks, e-resources and programs, that students are more receptive of, and are developing the skills that they would in future be using in their workforce. “As the key external exams are delivered online, the devices will further facilitate the process,” Halai explains. “The introduction of a character wheel was seen as a strategy to develop students’ global competencies and [to make them] active contributors to society, [while developing] their exemplary character and emotional intelligence.” Halai says this approach provided a more structured sequence in comparison to the previous one-off charity-based activities. In tandem with this overhaul, Halai has motivated all staff at the College to seek deeper investment in promoting positive outcomes for students. He says the most outstanding outcome from this is the benefit to the students, which is evident through the College’s Lesson Observations and Learning Walks.

Jay Halai, Minarah College

Greg Thorne

Deputy Headmaster, Co-curricular

Jacqui Zervos

Executive Director, Educational Innovation

Rebecca Campbell

Head of Middle School

Inma Beaumont

Executive Director Advancement and Community Relations

Greg Thorne joined BGS in January 2019. He is an experienced educational leader with a broad range of proficiencies. He has expertise in student wellbeing roles, curriculum leadership and school administration. Greg was part of the senior leadership team at Nudgee College for eight years, most recently as the director of activities for sport and culture. He has also been chairperson of multiple GPS Association sub-committees.

Deputy Headmaster, Co-curricular

Greg Thorne

Jacqui Zervos joined the School in 1995 as a teacher of geography and history, having completed her initial teacher qualification at The University of Queensland in 1987 and then spending seven years teaching with Education Queensland. She is well known as a passionate and exemplary teacher of geography and took on the position of head of year in 2001. During the following five years as head of year, Jacqui completed her Master of Education at UQ with a major study into boys’ education. She was appointed head of middle school in 2006. In 2018, she was seconded to her current position and in 2020 was confirmed as executive director, educational innovation on a permanent basis from 2021.

Executive Director, Educational Innovation

Jacqui Zervos

Rebecca Campbell joined BGS in mid-2013 as the School’s first head of Years 5 and 6. She has spent the past 15 years working in GPS boys’ schools. A dedicated educator, she is committed to creating a positive learning culture that supports the holistic development of each student. Rebecca is a graduate of the University of Newcastle, where she completed a master’s degree specialising in educating boys. In recent years, she has attained a Professional Certificate in Instructional Leadership through the University of Melbourne. Rebecca fulfilled the head of middle school role in Term 1 2017 and from 2018 to 2020. She was appointed to the position of head of middle school in 2021.

Head of Middle School

Rebecca Campbell

Inma Beaumont joined BGS at the beginning of 2020. She is an experienced advancement professional, having implemented fundraising and engagement operations for three different units over six years at The University of Queensland. Inma led the fundraising campaign to renovate the Forgan Smith Building, home to the TC Beirne School of Law at UQ. She subsequently spent three years as director of advancement at the UQ Faculty of Health, where she conceived and delivered a major gifts program. Her fundraising experience follows a 15-year career in finance, including as CFO of Citibank Australia. She is a non-executive director of UN Women Australia, Speech Pathology Australia and Women’s College at UQ.

Executive Director Advancement and Community Relations

Inma Beaumont

Diana Godfrey joined Fidelity in 1995, and is currently the senior vice-president, human resources and corporate affairs. She has 27 years of industry experience and has driven innovation and transformative changes to employee benefits, talent development, charitable and diversity and inclusion programs, which have strengthened Fidelity Canada’s position as a top caring employer. She championed the implementation of Fidelity Canada’s value proposition, committed to improving the employee experience to meet their individual needs and the community at large. Fidelity Canada has been recognized with multiple employer awards and designations, which celebrate its work culture and atmosphere, corporate philanthropic initiatives, and health and benefits, to name just a few.

Senior Vice President, Human Resources and Corporate Affairs

Diana Godfrey (she/her/hers)

Cameron Murray is the senior vice president, client services and CIO for Fidelity Investments Canada ULC. In this capacity, he oversees both technology and operations for the organization in Canada. He joined Fidelity in December 1999 as Vice President, Systems Operations. He currently serves as a member of the board of directors for FundSERV, where he has been an executive committee and board member since 2002. He is also on the board of directors for Fidelity Investments Canada ULC.

Senior Vice President, Client Services and Chief Information Officer

Cameron Murray

Sarah M Stewart has more than 15 years of strategic leasing and customer care experience in residential property management. She is responsible for overseeing all aspects of Centurion’s national leasing platforms, residential lead generation, and overall customer experience excellence through operation of the company’s internal customer service department.

Associate Vice President, Leasing and Call Centre Operations

Sarah M Stewart

Associate Vice President, Leasing and Call Centre Operations

Karen Bannister, CM

Vice President, Marketing

Dave Longbottom

Chief Technology Officer

Alex Ventura

Head of Marketing

Damian Palovick

Senior Vice President of Underwriting AXA XL – Delegated Authority Programs, North America

Dr. Mary Lavoie

Head of Risk Management and Senior Vice President AXA XL – Delegated Authority Programs, North America

Mark Bernacki

Chief Underwriting Officer

Ryan Armijo

Chief Operating Officer, Underwriting Division

Bob Petrilli

President, Underwriting Division

“The focus now is on differentiation and development of Higher-Order Thinking Skills (HOTS). There is documented planning on differentiation to ensure the students who are struggling are being catered for and those who are above average are being challenged to do better,” he says. “Furthermore, staff now engage in making data-driven decisions to make programs and learning sequences. Lessons are no longer based on ‘one hat – fits all’, each lesson now has differentiated tasks.” Halai says the syllabus outcome is now achieved through differentiated tasks that are aligned to the student capabilities and learning needs. “Lessons are delivered through interactive smartboards; hence, teachers have the opportunity to cater for visual, auditory and kinaesthetic learners,” he says. “With less focus on textbooks, students now engage more in experiential and inquiry-based learning and have ample opportunities to work in collegial groups using various thinking routines.” Halai says staff development is highly focused on enhancement of ICT skills through regular professional learning with Microsoft Teams. “The success stories on Deep Learning from classrooms were shared by the staff as part of professional development, and these presentations were well received by the teachers, and seen as a learning opportunity, and peer appreciation.” As for what’s next for Minarah College, Halai says the process is in place for changing the learning environment with collaborative learning places for all students. “The shift is from students just learning the knowledge to authentic application of this knowledge to the wider world. The focus at Minarah College is for teachers to equip students with the tools to navigate their learning process and improve their expertise in developing efficacy,” he explains. “We will ensure students address meaningful real-world problems and use specific protocols [so that] all voices are heard. Project-based learning will be emphasised to develop key skills such as research, critical thinking, problem-solving, and collaboration.” Halai says the college will also be using appropriate data analysis and interpretation of data to make informed decisions that positively affect student outcomes. “The proactive stance will enable students to be committed to advocating essential values, reflect and develop critical thinking and communication skills to develop their characters and become valuable and active members of the community.”

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Alexis Hill

Chief Information Officer

Alexis Hill joined BGS in April 2022 as the School’s first chief information officer to lead the Digital Transformation Program, which aims to use technology and data to enhance student outcomes. As a senior executive with over 14 years of experience in commercial and government industries, she has substantial experience in digital transformation leadership. Alexis has held CIO and director roles that focused on driving technological and organisational change in complex environments. She holds a Bachelor of Business degree and is a graduate of the Australian Institute of Company Directors.

Chief Information Officer

Alexis Hill

Faith Lutheran College Redlands is an independent Lutheran college with two campuses located in the southeast of Brisbane. It is a co-ed school with 900 students from P-12. This year, it is celebrating its 40th anniversary. Faith Lutheran College Redlands has the vision to be an energetic learning community embracing innovation, service, global thinking and excellence. This vision, combined with the college’s values, provides its foundational direction moving into the future for its students and the community. In its 40th year of operation, Faith Lutheran College Redlands is proving to be a dynamic community, moving with purpose and innovation, responding to current and future needs while holding firm to the crucial values that its students must have. The college was recently named as the top school in the category of “innovation in curriculum design” for its revolutionary MyPath@Faith Program. Shane Altmann describes the award as a “watershed moment”, not only for the college but also for education in general and the way schools may look at curriculum design in the future. Altmann describes the college’s new program as “the change that secondary schooling has needed” and states that they believe they have “cracked into how to deconstruct and rebuild the Australian curriculum in a way that is better for kids and centralises students in the learning process”.

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