Home' Capricornus Quarterly : CQ October 2017 Contents 19
of consultation and view points. Any
board, though, needs to have a good
cross section of skills, cont act s, gender
balance, and in our case – representation
of the School community. The Grammar
Schools Act has been altered recently to
reflect needs for a changing skills base,
depending on what’s happening at a
School at any given time. We can bring
in an expert skills-based trustee to help
us on a particular issue, if we have to.
We review the make-up of our Board
regularly, and there is a balance required
in getting our team right. We are all
past parents of the School and we are
dealing with people(not like other Boards
which may deal with things such as coal
or commodities or manufacturing), so
having the perspective of past-parents
gives us empathy – but it also provides
distance, in years, so we can be neutral,
objective – fair-minded. Yes we deal
with bricks and mortar and have fiscal
responsibilities, but most ly we deal with
people – parents, staf f and children.
Current parents can and do, through
organisat ions such as the School’s parent
bodies, inform the Board, add to the
agenda and contribute to issues we deal
with by sharing whole- of-school concerns.
Q: Any board has to have a close
working relationship with its most senior
execut ive but boards also need to hold
their CEOs to account? Explain to me
The Board of Trustees relationship
with Headmaster Dr Phillip Moulds?
A: The relationship is a professional/
personal one as both the Board and
Phillip are conscious of the respect ive
roles of governance and management.
involved in the day to day management
of an organisation. Phillip was a Deputy
Headmaster at Brisbane Grammar
School and a stand-out candidate
for our next Head. He had extensive
experience and training in education
and he epitomised the core set of
qualities we were looking for at the time
in a CEO. And I use the term CEO,
not Headmaster, because in many ways
today the role of the Headmaster is not
predominantly a teaching or learning
role or even an academic role. Whilst
Phillip is, of course, a very well regarded
educator and academic, any professional
in Phillip’s role – man or woman – leads
a complicated, diverse, organisat ion with
internal and external demands that, at
the end of the day, must place the student
at t he core of ever y decision. Good
leadership is the key because almost
ever ything we do as a School changes
lives and that influences the future.
Q: How does the Board and
the Headmaster collaborate on
the School’s long-term st rategic
direction? Let’s t ake, for example, the
School’s emerging global education
programme especially in Asia?
A: The collaboration is extensive – and
sometimes can take a year or two to
develop. When you have a Canadian
gover nment super annuation fund
buying rural properties in Central
Queensland we know t hat it is not just
Asia that we [Central Queenslanders]
need to be aware of. We no longer deal
with things or people only within 150
or 200 kilometres of where we live. CQ
is becoming an international trading
centre – and we need to prepare our kids
for that. They need to interact and form
relationships with student s from overseas,
plus they need to visit these places so
they can understand the cultural and
commercial differences. It will better
prepare them for later life. The School’s
Global Educat ion programme is jointly
driven by the Headmaster and the
Board because we feel it is the type of
preparation that children need today.
That’s what’s prompted us to move
in that direction. It was an evidence
based decision taken after extensive
internal and external consultation.
Q: It’s not, then, a money-grab for fee-
paying international students – a path
taken by some other schools in Australia?
A: Definitely not. When we started
down this path two or more years ago,
we consulted widely including within
the School community and involved
a parent-student- staff sur vey, and this
helped set the Board’s decision. The
strategy is not – for example– to have
50% full time international students.
We do not want or need to go down that
path. The aim is no more than four to
six children per year level from Years 7
to 12. Internationalisation is becoming
more f ully integrated with our CQ way
of life in all types of areas. The idea that
Australia’s future will be increasingly
intertwined with south east Asia is
nothing new. Our children need to be
exposed to that culture and environment.
In addition, we are monitoring
the success of the programme.
Q: Did you ever consider yoursel f
an education leader?
A: No. I wanted play cricket at a high
level but soon realised I needed to get
a job. The more and more experience I
obtain and the more I learn, the more
excited I am about working in education
in Central Queensland. It is not for me
personally. It is to have RGS, as a leading
regional Australian School, lead the
conversat ion about the community’s
education priorities and requirements.
CQ needs leadership on education
issues and I hope the RGS can do this.
Q: The School’s annual awards to
students will be presented next month
and RGS will graduate another
class of leaders. What do you want
parents of graduates to know?
A: I hope that parents retain a strong
sense of ownership of the School that
lasts beyond their time here as parent s;
that it’s not just “my child’s School” but
it’s “my School.” Most other schools
don’t have t hat sense of passion and
bonding I see here. It’s not just about
how well their RGS child did or didn’t
do on tests. It is about how he or she
walks out of School as a developed
young person. I think that is what each
parent measures and values most.
You can contact Mr Brad Beasley at
Sources: http://education.qld.gov.au/librar y/
In Part 2 of this discussion (in the next edition
of ) Brad talks about School finances,
teacher excellence and more.
From the School’s 1975 magazine.
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