Seeing the impact of education and the difference quality teaching can make led Cameron Thorn into the diverse and dynamic world of education.
Cameron joined ASC at the start of 2024 as Director of Djoowak: the Beyond Boundaries Institute (BBI), a role that also sits alongside his role as Director of the Young Entrepreneurs Academy of WA (YEAWA) at Curtin University.
With a fresh perspective and pure passion for sharing and learning, Cameron told us more about himself and his dedication to systemic change in education.
It was during his time working at universities that Cameron began to discover his passion for providing students with real world experiences and providing them with the support to not only access but embrace diverse opportunities.
It is this energy that Cameron brings to his role with the overarching goal to engage teachers and leaders, advocate for better outcomes for students, and reimagine the mindset around entrepreneurial capability in schools.
“The Beyond Boundaries Institute’s intention is to not only delve deep into the future of education but to share our learning with others to help make some systemic change,” said Cameron.
“I like to think of it as a ‘beacon on a hill’. The Beyond Boundaries Advisory Group (BBAG) is a wonderful collection of the best minds in the country, exploring the future of work in the different environments that our students will traverse in their time.”
“From a practitioner’s perspective, BBI can enable us to explore and share best practice here at All Saints’ College and The Studio School as well as at other schools,” he added.
Initially drawn to All Saints’ College for its enthusiastic nature in taking risks and pushing boundaries as well as its genuine, authentic and lived values, Cameron was keen to be a part of innovative programs and initiatives, rather than observing them from a distance.
“All Saints’ College is leading the way with the New Metrics project and capabilities recognition which has natural synergies with my role at Curtin University.”
“While the two roles have different networks, we are still aiming for systemic change and focusing on ways to upskill and support teachers and leaders at every level. BBI is a great space to champion that work.”
Hoping to ‘lift the veil’ on BBI and its inner workings, Cameron’s initial plans are focused on working on a clear strategy and operational plan for BBI – drawing on all that the Institution has achieved to date, as well as exploring what lies on the horizon in education.
“It is most important to me that people can see what the BBI does and how they can work with us,” said Cameron.
“Previously, BBI has held a strong focus on teaching and learning but I am mindful of the significance of student and staff wellbeing in schools. AI and the future of technological integration in schools is another fascinating space to collectively explore.”
Cameron’s recognition of the diversity within education and how an impactful education means the need for multiple sectors to work together has shaped his drive to ensure BBI has a community focus. Cameron hopes that BBI can showcase the best of education and educators across the state, regardless of an educational institution’s location, student demographic, resources or funding.
“There are differences in equity amongst schools throughout WA. BBI’s aim is to show best practices to educators across the state, as well as challenge some of the perceptions of educators and invite people to come along on the journey,” said Cameron.
As for why the work of BBI is so valuable, Cameron’s answer is simple:
“Teachers have the most important job in the world.”
“They offer so much of themselves for the benefit of others, and a quality teacher – supported by the community around them – has the potential to shape students to grow and become the best versions of themselves.”
“Education is transformative and we need to work together to uplift that community,” he said.
BBI hopes to support staff to be at the leading edge of best practice and facilitate the ability to share those learnings with others. However, there is a deep understanding that while educators are the primary target group, anyone working in education can have an impact on a student or a family.
“Thought-provoking conversations and big picture dreaming exercises are valuable, but it is important that what we do is grounded in practical applications,” said Cameron.
“Teaching needs to be a team sport to have a collective impact.”
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