Craig Salmon

Craig Salmon

Work History

Work History
Aug 2009 - Present

Head of Primary

International School Dhaka
Jul 2007 - Jun 2009

Principal

Highton Primary School
Aug 2006 - Jun 2007

Grade 7 teacher

Luanda International School
2000 - 2006

Principal

Highton Primary School
1997 - 2000

Principal

Anglesea Primary School
1992 - 1996

Pricipal

Lismore Primary School
1990 - 1991

Principal

Inverleigh Primary School
1984 - 1989

Principal

Westmere Primary School
1983 - 1984

Grade 2 Teacher

Balmoral Consolidated School
1981 - 1982

Principal

Kalimna West Primary School
1980 - 1981

Grade 2 Teacher

Mallacoota Higher Elementary School

Education

Education
1996 - Present

University Certificate of Management

Deakin University
Jan 1985 - Nov 1987

Bachelor of Education

Deakin University
Jan 1977 - Dec 1979

Bachelor of Arts(Education)

Deakin University

Skills

Skills

Community Leadership

The experience of leading and teaching in international schools over the last decade has introduced me to the wonderful world of International Baccalaureate (IB) education.  Highton Primary School (Australia) is today an innovative and open-minded community whom I had the pleasure of leading from candidate stage to authorization as an IB World School.  The transformation from a conservative school community built upon 150 years of traditional teaching and learning practices, into the inclusive, exciting teaching and learning community it has become was challenging, sometimes frustrating, a lot of hard work and eventually a joyous celebration.  This experience taught me to be patient and to ensure that all stakeholders in the school have a clear understanding of how teaching and learning takes place in a 21st Century classroom.  It is critical that a school culture is built upon strong foundations which are reflected through IB standards and practices. At International School Dhaka (Bangladesh) I joined an established IB school, authorized in PYP, MYP and DP. The challenge has been to build a culture focused on continuous improvement.  I have relied heavily on building common understanding of effective schooling and how we can draw from this, ways that we can continuously improve teaching and learning across all areas of school operations.  I have learnt to try and keep things simple and focus on aligning four basic types of capital that the school has access to. Our Intellectual Capital, which consists of the teachers we work with, need to build their capacity to personalize their teaching practices.  We need to expand their ‘toolbox’ of precise teaching strategies directed at the individual learning styles and capacity of their students.  Teachers need to be supported and encouraged with access to high quality professional development. The Social Capital of the school refers to the strength of formal and informal partnerships and networks that have the potential to support and be supported by the school. This has provided a steep learning curve for me as I have grappled with the complexity of communications, cultures, values and beliefs in a very diverse international setting.  The nurturing of positive inter- and intra- relationships between students, staff , parents and organizations beyond the school gate have had a profound impact on improving school morale and climate. Spiritual Capital refers to the community’s strength of moral purpose and degree of coherence among values, beliefs and attitudes about life and learning.  I am pleased that the platform provided by the IB has given us a very clear foundation and a shared language that sees our school community not only talking about the Learner Profile but actually living it on a daily basis.  I am very proud of the steps this community has taken towards becoming more inclusive and internationally minded. The Financial Capital of the school has an enormous influence over a schools improvement.  It is not so much about the quantity of funds available – Please don’t tell the finance department I said that, but more about how specifically those resources available are directed and targeted towards achieving the school’s mission. This framework for school improvement has been developed and refined over many years and continues to evolve.  I am confident that the learning I have acquired over my career thus far, plus my willingness to learn a lot more, leaves me well placed to make a significant contribution to any international school.

Educational Beliefs and Leadership Style

With more than twenty-five years experience in leading schools both within Australia and internationally I have learned an incredible amount about the challenges of leading others and even more about myself.  Through this experience I believe I have developed the ability to provide what I describe as the human leadership of a community.  This is the capacity to foster a safe, purposeful and inclusive learning environment which builds constructive and respectful relationships with students, staff, parents and other stakeholders.  In all situations an effective human leader must advocate for all students, nurture relationships within the community and in doing so develop individual and collective capacity.I have been very fortunate to have had the opportunity to live and work in a diverse range of communities, from rural Australia to Angola to Bangladesh, each with their own unique qualities and challenges.  As a cultural leader within these communities it is critical to promote a vision of the future, underpinned by common purposes and values that will secure the commitment and alignment of all members of the community so we may realize the potential of all students.  I enjoy the challenges of shaping the future for school communities and working hard developing a unique school culture that will sustain partnerships and networks.I have learned through experience that effective technical leaders must also be managers as well as leaders and one without the other impacts adversely on the entire community.  To become an effective technical leader I have had to acquire the capacity to optimize the school’s financial, human and physical resources.  At times this has meant working creatively with very limited resources.  Through sound management practices and organizational systems it is only then possible to positively contribute towards the school’s vision and goals.  I believe it essential for a school leader to think and plan strategically, align resources with desired outcomes and to ultimately hold myself and others to account.To become a more effective educational leader I have had to lead, manage and monitor each school’s improvement process through a current and critical understanding of the learning process and its implications for enhancing high quality teaching and learning in every classroom in the school.  As the educational leader I need to shape pedagogy, focus on achievement and promote genuine inquiry and reflection.  I continue to learn so much about this vitally important aspect of my leadership and greatly value the network of innovative educators that I have built relationships with in recent years.  I fully understand that in the field of teaching and learning we must all become life-long learners and open to change.Symbolic leadership is a responsibility I believe every school leader has.  This involves using my capacity to model important values and behaviours to the school and community, including a commitment to creating and sustaining effective professional communities within the school and within local and regional networks of schools.  I continue to develop this aspect of my leadership by firstly trying to better manage myself – my wife concurs that managing Craig is quite a considerable challenge beyond most mere mortals!  I strive to align my actions with the shared values of the community and to create and share knowledge at every opportunity.I try to be an effective leader by being a great listener.  I try to not take myself too seriously, smile and laugh often and focus on hearts as much as minds.  I believe there is no greater pleasure than the look on a student’s face when they have been challenged, then they have persevered and finally learned something new about themselves and the world around them. “Thanks a lot Craig for putting a smile on the face of the school and warmth in its soul.”Quote from Mohammad A. Moyeen ISD Board Member (May 2012)

Interest

Cultural and Recreational Interests I enjoy swimming, surfing, canoeing, traveling, meeting people and learning about new cultures.  I love all sports and suffer an addiction to Australian Rules Football.My wife, Helen and I are both very passionate about community and service and have a commitment towards supporting the education of those less fortunate than ourselves.Current Community and Service Projects

•    Solmaid Community School Bangladesh (http://www.scsdhaka.com/) – Founding a low cost private community school for street kids in Dhaka, Bangladesh•    3t – Teachers Teaching Teachers – Establishing a professional learning network for 100 local Bangladeshi teachers drawn from some of the poorest local schools in Dhaka•    Kajol Project – Providing leadership of an International School Dhaka community and service project which fully sponsors 40 street children with an education they would not otherwise have access to.