Name: Anthony Micallef

Title: Headmaster

Organisation: Brisbane Grammar School

Anthony Micallef | BA, DipEd, MA (Syd), MACE, MACEL, Sabbatical (Harvard), MAICD Anthony Micallef is the 12th Headmaster of Brisbane Grammar School, commencing in the role in 2014. He is a graduate of the University of Sydney and has also completed a sabbatical at the Harvard Graduate School of Education.

Anthony has taught in several independent boys' schools in Brisbane and Sydney, where he fulfilled leadership roles in the academic, student wellbeing, and cocurricular domains. For the past 30 years, Anthony has served Brisbane Grammar School in a number of key leadership roles.

He combines his strong academic, pastoral, and sporting background with a collaborative style of leadership and an ardent belief in creating an inclusive educational environment, where individual strengths can be encouraged and nurtured. Anthony serves on the Board of the International Boys Schools Coalition.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Anthony's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

Balancing the diverse needs of students, staff, and the school community is a major challenge. Managing high expectations and ensuring everyone feels supported requires proactive planning. Creating an inclusive environment where every student and staff member feels valued requires continuous effort.

2. How did you become an Educational Leader? Can you please briefly tell the story?

My journey to becoming an Educational Leader began with a passion for teaching and a desire to make a broader impact. After several years of classroom teaching, I pursued further studies in educational leadership and took on various roles that allowed me to develop my skills. Through continuous learning, I stepped into leadership positions in the academic, cocurricular, and well-being domains.

The turning point in my career came when I was appointed Head of Year at Brisbane Grammar School in 2000. The role gave me an insight into the complex web of relationships, programs, and decisions that form a high-performing school. I was fascinated then and remain immersed in learning more about that intricate ecosystem.

3. How do you structure your work days from waking up to going to sleep?

My workdays are structured to maximise productivity. I start my day early, usually about 5 am, with some quiet time for reflection and planning. For example, I often spend time reviewing school strategy, school programs and writing reports and speeches. The morning is dedicated to administrative tasks and meetings, while the afternoon is reserved for roaming the campus and interactions with staff and students at Brisbane Grammar School. Evenings are for family time or school events.

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

Adaptability is essential in the ever-evolving educational landscape. Effective leadership requires adjusting strategies to meet new challenges. During the pandemic, we swiftly adapted to remote learning and supported teachers and students for a smooth transition. Our recent partnership with Atturra to develop a custom school information system highlights the importance of using technology to improve education and streamline administration.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

There are two!

The first is The Leader in Me by Stephen Covey, first published in 2008. The concept of rousing students to take ownership of their learning and leadership resonates with me. Implementing its principles at Brisbane Grammar School has transformed our school's culture and fostered a more collaborative and proactive environment. The second Thinking, Fast and Slow , by psychologist Daniel Kahneman. His main thesis is a distinction between two modes of thought: System 1 is fast, instinctive , and emotional; and System 2 is slower, more deliberative, and more logical. Selecting the right mode for the context is the challenge.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

My advice is to always prioritise relationships. Building strong, positive relationships with students, staff, and the community is the foundation of effective leadership. Listen actively, show empathy, and be genuinely invested in the well-being of those you lead. Not every decision will be applauded, but if the intent is to foster a supportive and inclusive environment and achieve better outcomes for students, then it is for the right reasons.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

In 2003, we launched a peer mentoring program called Form Seniors at Brisbane Grammar School. This initiative allowed older students to support younger ones, supplementing traditional leadership roles. The program significantly impacted the school community by fostering trust and mutual respect. Observing the growth of both mentors and mentees highlighted the value of mentorship in education.