Name: Dave Bermingham

Title: Principal

Organisation: St John's Primary, Mullumbimby

Dave Bermingham is an experienced educational leader with a deep commitment to fostering a positive and inclusive school environment. A father of three daughters under 7, husband, and brother to two older sisters who are teachers, Dave’s family background in education has been a significant influence on his career. His father, a teacher and education consultant for 47 years, and his mother, a school secretary, have instilled a strong sense of dedication to the field. With leadership experience across five schools, Dave has led teams in areas such as teaching and learning data, technology, and sport coordination. He has a strong focus on Religious Education and Catholic Identity, having completed his Master's in Leadership and Theology, alongside cross-institutional studies with Leuven University and the Australian Catholic University’s La Salle Academy Program. Dave’s leadership development has been shaped by a variety of professional experiences, including Brisbane Catholic Education's Leading with Excellence, Positive Behaviour 4 Learning (PBIS) Coach, and Looking to Leadership programs. He is passionate about continuous growth, building capacity in culturally rich environments, and creating learning communities that empower both students and staff to thrive. He holds certification as a Leader of Catholic Leader Formation Network (CLFN) and is an accredited GCI Coach. When away from work, Dave enjoys time at the beach or creek, kayaking or hiking, as well as playing cricket and football with mates.

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

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

Cheers,

Jonno White

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

As a primary school principal, I’ve encountered a range of challenges, each presenting opportunities for growth and learning. One of the biggest challenges is balancing the diverse responsibilities of the role—managing administrative tasks, supporting staff, overseeing student wellbeing, and engaging with parents, all while ensuring that learning remains at the centre of everything we do. Leading and supporting staff is another key challenge. Teachers and support staff are the heart of the school, and ensuring they feel valued, supported, and professionally developed is essential. Managing morale, encouraging collaboration, and navigating change can be complex but incredibly rewarding. Student well-being and behaviour management also require ongoing attention. Primary school is a crucial time for social and emotional development, and it's important to create a safe, respectful, and inclusive environment where all students can thrive. Addressing behavioural challenges while maintaining strong relationships with students and their families is a delicate balance. Engaging parents and the wider community is another important yet sometimes challenging aspect of leadership. Parents rightfully have high expectations for their children’s education, and fostering strong partnerships requires open, clear, and empathetic communication. Additionally, managing financial and physical resources effectively is always a consideration, ensuring that budgets are allocated wisely to support student learning and school operations. Finally, like many school leaders, I’ve found that maintaining personal well-being and a healthy work-life balance can be a challenge. The role is incredibly rewarding, but it’s important to be mindful of self-care and time management to sustain effective leadership in the long run. Despite these challenges, I see them as opportunities to grow, adapt, and refine my leadership approach. I believe that strong relationships, clear communication, and a shared vision make overcoming these challenges not only possible but deeply fulfilling.

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

My journey into educational leadership began with a deep passion for teaching and a commitment to making a meaningful impact on students’ learning. I started as a classroom teacher, where I quickly developed a love for creating engaging learning environments and supporting students to reach their full potential. I then moved into Physical Education (PE) teaching, which had always been a goal and passion of mine. Teaching PE allowed me to combine my love for sport with my commitment to student wellbeing, engagement, and personal growth. Throughout my career, I’ve worked across five schools, and I’ve had the privilege of being in leadership roles in three of those schools. This experience has provided me with great insight into leading in different contexts, allowing me to adapt and grow as an educator and leader in a variety of school environments. Early in my journey, I took on leadership roles in Teaching and Learning Data, Technology Coordination, and Sport Coordination. I’ve always sought opportunities to improve and refine my practice as an educator, and this drive for continuous growth led me to engage in several professional learning programs that shaped my leadership development. I began my leadership learning with the Brisbane Catholic Education Pre-Leadership Program, Looking to Leadership, which set the foundation for my leadership practice. This was followed by the Design Thinking Model program, a teacher certification provided by NoTosh, which fostered a creative and innovative approach to problem-solving in education. I then went on to complete the Positive Behaviour 4 Learning (PBIS) Coach Program through Brisbane Catholic Education’s Leading in Behaviour Support Program, where I honed my skills in supporting positive student behaviour and shaping school-wide culture. These experiences laid the groundwork for me to take part in the Brisbane Catholic Education Senior Leadership Program, Leading with Excellence, where I gained a deeper understanding of leadership within a school context, as well as strategies for improving school culture and student outcomes. As my leadership experience deepened, I also focused on Religious Education and Catholic Identity in schools, which became a central focus of my work. To further strengthen my leadership, I pursued formal studies, completing Masters degrees in Leadership and Theology alongside cross-institutional study with Leuven University as part of the Enhancing Catholic School Identity project. I also engaged in cross-institutional study and leadership formation through the Australian Catholic University (ACU) La Salle Academy Program, which built my capacity to lead with excellence in culturally rich environments. Additionally, I earned certification as a Leader of the Catholic Leader Formation Network (CLFN) through ACU La Salle Academy and Catholic Schools Youth Ministry Australia (CSYMA). Building on these experiences, I became an Assistant Principal, where I expanded my leadership in curriculum, student wellbeing, and community engagement. I also completed accreditation as a GCI Accredited Coach through Growth Coaching International, which has enhanced my ability to mentor and support staff. Eventually, I transitioned into the role of Principal, where I now have the privilege of shaping a school’s vision, fostering a strong Catholic identity, and supporting both students and staff to thrive. My leadership journey has been one of continuous learning, and I am grateful for the experiences, challenges, and relationships that have helped shape me into the leader I am today.

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

My workdays start at 6:30 am, which gives me a bit of time to prepare for the day. I begin by reviewing my calendar and prioritising tasks to make sure I’m organised and ready. I also check any important emails or messages that may have come through overnight, especially if they involve staff or families. I spend some time reflecting and mentally preparing for the day ahead, usually over a cup of coffee. I leave for work around 7:30 am. Once I arrive at school, I catch up with students and parents before school starts. It’s an important time for me to connect with the community and stay involved. I also spend time with colleagues, which helps maintain strong working relationships and keep things collaborative. My workday officially starts at 9:00 am, and mornings are generally spent in meetings, strategic planning, or checking in with staff. I make it a point to get around to the classrooms at least once a day to stay connected with what’s happening in the teaching and learning spaces. If i’m not on duty, break times are a time to socialise with staff, recharge, and build stronger team connections. I also try to get outside for a bit of fresh air or a short walk to stay energised. In the afternoon, I focus on more hands-on tasks such as engaging with staff, overseeing programs, and meeting with students and parents. I also make time for reviewing school policies or addressing any ongoing projects. By 5:30 pm, I start winding down my workday, reviewing what I’ve accomplished and updating my to-do list for the next day. I try to leave the school by 6:00 pm to enjoy quality time with my family. After work, I either play in a sporting team or go for a walk to unwind and stay active. I try to avoid work after dinner to allow for relaxation and recovery. I typically go to bed around 9:30 pm, making sure I get enough rest to be ready for the next day. At one point in my professional journey, I attended a conference where Adam Fraser presented his book The Third Space. It was an enlightening experience that inspired me to reflect more deeply on how we transition between different roles and spaces in our lives. I also read the book and found it to be a valuable resource for understanding the concept of shifting between environments while maintaining balance and focus. I have since incorporated practices from The Third Space to ensure that my work doesn’t impact my family or home environment, allowing me to be fully present in both spaces.

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

A recent lesson I’ve been reminded of as an Educational Leader is the importance of pausing and reflecting. In the rush of managing the day-to-day, it’s easy to get caught up in trying to accomplish everything at once, but I’ve realised that taking time to step back and reflect on both the challenges and successes of a situation is incredibly valuable. A specific example of this was when I was working through a strategic change within the school. Initially, I was moving ahead with a fast-paced approach, wanting to get everything right immediately. However, after taking a step back and reflecting on the process, I realised that slowing down allowed me to listen more actively to my team and consider their feedback. It also gave me a better understanding of the impact on our school culture and what would truly work for the students, teachers, and families. This lesson of reflecting has reinforced for me that leadership isn't always about immediate action. It's about creating space to truly listen, process, and make informed decisions. I’ve applied this in my day-to-day interactions with staff and students, recognising the power of pause as an essential part of effective leadership.

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?

One book that has had a profound impact on my journey as an Educational Leader is Nuance: Why Some Leaders Succeed and Others Fail by Michael Fullan. What I found particularly powerful about Fullan’s work is how it challenges traditional views of leadership and encourages leaders to embrace the complexity of human behaviour and change processes in schools. Fullan emphasizes that leadership is not about having all the answers or implementing one-size-fits-all solutions; it’s about navigating the subtle complexities of people and organizations. His notion of 'nuance' really resonated with me. He argues that successful leaders must understand the hidden dynamics within their teams—whether it’s understanding staff motivations, addressing underlying tensions, or being attuned to the needs of students. This idea of leading with subtlety and empathy has deeply shaped how I approach my role as a leader. For example, Fullan discusses the importance of creating a shared vision, but also how that vision needs to be flexible and responsive to the evolving needs of the school community. This insight shifted my perspective on how we approach strategic planning. Rather than focusing solely on top-down goals or benchmarks, I’ve come to appreciate the importance of engaging with staff and students in an ongoing dialogue about the direction we are taking. One of the key takeaways for me was Fullan's focus on the long-term and the need for patience. Leadership isn't about quick wins—it’s about sustained effort and making incremental, meaningful changes that build over time. This perspective has influenced how I view progress in the school. I now approach challenges with a mindset of resilience, knowing that real transformation comes from staying the course and adjusting along the way. Incorporating these principles into my leadership style has not only made me a more effective leader but has also deepened my connection to the community I serve. By recognizing the nuance in every situation, I can respond more thoughtfully and with greater awareness of the various factors at play

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 one piece of advice would be to always remain curious and committed to lifelong learning. Stay humble! Leadership is not a static role; it’s a journey that requires ongoing growth and the ability to adapt to changing circumstances. Whether it’s seeking out professional development, reading books on leadership, or learning from your colleagues, the more you invest in your own development, the more equipped you will be to lead others effectively. I would also emphasize the importance of building strong, genuine relationships. As a leader, your ability to connect with your team, students, and the community will have a significant impact on the success of your leadership. Leadership is ultimately about people, and understanding their needs, motivations, and aspirations is key to creating an environment where everyone can thrive. Finally, I’d encourage them to keep the bigger picture in mind. Educational leadership is not just about making decisions and enforcing policies; it’s about creating an environment where learning is at the heart of everything you do, and where you have a positive, lasting impact on the lives of students and staff alike. It’s easy to get caught up in the day-to-day tasks, but always remember why you’re in this role—to inspire, support, and guide others to achieve their best.

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

One meaningful story that stands out for me occurred in my first year as an Educational Leader, when I was working with a small group of students who had been struggling with school engagement. Despite their potential, they were disengaged, often not returning to class after breaks or showing little enthusiasm for learning. I had been meeting with their teachers, trying to come up with strategies to engage them, but nothing seemed to click. One day, I decided to take a different approach—I went into the classroom, not as a leader, but as someone there to simply talk and listen to the students. I asked them what they enjoyed outside of school, what their passions were, and what they thought could make school more interesting. To my surprise, I discovered that several of them had a strong interest in digital art and design, something none of us had anticipated. So, we decided to create a project that incorporated their interest in digital design while still addressing the core subjects they were missing. We gave them the freedom to create digital portfolios that linked the curriculum to their passions, from designing historical posters to creating math-based video games. The transformation was remarkable. Not only did their engagement in class improve, but their self-esteem grew as they saw their work valued and shared with the wider school community. That project became a model for how we could offer more personalized and engaging learning experiences. This experience reminded me of the importance of truly listening to students and being open to unconventional solutions. As leaders, we can sometimes get caught up in structures or expectations, but it’s often the unique strengths and interests of students that can guide us to more meaningful learning outcomes. It was a humbling reminder that leadership is not just about directing—it’s about understanding, adapting, and connecting.