With over 25 years of experience in primary and secondary education across three states, at school, regional and corporate levels, Travis has developed a deep understanding, and has extensive application experience, of the: What? How? and How did we go? that make up modern evidence-informed education as both a teacher and a leader.
His experience and development as a school leader has been broad, working in country and city schools, large and small, from both affluent communities and significant socio-economic disadvantage. With the cumulative breadth of these experiences he’s utilised elements from each of these contexts to lead a school in the Adelaide Hills on a journey that many described as ‘good to great’, where literacy and numeracy results were significantly improved and the school grew from 57 students to 130.
His systems-level leadership has focused on the development of leader and teacher capacity through specialist roles including: Performance, Analysis and Reporting Consultant (Western Adelaide) ; Behaviour Development Consultant (Northern Adelaide); and School Improvement advisor as a member of the Department for Education (SA) Review, Improvement and Accountability Directorate. Each of these opportunities has afforded him insight into effective teaching and leadership practices, and the whole school organisational infrastructure that supports sustained and improved learning outcomes.
Throughout Travis’ career he has successfully worked closely with peers, believing that we learn best and are at our most effective when we collaborate, reflect and are challenged by those we respect. The impact of this type of collaboration has been a contributing factor to his own school’s success but also that of his peers and affirms Hattie’s research (2009) that collective teacher (and leader) efficacy has the greatest impact on student learning outcomes. This is where innovation lies.
It is this type of relationship that Travis, and PROGRESS Educational, seeks to develop with your school, one that will ultimately make a difference for student learning outcomes.