Braydon Giles is a dedicated educational leader with experience in both government and independent sectors. As Head of Middle School at St John’s Anglican College, Brisbane, he has strengthened academic and pastoral care programs for Years Seven to Nine, fostering a supportive environment where students thrive. Beyond his school leadership, Braydon is Vice President of Adolescent Success, a key association focused on adolescent education, and Treasurer of the Joint Council of Queensland Teachers’ Associations, advocating for professional learning statewide. Braydon’s leadership has been recognized at a national level—he was awarded the 2024 Australian Council for Educational Leaders’ “New Voice in School Leadership” scholarship for his innovative approach and impact beyond his immediate school community.
In this insightful interview with the K12 Digest Magazine, Braydon shares his leadership journey, his commitment to balancing student well-being with academic achievement, and his views on the future of education. He discusses the impact of emerging technologies like AI, the importance of inclusive and adaptive learning, and how schools can equip students with essential leadership skills to navigate an uncertain future.
What inspired you to pursue a career in education, and how has your journey led you to your current role as Head of Middle School at St John’s Anglican College?
Teaching is the greatest profession in the world. Like many educators, I was inspired by my own teachers in school who profoundly influenced my journey, inspiring me to pursue a career in education.
My journey into education began in 2012 with the Queensland Department of Education. I realised early on that my passion for education extended beyond the classroom. In my second year of teaching, I took on my first pastoral care position – Head of Year. This early step into middle leadership confirmed for me that guiding others and looking at ways to shape the broader educational landscape in schools was important to me. The next few years of teaching and leading saw me take on various middle leadership roles in the pastoral care and curriculum space.
After several enjoyable years with Education Queensland, I stepped away from my leadership role to take on a teaching position closer to home and family. While getting back into the classroom full time was a challenge, it was one where I could demonstrate leadership capacity in diverse ways. Shortly after joining St John’s Anglican College, I took on a Head of House role for a few years, before moving into the middle schooling space where I have been for almost seven years now.
My journey across government and independent sectors has enriched my perspective on leadership and deepened my commitment to education. Today, I aspire to create an environment where every student feels understood, supported, and empowered to achieve their full potential. I work to build strong relationships, not only with our students but also with our staff and families, ensuring that we all contribute to a positive and enriching school community at St John’s.
As a leader passionate about educational leadership and pastoral care, how do you balance academic excellence with the well-being of students?
Balancing academic excellence with the wellbeing of students is an integral component of my teaching philosophy. I firmly believe that young people learn best when they feel safe, supported, and valued. Through my role at the College, I take a proactive approach to this, fostering a culture where wellbeing and learning are seen as interconnected rather than competing priorities. Our curriculum leaders and teachers focus on ensuring that curriculum is dynamic, engaging, and relevant, promoting curious classrooms across the middle years that support the cognitive and emotional development of all our adolescents. Pastoral care must be intentional in the middle years, and we actively promote this through our vertical pastoral care systems, mentoring programs, and leadership and personal development opportunities, providing our students with a sense of belonging and connection. Further to this, now more than ever, collaboration with our families is also integral to the education of our students, particularly around mental health and wellbeing. By fostering open communication and strong partnerships with parents and caregivers, we can create a shared understanding of how best to support each student and we walk the journey with each family. Ultimately, when our students feel well, they learn well, and our priority is to build the sense of connection and community around each young person.
What are the biggest challenges facing middle school education globally today, and how do you see schools adapting to these challenges?
I’m a big advocate for connecting and learning with fellow educators around the world; we have so much to learn from sharing stories. Recently, I was invited to join the editorial committee for the American Middle Level Education’s (AMLE) position paper, “The Successful Middle School: This We Believe”. Through this, I’ve been able to connect with middle schooling educators across the globe and share an international perspective about middle schooling reform in Australia.
While we are early in the process, it’s been an interesting experience for me to connect with, and learn from, inspiring educators across the United States and Canada. Although a great distance separates us, we are united in many areas of challenge today. One we are exploring currently, is the changing adolescent, and an intentional and targeted approach to understanding who our middle school students are today. We are also exploring how well-equipped educators are at responding to the needs of this unique, diverse, and ever-changing group. Really, it’s a conversation centred around the notion of meeting our students ‘in the middle’.
While it’s clear a new learning paradigm is emerging in our education ecosystem presenting changes to the way we teach, learn, and lead, our educators need to remain united, promoting the positive narrative of education worldwide, and remaining curious and adaptable for the changes to come.
With rapid advancements in technology and changing societal expectations, what trends do you believe will shape the future of school education over the next decade?
I find it equally exciting as it is frightening to consider that the current rate of change we are experiencing in our lifetime is the slowest we will experience. I’ve been in the classroom for well over a decade now, and I don’t think I have enough fingers to count the number of trends I’ve witnessed. I feel that the future of school education over the next decade will be shaped through the rise in generative artificial intelligence, refined through an educative approach to human skills, and a leadership style centred around adaptability and curiosity.
For schools and educators, the rise in generative artificial intelligence is a conversation that can’t be ignored. We have evolved from ‘chalk and talk’ methods of teaching to learning to utilising new capabilities of technology in our everyday classroom. Through this, I believe we will see a rise in personalised and adaptive learning over the coming months and years, as artificial intelligence continues to change the pace at which we work and learn in our schools. Furthermore, it’s clear that the future is human, and a focus on the ‘human skills’ are dramatically on the rise. Our ability to think critically or creatively, to look at new ways to problem solve or communicate will continue to grow in prominence and importance. Ultimately, the landscape of educational leadership is also primed for change, with leaders encouraged to embrace curiosity and adaptability to navigate the disorienting times to come.
As someone focused on empowering young people, how does St John’s Anglican College prepare students to become confident and competent leaders of the future?
At St John’s Anglican College, we are deeply committed to empowering our young people by fostering confidence and a strong sense of purpose in their journey. Our holistic approach to education is centered on developing people of good character who are able to take on the challenges of an unknown future. Leadership is built on character, and the pastoral care programs at the College emphasize emotional intelligence, resilience, and empathy, among many other vital skills for our middle school students. Through programs such as The Rite Journey in Year 9, our students reflect on their personal growth and transition into young adulthood, fostering a sense of responsibility and purpose. It’s the learning that happens in the formal and informal contexts that provide authentic leadership experience for our young people and equip them with the requisite skills to have a positive impact in their community.
Based on your experience, how can schools worldwide foster a culture of inclusivity and innovation to better prepare students for a globalized world?
Our world is interconnected and rapidly evolving, but there are fundamental issues with equity and access to education, opportunity, and resources. While the advancements in technology and globalization have created unprecedented access to information and collaboration, not all students have the same opportunities to thrive. If we look to our own contexts, educators and leaders can see where the pressure points lie and what change will be meaningful for staff and students. A good starting point is prioritizing emotional wellbeing and inclusion for all students and putting trust back in our teachers, giving them autonomy and opportunity to develop collaborative networks of support.
What motivates you each day as an educator and leader, and what is one piece of advice you would offer to aspiring educational leaders?
As cliché as it might sound, it really is the kids. In our profession, I truly love that the ones we try to inspire are always the ones who end up inspiring us. At the end of the day, they’re the reason we teach, the reason we turn up to work, the reason we love what we do.
For aspiring leaders, there are key quotes that I love to reflect on in my daily practice.
“Wherever you are, be there” – from “The Resilience Project” by Hugh Van Cuylenburg.
I found this very simple quote to be a powerful guiding principle, particularly for aspiring leaders. It’s a fervent reminder of the power of being present and intentional in all you do. Often, new and aspiring leaders will be asked about where they see themselves in one, five, or ten years’ time. In moments like this, I like to take stock of how far I’ve come and remember my ‘why’.
I also heard a wonderful line at the 2024 Australian Council for Educational Leaders’ (ACEL) National Conference – “Hold your passion tightly but your ideas lightly”.
As an aspiring educator, I pride myself on my passion; it’s the driving force behind meaningful leadership. It fuels us, inspires others, and sustains us through times of challenge. But passion without flexibility, particularly in our current society, can limit our ability to grow, collaborate, and innovate. Holding onto your passion means staying true to your core values and the reasons you chose to lead. For me, I love to reflect on this quote to remain deeply committed to my purpose while remaining open to growth and new perspectives.