Reflection
DRIVING EXCELLENCE: ON AND OFF THE TRACK
This past weekend, I had the incredible opportunity to attend the 2025 Formula One Australian Grand Prix at Albert Park in Melbourne with my wonderful wife by accessing, some well deserved and long overdue, Long Service Leave. From the moment we arrived, I was captivated by the electrifying atmosphere: the roar of the engines, the precision of the pit crews, and the unwavering focus of the drivers. Having watched the Netflix series “Drive to Survive” religiously, I already had a sense of the dedication, determination, and collaboration it takes to succeed in Formula One. However, witnessing it in person brought it all to life in an unforgettable way. The synergy between the drivers, engineers, and support teams was a masterclass in high performance culture—every single person in the paddock knew their role, strove to execute it flawlessly, and continuously learnt from each lap to improve.
Reflecting on this experience, I am reminded that the pursuit of excellence is not exclusive to the world of high-octane motorsport. The principles that propel F1 drivers to shave milliseconds off their lap times are the same ones that can help us thrive in our profession: a commitment to continuous improvement, reliance on data-driven strategies, and an unwavering focus on the development of skills. Just as an F1 team analyses every detail of the race, from tyre wear to aerodynamic performance, educators can continuously refine their practices by using evidence, research, and feedback.
At St Thomas More’s Catholic School, we believe in the power of a high performance culture for our staff and students alike. One of the central themes of our Strategic Plan (2025–2030): Fostering Greatness is to deliver high performance teaching. Catholic Education Tasmania’s newly introduced “Teach First Initiative: System Sprints,” guided by Simon Breakspear and his Learning Sprints process, stands at the forefront of this vision. Inspired by F1, where teams break performance down into crucial segments and work relentlessly to optimise each one, our System Sprints will have teachers iterating on their craft in short, focused cycles.
These sprints will be tightly aligned with Tom Sherrington’s interpretation of Rosenshine’s Principles of Instruction, ensuring that we emphasise high-impact teaching practices proven to maximise learning outcomes. Just as an F1 team convenes after each race to debrief and strategise for the next, our teachers will participate in regular coaching, observation, and feedback sessions. This reflective cycle promotes a habit of continuous refinement in our teaching, with fresh data and insights enabling us to adjust our approach and try new techniques.
Ultimately, the core of high performance culture—whether on the racetrack or in the classroom—lies in commitment, collaboration, and constant improvement. By adopting evidence-based practices and supporting one another through cycles of reflective learning, we create an environment where every teacher can perform at their absolute best. In turn, this synergy fosters greatness within our students, helping them develop the confidence and capabilities to strive for excellence in their own pursuits.
I return from the Grand Prix feeling both energised and inspired. The roar of engines in Melbourne rings in my ears as a call to action: to champion a high performance culture at St Thomas More’s Catholic School, igniting our collective passion for continuous growth and success—on the track, in our classrooms, and beyond.
Mr Casimir Douglas
Tuesday 18th March, 2025