With the help of Griffiths' Advancement Via Individual Determination (AVID) framework, which builds the agency and resilience of students (and staff) as well as develops skills to succeed beyond formal schooling, the school has seen improvement in academic results across all year levels. Now, 83.5 per cent of students achieve A to C grades (up from 78.1 per cent). 

Griffiths' work showcases the power of school and community partnerships and the ability of great teachers to change children’s lives. Her ‘Uplift Logan’ project has helped build the confidence and leadership capabilities of students through unique mentoring partnerships developed with the local community. 

Hi Kiri! So, you’re deputy principal at Loganlea High School, how long have you been at the school? Can you tell me a little about your time there?

I’ve worked at Loganlea SHS now for 12 years. I transferred to the school as a teacher initially, teaching Modern History and English, but within a couple of years, an opportunity arose to lead the English and Humanities faculties and I took it. I was a Head of Department for eight years. It was really rewarding to lead a team of dynamic teachers in subjects that I was passionate about. Whilst I have always felt most at home in a classroom, I decided to challenge myself in the deputy principal role two years ago. My portfolio is curriculum and pedagogy, so now I am leading the whole school teaching team and still feel very much connected to the classroom.

Yours is a complex community in outer Brisbane where children and families can often face many difficulties. What are some of the real challenges facing kids in your school?

Like many communities, the cost of living crisis has significantly impacted our students and families. Every day our families are placed in a position to make financial decisions that may impact their children at home and/or at school. We also support many students who have experienced trauma. At times, both of these realities can create barriers to accessing education. 

You have a strong moral purpose around education equity. Where does this come from? Why is this so important to you?

I was educated in Logan public schools and was lucky to have found myself in classrooms with caring teachers who saw my potential and nurtured it. I was however in a privileged position coming from a family that valued education and had the capacity to support me in pursuing a university pathway.

I believe that every child not only deserves an outstanding education, but also deserves to feel that their community sees their potential and values their contribution. Whilst I had this experience myself, I have witnessed our students be stereotyped because they’re from Logan and I have seen the impact this has had on their self-worth. I have the responsibility, as do other community leaders, to champion our young people and if they can see that their community values them, regardless of their chosen pathway, they can also see success in their futures.

You’ve driven multiple initiatives to help nurture community pride and enhance student opportunities. Can you tell me a little about Uplift Logan? 

Uplift Logan is one of my proudest achievements. It focused on building the leadership capacity, resilience and academic capabilities of our students to raise the profile of Logan youth – and we worked with mentors from within and beyond our community to build our students’ confidence to represent their school and community.

During the COVID lockdown period, our students led an initiative we called “Lean on Loganlea”. As a result of COVID restrictions our students weren’t on campus and weren’t able to venture in to the community, so our students sent affirmations and care packages to frontline workers in our community, as well as organisations that temporarily closed, to build hope and reassurance that we would survive the pandemic together.

We have witnessed a positive cultural shift as a result of Uplift Logan. Students are challenging themselves academically by applying for leadership positions and Loganlea has also had an increase of positive news stories published, which improves our students’ self-esteem.

“The Commonwealth Bank Teaching Fellowship is yet another acknowledgment that sends a clear message to our students, just as much as me as a recipient, that they are worthy,” Griffith said after receiving her award from David Gonski in October.

What about the Advancement Via Individual Determination (AVID) framework?

Since introducing AVID four years ago, Loganlea has seen a shift in our staff and students’ perceptions of learning. Our classrooms are alive with collaboration and inquiry tasks, providing students with an opportunity to take charge of their own learning. All of our students are provided with a student portfolio and use focused note-taking structures across all subjects to support the organisation of self and learning. Student voice has also been integral in AVID implementation and students are consulted in relation to teaching and learning so that there is a sense of ownership and belonging in their classes.

AVID has seen commendable whole school improvement in academic results – why has this program been so successful do you think?

AVID focuses on five key areas – Writing, Inquiry, Collaboration, Organisation and Reading (WICOR). WICOR strategies are not only designed to support students to succeed in any curriculum area and on any pathway, but are also implemented in ways that engage adolescent learners. AVID provides our students with agency and research supports that a student-centred approach to teaching maximises outcomes for students.

You’ve facilitated an Empower Assistance Dog for your school. What impact has Biscuit had on your school and why?

Biscuit provides emotional support to staff and students, both in classroom environments and one-on-one. For our students who might be experiencing ongoing trauma or stress, Biscuit is able to carry the emotional burdens for the students and allow them to feel calm and happy in the time they spend with her.

On a whole school level, Biscuit has built a strong culture and positive morale for all. She has her own segment at whole school assemblies, the Biscuit RePAWt, during which students who are in her classes present on her behalf so that the school is kept up-to-date on her adventures whilst they also get to practise public speaking.

We celebrate Biscuit’s birthday each year with a whole school birthday party and she presents a major award herself on our awards night. Biscuit brings joy to our school as well as providing much needed emotional support to our young people. Every school needs their own Biscuit!

Is there any other program or initiative or project that you’ve been working on that really stands out for you?

After Biscuit’s arrival, our students led the “Bin it for Biscuit” campaign, which is based on the premise that in order to keep Biscuit and local wildlife healthy, we need to keep our campus free from litter. The Bin it for Biscuit campaign reminds students to pick up litter, no matter where it comes from, and place it in the correct bin. Our students designed the signage for this campaign and all of our bins are labelled so students know how to best dispose of different types of litter.

So, what is it that really gives you enjoyment and satisfaction in your role? What is it that you love about your job?

The most satisfying part of my job is seeing students succeed. Success looks different for every student and often transforms as students progress from Year 7 through to Year 12. I love seeing students find their success and feeling validated by it.

At the moment, our Year 12s are transitioning into study and/or employment and I taught many from this cohort when they were in Year 10. I’m having a lot of conversations with students who feel like they have found their place in their community and are excited about what the future holds. That excitement and hope is proof that we have done our job well.

Griffith wants to continue to support student success in as many ways as she can moving forward. She’s also planning to work within her school to identify as early as possible students who might be interested in becoming teachers.

What does it mean to you to be awarded a Commonwealth Bank Teaching Fellowship?

It means so much to be recognised for work that is so important to me. It is also an opportunity for me to recognise the efforts of the team at Loganlea SHS who have supported my projects and the students involved in them. The Commonwealth Bank Teaching Fellowship is yet another acknowledgment that sends a clear message to our students, just as much as me as a recipient, that they are worthy.

What are you keen to spend your fellowship money on?

I want to continue to support student success in as many ways as I can. I am planning to work within our school to identify as early as possible students who might be interested in becoming teachers. I also plan to work with local universities to familiarise our students with university life, educate them about where teaching can take them and provide them with mentors to support them as they move closer to university entrance. Teaching is an outstanding profession that needs more outstanding people. There is no better place than Loganlea SHS to find those outstanding future teachers.

What are you really excited about for the coming year or few years?

I am excited to learn as much as I can from the 2023 Commonwealth Bank Teaching Fellows, my Schools Plus Coach, Dr Stephen Brown and the Schools Plus team. This is a great opportunity for me to model to my colleagues and students that learning is lifelong. I can’t wait to see how the Fellowship will create more opportunities for our students.

For more information on the Commonwealth Bank Teaching Awards presented by Schools Plus, click here.