Paul is currently Deputy Principal, Mathematics Leader, and eLearning Leader at an inner-northern suburb Catholic Primary School in Melbourne. He has seen the importance and values of a culture of relational trust when working with teachers and the wider community, and has developed his own leadership capacity and that of others while embracing and embedding change. He has been Acting Principal, where he displayed his strong leadership qualities and a clear strength to build on school vision. Prior to this, Paul worked closely with teachers and students in exploring evidence-based practices and their impact on learning and teaching. As Collaborative Impact Coach, he built individual and collective knowledge of effective learning and teaching strategies, established and implemented plans to collect, collate and analyse system and school evidence to inform action plans as well as informed and collaborated with students, teachers and the wider community to ensure ownership and voice was valued. While completing his Masters in Educational Leadership he developed effective leadership skills and explored his leadership capacity through transformational and instructional leadership styles. He conducted research around Mathematical Proficiency and collected evidence on how Mathematical Proficiency could be taught and assessed through Challenging Tasks. This had positive effects on student outcomes at his own school, and led Paul to work with other leaders from both Catholic and Government schools. He has presented at the Evidence-Based Teaching Conference and multiple Mathematical Association of Victoria Conferences. This year, Paul became a contracted Mathematics Consultant with the Mathematical Association of Victoria, ensuring teachers benefit from his research and practical knowledge.

Paul has published articles in Prime Number: "Challenging Tasks: Teaching and Assessing Proficiency"and "Successful Learning and Teaching of Mathematics" as well as a conference paper titled "Evaluating the Impact of Evidence Based Practices on the Teaching and Assessing of Mathematical Proficiency". His most current study in the learning and teaching of mathematics is around differentiation, where he will present his findings and teaching strategies at a conference later this year. He explored the use of technology and its impact on learning and further analysed its purpose in parent engagement. His current school embedding effective tools and strategies in developing assessment-capable students who understand themselves as learners and the use of evidence and assessment tools to track their own learning. He has worked with parents and the wider community in ensuring they play an active role in student progression and learning, by exploring ways they can work in partnership with the school through online environments. This effective use of technology in an educational setting was recognised by Google, who will host an Education on Tour event at Paul’s current school, showcasing the adaptation of Google tools that are part of their everyday classroom practice. Paul has ensured that he supports teachers at all levels and understandings, by creating effective collaborative teams that discuss learning through the use of data. He works individually with teachers either through shared planning, modelled coaching, team teaching and observation. He has explored and enhanced tools and strategies that he has already developed and embedded within the school such as Individual Education Maps, Mathematics Progression Tools, Problem-Solving Rubrics and effective learning and teaching strategies. Through these tools and strategies, students are able to know where they are going in their learning, can identify the tools for the journey, monitor their own progress, recognise when they are ready for what’s next and know what to do next. Paul is one of six leaders from the Catholic Sector to participate in the Victorian Aspirant Principal Assessment Process offered in partnership with the Bastow Institute for Educational Leadership. Through a collaborative culture of learning and shared responsibility, Paul continues to develop his leadership skills and build the capacity of others.