By Catherine Sanchez, Publications Officer

Whether walking alongside a student through a challenging season, celebrating a small breakthrough, creating opportunities for students to discover where they can thrive or helping students recognise just how much they are capable of achieving, Mrs Victoria Broady has always viewed education as something much bigger than what happens in a classroom.

For this much-loved teacher, education is about far more than imparting knowledge. It is about creating the kind of environment where young people feel known, supported and encouraged to take their next steps, while helping them recognise that learning can shape not only what they know, but who they become.

“I consider my role as an educator. Not a Languages teacher, not an English teacher, not a Pastoral Care leader, not a Prefect portfolio leader but an educator, with the ability to influence and promote growth in students in whatever space I find myself; the classroom, the playground, Co-curricular, camp groups, the list goes on. And now also a leader who with God’s grace can positively impact the journey of students not only in my classes and groups but also across the Secondary School.”

It is a perspective shaped by years of experience across the College, but also by the experiences that first drew her towards teaching. As a student at William Clarke College, Mrs Broady was surrounded by teachers who invested in far more than her academic progress. They taught her in the classroom, sang in Chapel and walked beside her on Duke of Edinburgh hikes. They modelled a faith that was evident in the way they lived and worked, and their influence stayed with her long after she graduated.

“My own experience at school was really the motivator to move into teaching,” she recalled. “The years I had at school were so formative. I had a wealth of incredible opportunities and learnt from brilliant educators, who cared more about who I was becoming than what I ended up doing. I wanted to be in a vocation that enabled me to have the same impact and to share my faith.”

Since returning to the College as a staff member, Mrs Broady has embraced plenty of opportunities of her own. Beginning as a full-time German teacher, she has taught Languages, English and Christian Development classes, led the College’s Dharug Culture and Language Program, served as Head of Year for the current Class of 2026, made a significant contribution as Director of Character and Service and now holds the role of Assistant Head of Secondary.

Her experience leading the Dharug Culture and Language Program, in particular, brought a different kind of learning. Leading staff and students through a new College-wide initiative required careful listening, adaptability and a willingness to keep learning, especially as she developed a deeper understanding of Dharug men, women and culture and the importance of continuing to grow in knowledge and understanding.

As Director of Character and Service, she was able to draw together much of what she had learned in previous roles, further developing existing programs while introducing new initiatives such as the College’s Respectful Relationships program. As Head of Year, she walked closely with students and families as they navigated the transition into Secondary School and the complexities of adolescence.

Her connection to the College also extends beyond her formal roles. Having played violin and cello since her schooling days, she continues to support College musicals and performs at College events, remaining an active part of the community she first joined as a student.

“I think the biggest learning from having so many different roles is that every role is so vital in helping to develop our learners at the College; the role of teachers in the classroom as well as those carefully considering strategy and approaches. I love working in an organisation where we all work together towards a common goal, each with his/her own part to play in the development of our staff and students.”

That belief in the value of every role is mirrored in the way she thinks about students. Rather than measuring an extraordinary learner by academic results alone, this well-respected educator sees learning as a journey of growth, discovery and opportunity.

“An extraordinary learner to me is a courageous and curious learner,” she said. “It is someone who pursues learning in all areas, asks questions and makes progress. They don’t have to excel. It’s not about straight As, but they take opportunities to learn more and try new things.”

It is a philosophy she has lived herself. At just 16, the adventurous teenager travelled to Germany as an exchange student for five and a half months. She stayed with a family she had never met and attended a school where everything was taught in German, arriving with only Year 10 level German and enough language to manage a very basic conversation about herself. Describing this period as “both an incredible time but also one of the biggest challenges” of her life, Mrs Broady said that the experience changed her, building confidence and maturity while deepening her faith and teaching her that there is little we cannot do when we put our minds to it and trust in God.

That same curiosity has followed her throughout her career. Since beginning her teaching career, Mrs Broady has returned to university three times, retraining as an English teacher, completing a Masters of Educational Leadership and undertaking postgraduate learning in research.

“I certainly know I still have so much to learn, about educating young people, leading and most importantly about God,” she reflected. “I think it is more in the day to day though that I continue as a learner. I remain hungry to grow in my faith, committed to learning more about God and His plan for me.”

There is a wonderful humility in her willingness to remain a learner, particularly for someone who spends so much of her time encouraging others to grow. Over the years, she has witnessed countless moments of students growing in maturity and independence, working through challenges and finding their way forward. But one student’s journey has stayed with her.

“A moment that stands out to me is a student where classroom learning did not come easily,” she quietly stated. “It took incredibly hard work. But the determination of this student was remarkable. Despite numerous setbacks, significant time off school overcoming other challenges, this student persisted. They reached out to me so many times for extra support and to go over classwork. They had realistic goals and we celebrated every little success. Now, post school, they are thriving in a field they love.”

This experience reinforced her belief that as educators “we always need to be aware that not every student enters the classroom the same. There are many factors that impact on student learning and ability to thrive at school. Creating safe learning spaces where students can make progress is so important and establishing relationships where students feel cared for and supported is essential.”

It is this deep care for the individual that sits behind her approach to leadership and education. Academic progress matters, but so does knowing when a student needs encouragement, when they need someone to listen and when celebrating a small step forward is far more significant than a mark on a page. No matter the role, she keeps coming back to what she describes as her “biggest love”: being able to “work with students, helping them to master skills, make progress but also see the bigger impact their learning may have”.

For this committed educator, that care is inseparable from faith. “All I do should be in service of the Lord. I am not working for my own success but to further His kingdom. I come every day to the College because I love what I do and feel a deep sense of purpose in my daily work and connection to my faith. I feel so privileged to work in a place where I can share my faith with others and it has its groundings in the Bible.”

She sees each student as unique and made in the image of God, and hopes that the knowledge, skills and character they develop at the College will equip them to serve others and point them towards Jesus. It is a perspective that has remained constant, even as her own role has changed.

Her journey at William Clarke College has given her a perspective few staff members can share. As a Class of 2004 alumna, she was once the young person learning from teachers who saw potential in her and encouraged her to step into opportunities that stretched her. Now, after years of teaching, leading and learning herself, she has a much deeper understanding of the influence those everyday interactions can have on a young person’s life.

This connection has given her a unique perspective on the College itself. She has watched it grow and evolve, taken on opportunities that have stretched her personally and professionally, and worked alongside generations of staff who have invested in both students and colleagues. Among those who have influenced her is Mr Andrew Peachey, a teacher who made a significant impact on her growth as a learner.

“I think being an alumnus and a staff member has allowed me to see the amazing growth of the College but that the heartbeat has remained the same, a pursuit of Christ,” she said.

For someone who encourages students to be courageous, curious and willing to try again, Mrs Broady continues to model those same qualities herself. She has said yes to new roles, new learning, new challenges and new adventures, trusting God with each step.

Maybe this is what makes her story so special. The student who was once encouraged to discover who she was becoming has grown into an educator who is now doing the same for others, one opportunity, one challenge and one student at a time.

The days of Trial HSC and HSC examinations being held in draughty classrooms, at Kellyville Anglican Church or in the cavernous Sports Centre are now behind us with the opening of The Bryson Building.

Recently the buzz of collaboration gave way to quiet concentration across The Bryson Building as our Year 12 students tackled their HSC Trial examinations. Level 3 classrooms and the expansive Level 4 multi-purpose space were transformed into calm, purposeful examination settings, filled with the steady rhythm of pens on paper as students put months of preparation into practice.

Designed to support learning, connection and community life, The Bryson Building is already proving that a thoughtfully designed environment can accommodate the many different ways our College learns, gathers and grows. We feel incredibly blessed to see this vision coming to life, supporting our students through such an important milestone in their HSC journey.

We wish all our Year 12 students every success as they complete their time at William Clarke College and take their next steps beyond school, including tackling the upcoming HSC examinations. Before long, they will join the growing William Clarke College alumni community, carrying with them the knowledge, experiences and relationships that have shaped their years here.

The Classes of 1996, 2006 and 2016 Reunion will take place on 7 November. Set in The Bryson Building Rooftop and catered by Amory Catering, the evening promises to be a wonderful opportunity to reconnect with school friends and staff.  For alumni from those cohorts, your invitation has been emailed. We look forward to seeing you there.