Easily listen to dare to be more

Anthony Perl: 00:00:01

Welcome to Dare to Be More the podcast from

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MLC School in Burwood, Sydney.

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Today we're exploring MLC School's Vision

and Values with our special guest, Lisa

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Maloney, the principal of MLC School.

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In this episode, you'll discover the

core mission and values that drive

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this prestigious girl's school, how MLC

School empowers young women to become.

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Fearless thinkers and the way

the school fosters leadership

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and resilience in its students.

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MLC School is committed to empowering

young women to become confident,

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compassionate, and courageous

leaders who dare to be more.

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I'm your host, Anthony Pearl.

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Let's begin today's conversation.

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Well, hello and welcome to The

Dare to Be More Podcast, and I

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am delighted to have Lisa with me

here today for our first episode.

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Lisa, welcome to the program.

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Lisa Maloney: It's my absolute pleasure.

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I'm very excited about the opportunity

to chat a bit about MLC School.

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Anthony Perl: Fantastic.

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Well, I think we should start by letting

you introduce yourself to everybody.

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Lisa Maloney: For sure.

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So I'm Lisa Maloney, and I like to say I'm

the very proud principal of MLC School.

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This is my eighth year in the

role, and I absolutely love it.

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I, I fell in love very quickly

and that, that hasn't changed

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as the years have gone on.

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Anthony Perl: Just take me back to

that, coming into the school in the

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first place, what was that like?

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Lisa Maloney: It was quite different

because this is the first girl school

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that I have led and in fact, first

girl school in which I have worked,

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I've worked in boys schools before I'd

worked in co-educational environments.

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I do have four sisters, so I figure

I had quite a bit of all girls

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education just in a different way.

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But what I was struck by when I walked in

the door, Anthony, was the fact that these

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girls had a very strong sense of self and

that I have not wavered from that belief.

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And that's something that's, I

guess in the DNA of the school.

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And I, I said at the time, much

to my daughter's surprise, that

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if I had my time again, I would've

sent her to an all girls school.

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She had a very successful

co-educational experience.

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Seeing these girls in an environment

where they knew that they could

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do because nobody was telling

them that they couldn't, has been

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incredibly educational for me and

continues to inspire me every day.

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Anthony Perl: I love that and it's

so amazing to be part, I imagine of

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a school that has such a long history

because many be have come before you.

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Lisa Maloney: Absolutely, yes.

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Many great educators and people with

great vision, and I, I take that

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responsibility very seriously, you know,

to make sure we stay true to who we are.

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At the same time as looking forward

into how that, I guess, how that

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legacy needs to evolve to ensure

that our girls are ready for the

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world that's coming for them as well.

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And so it's a constant questioning and

discussion at the executive end, I guess,

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through the whole school around how do we.

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Apply this mission that is so long held

to make sure that our girls are, you know,

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able to be leaders in the future as well.

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So it's a, yeah, it's great

responsibility, but also a,

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a remarkable opportunity.

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Anthony Perl: Absolutely.

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And talk to me a little bit about the

vision and values of the school for

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those that may not be familiar with it.

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What are they and what do they mean?

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Lisa Maloney: Well, it's interesting,

the, I guess the formal statement about

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mission, which I'll mention in a moment,

is grounded in the history of the school

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and the fact that the school was set up

at a time where Sydney University had only

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just admitted its first women, you know,

and really women in academia wo women

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as lifelong learners was not something

that was, you know, really part of,

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part of society's expectations of women.

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And so the school was set up.

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With that strong belief that women had

the right to education, and that was

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quite challenging of norms in that time.

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You know?

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That's what that looked like.

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And so the mission today says that

our mission is to educate and inspire

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young women to be fearless thinkers

with moral courage and compassion,

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to be agents of change in their

own lives and the lives of others.

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So it's not just.

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Being educated for the

sake of being educated.

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This is about challenging.

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It's about leading.

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It's about doing so with

courage, but also compassion.

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You know, balancing that you know,

my rights and your rights and how

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these opportunities in education

that I have, have the privilege

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of experiencing at MLC School then

translate into my life beyond school.

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How do I use that for good, both in

my own life and the life of others?

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When I meet our old girls, you know,

many of whom went to school 50, 60 years

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ago, or whether it's five, 10 years ago,

there's a set of values and qualities

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that these women have, and you can

feel it when you're talking to them.

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But then also in their

professional and personal lives.

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What I see is largely they're working

in remarkable fields, but not for the

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sake of themselves, but for the sake

of being that agent of change and

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bringing about good in the world and.

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Trying really hard to make

their mark in a way that is both

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courageous and compassionate.

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So that mission, although it's really

only in the last, I guess, 10 years that

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it's been a statement in those words,

that feel is very much in our DNA.

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And so it's very exciting to

see, you know, to see that

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live out in our old girls.

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In terms of our values, what we did just

after I started was to go back through

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all the school documentation because

we didn't actually have the values such

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that we could write them on the wall.

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We sort of knew who we are, but we didn't

actually just reel them off, and that

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makes it difficult then to make sure

that every girl can live those values.

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So we did a lot of work of going

through all the documentation

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in the history of the school.

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What were the messages, what

were the themes that were coming

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through on a regular basis?

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And then we consulted with our

community at length around w who are we?

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And we came up with four official

values and one unofficial one

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that I talk about as well.

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So our official values are courage,

compassion, respect, and growth.

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And we went around it at length about

what they look like in our school

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context and, but there was this

other word that just kept coming up

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when people described the school.

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And that was joy, that our heart

was this belief that we also wanted

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every girl to experience joy.

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But then I guess the values

police got involved and said,

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oh yes, but is joy a value?

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You know, you can't really

have joy as a value.

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So it was, I guess we unofficially

adopted it as our fee unofficial value,

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and it is something that we strive to.

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Make part of a schooling experience

and joy isn't the same as

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happiness, it's deeper than that.

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It has a spiritual and religious

context for those who are,

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who are, who have a faith.

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But it's also a deep feeling of feeling

connected and feeling joyous, you know?

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And I want the girls to feel that on a

regular basis when they're at school.

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So we have our official values

and we strive very hard to live

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those out on a daily basis.

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And then we have joy, which

is just so much an important

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part of life's experiences.

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Anthony Perl: I mean, you know,

particularly when they're starting

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out, the girls looking ahead, it's,

you know, beyond the lifetime that

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they've already had of the years that

they're going to spend in school.

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And that whole idea of it being

joyous, I imagine is something

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that is, you know, important for

them to feel from, from day one.

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Yeah.

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And for them to take forward,

you know, moving into the future.

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'cause there's nothing worse than

looking back on your schooling

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years and not having enjoyed them.

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Lisa Maloney: Absolutely.

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That's right.

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No, I completely agree there.

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So.

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I love the fact that, you know, almost

daily, you know, as I walk around

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school, I'm having conversations

with the girls or we're doing various

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events and so on, I can feel that joy.

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Yeah, I can feel that joy, uh, radiating

in different settings and it's just a

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lovely thing to, to see and experience.

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Anthony Perl: I'm interested as

well, because you've talked about.

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What the vision is for the school and

the mission, and you've talked about

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talking to some of the old girls and,

but how do you actually integrate that?

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How, what, how is that

intertwined in the DNA?

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What is it?

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What's the magic source

that happens throughout?

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Lisa Maloney: It's interesting.

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We have another unofficial, although it's

a, an unofficial, I guess it's a tagline,

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which is the notion of dare to be more.

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And it was.

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Dreamed up by somebody well before me

who, who really wanted to take that

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mission and make it a living thing.

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You know, how do you take a mission?

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How do you, how do you take words on a

piece of paper and turn them into action?

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And it was Barbara Stone in her

time, a couple of principles

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ago, and I spoke to her about it.

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And it was really this idea that in

order to, I guess, to really challenge

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ourselves as learners, as, as people.

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We do need to dare to be more in every

setting, you know, that we need to

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be willing to just step a little bit

outside our comfort zone every day and

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dare ourselves to be more, you know,

it's making sure that, you know, if I do

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something and I do it well, I'm looking

at, well, how could I do it even more?

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What more could I do?

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What else could I do?

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And that, that I think

has sort of been the.

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The great pipeline from what's

written on pieces of paper to what

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act actually happens on a given date.

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One of the other things that I

noticed when I started was that our

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girls were not reluctant at all to

ask why, and I've encouraged that.

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You know that if as students they're not

sure why something has been done or why

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a decision has been made, that they are

generally encouraged to ask that question.

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With respect, you know, so it's not at

all unusual for, you know, a junior school

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student to make an appointment with my

EA to come and have a conversation about

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something, to, to ask about something.

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It's not, you know, our

girls speak at assembly.

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We, we encourage them to get involved.

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We seek their opinions because

we do genuinely believe that

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they have a lot to teach us.

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And at the same time in doing

that, they are doing exactly

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what we ask, which is daring.

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To be more by asking that

their voices be heard.

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So I think that's a large part of it.

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It's that, you know, when we do our

co-curricular and our, um, immersion

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experiences and our adventure

experiences that they have the

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chance to physically dare, you know,

what happens if I try Siling Aussie

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year seven Canfield year in the.

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Can I dare myself to step out of the

comfort zone for some of the girls.

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It's going up to the highest abs

sailing peak and you know, dropping

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down as easily as anything.

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For others, it's actually

putting the harness on.

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I think they could do that, you know, so

it's providing those little opportunities,

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both from a learning perspective, but also

from a practical physical perspective to

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just step outside their comfort zones and

to, yeah, and to be encouraged to do that.

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To be supported when perhaps the daring

didn't work out and they didn't, weren't

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as successful as they would like.

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Encouraging them to get back up,

dust themselves off and try again.

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Help opposed to try something different,

to try and do something differently,

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or if they wanna keep pursuing

things, um, yes, it look, it, it can

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sometimes be challenging because it

does sometimes mean if you, if you

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empower and dare teenagers, you know?

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Yeah.

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Sometimes, sometimes I'll ask why, when

you don't want them to, but that's also

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part of, that's part of growing up.

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You know, you and I were

talking earlier about.

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You're about twins and, and teenagers,

but it's understanding that if we

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want the product of girls who become

women who are agents of change and who

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make a difference, then the need to

practice that when they're younger.

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And you know, sometimes they might

need a little bit of guidance in how

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you practice that and how you do that,

but that's also part of learning.

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Anthony Perl: How do you

ensure that that whole idea.

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Goes through not only all of the staff

that you're looking after, but also

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the parents, because that's the key

part, players in all of that as well.

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Lisa Maloney: Mm-hmm.

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I think that's, I think that's an

interesting question because I think

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with our staff, largely they, you

know, they, they understand who we are

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and that's actually one of the things

that they love about working with us

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is that they, they have, they, they,

when I meet with new staff, one of the

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things they talk to me about all of.

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All the time is the thing

they love is the girls.

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These girls are so ready to ask questions.

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They're engaged, they want to know why.

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They want to learn more, they

want to to understand and

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that, and the staff love that.

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As I said, sometimes they might think, oh

yeah, be nice if they were just sitting.

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Just be called, but right.

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But, but very rarely does that happen.

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I think for parents, sometimes it

can be a little bit challenging

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because it does mean that sometimes

their daughters might fail.

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Because if you, if you are continually

challenging yourself, you know, and

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I guess I go back to when babies

walk, you know, in order to learn

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to walk, a baby has to dare to

stand up and try and will fall over

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and we might need to help 'em up.

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Sometimes they'll call back up themselves,

but by continuing to keep going, even

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after what could be seen as failure in

the first instance, they will grow from,

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they will become, they'll become walkers.

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Learning is like that.

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Learning in an environment where we're

daring them to be more is like that.

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And so sometimes it can be

challenging for parents if they

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think their daughter has failed.

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It's, it's a mindset around, okay, so

that's an opportunity for growth that

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we really have to encourage and support

as opposed to something is wrong.

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Because what we know is the

greatest learning comes from when

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we do try something different.

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We try something that

we're not comfortable with.

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We may fail.

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So within, with support, we work out

what to do differently and we continue

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to improve until such time as we

can do something or we've achieved

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whatever it is that we want to achieve.

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So I, our parents know who we are.

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They absolutely, you know, the,

the fact they often tell me the

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dare to be more is part of why

they wanted to join the community.

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But it does sometimes take

an education to understand.

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That means sometimes that.

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Not everything's going to be a

hundred percent perfect every time

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because we're actually always trying

to improve and that does sometimes

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mean that sometimes we need to, yeah.

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To step outside the comfort zone

and sometimes it doesn't work.

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So Yeah, it's very interesting.

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Anthony Perl: And I just wanted to ask you

as well before we start wrapping things

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up, is really around this whole idea of

leadership and resilience, which is, you

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know, the terminology that's quite popular

in this day and age, but I'm interested

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in the stories that you've seen.

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Unfold really demonstrating that

in your time at the school and the

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people that you've talked to that

have finished the school as well.

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Oh, sorry.

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So there's a lot of talk these days

about, you know, resilience and

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leadership, but I'm interested in

how that has actually played out

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in what you've seen in students.

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What are the stories that you

can tell about it, it happening

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in school and post-school life?

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That there are many of those.

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Lisa Maloney: Yes, and it's

interesting 'cause I think our.

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As I was saying earlier, I think

sometimes our instinct is to not

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want children to fail and not want

them to experience difficulties.

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But guess what I've seen time and

time again is sadly we dunno what

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the world brings for children or for

people as they move through life.

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And sometimes it does get tough and it

is really, really important that as young

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people, they learn to manage the little

difficulties, the little disappointments,

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the little things that go wrong and to.

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To work out how to overcome those and I

guess develop that resilience, I guess,

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that we hear people talking about so much

so that when the big things do happen, as

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inevitably they do in all our lives, they

can draw on those, that self knowledge

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and those experiences to work out.

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Then how to navigate and

how do I change force?

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How do I pick myself up?

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What do I do about that?

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I think that that

translates into leadership.

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That's, I think the best leaders

are those who are resilient, who are

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able to look at a situation and say,

well, look, it may not have gone as

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well as we liked this time, or how we

imagined it would go this time, but

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what we can do is try X, Y, and Z.

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You know, we can do it.

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It's motivating people, bringing people

along, and I think that those, I guess

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if we tie it all together, that daring to

be more approached to life, meaning that.

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We do allow children to, to

have those little upsets and

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disappointments, which means they

then build the resilience over time.

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Means that as they then move into the

world of work and show themselves to

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be adaptable and capable and resilient,

and able to take things on means, people

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see in them those leadership qualities

and those things that will enable them.

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To bring about change and that they

then are seen as the leaders of tomorrow

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and they can then use all those skills

to then go on and be that agent of

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change that we are so much wanting

them to be, uh, as a consequence of

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their MLC education and certainly, you

know, in all forms of work and life.

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I see all girls, as you have said

previously, are leading and being, making

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a difference in their world, you know?

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That starts young, it starts at school.

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It starts, you know, with a student

who didn't think she could, who

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found out that she can, if she puts

in the right efforts, if she could

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manage to get up after something

doesn't go as well as she would like.

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Anthony Perl: Lisa, just to wrap things

up, something we are going to carry

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throughout the podcast series and it's

something that you've just touched on

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a few times is dare to be more, but

in the context of you and your role as

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principal, what does DARE to be more

mean to you and how you approach things?

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Lisa Maloney: Look it, it does

sometimes mean that I have to take a

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step back from perhaps what I want.

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Elisa personally wants to think about

the bigger picture of education, the

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bigger picture of schooling, what it

is that our girls will need as they go

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on into the world, and how it is that

we're going to equip them for that.

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So it does mean sometimes I need

to perhaps make a decision that's

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not popular with everybody.

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You know, somebody.

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Once said that if you want to

be popular as a principal, you

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know you need to get a dog.

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: 00:18:18

Because the bottom line is that often we

have to make decisions that may not, it

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: 00:18:24

may not be popular with everybody, may not

be approved by anybody, and it does it.

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: 00:18:28

It does at times take a bit of daring

to actually go, no, actually this

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: 00:18:32

is where I think we need to go.

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It also means as a woman and

as a female leader of a girl's

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school, really sometimes standing

up and saying no as women.

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As the leader of these young women, we

need to do X, Y, or Z, because if we

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don't, then women's roles and women's

rights and women's contributions

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will continue to be overlooked.

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So I think part of the daring in a

world where many schools are going

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co-ed or perhaps where the world

would like to think that opportunities

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are equal for men and women.

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Sometimes that daring is to actually

point out to the fact that it's not.

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I'd love it if it was, but that at

the moment for girls, we still need

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: 00:19:18

environments where they can grow up

free from preconceptions about what

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they should and shouldn't do as young

women, so that by the time they get

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: 00:19:27

out into the workforce and certain

parts of the community start to

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: 00:19:30

tell them that what they should and

shouldn't do based on their gender.

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: 00:19:33

They already know that's

actually not true.

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: 00:19:35

They actually know they have

that strong sense of self.

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They know who they are and they

go out believing that they can.

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And so I think probably the most

important part of daring I have

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is to make sure that we continue

to promote the importance of girls

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schools and the importance of raising

young women who know that they can.

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Anthony Perl: Fantastic.

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Lisa, thank you so much for

being a part of the program.

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I know we're gonna have you back

in the future, but it's been an

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absolute joy hearing so much about

the school, the history and where

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: 00:20:06

it's going and the impact it's making.

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Thank you.

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: 00:20:09

Thank you for joining

us on Dare to Be More.

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: 00:20:11

If you enjoyed this episode, please

subscribe wherever you get your

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: 00:20:14

podcast so you never miss an episode.

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: 00:20:16

Your likes and comments also

help more families discover

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: 00:20:19

these valuable conversations.

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: 00:20:21

For more information about MLC School

and their approach to girls education,

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visit their website@mlcc.msw.edu.au.

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: 00:20:30

Check out the show notes

for more information.

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: 00:20:33

The Dare To Be More Podcast is

produced by podcast Done for you.

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: 00:20:37

I'm your host, Anthony Pearl,

and we invite you to join us next

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: 00:20:40

time as we continue to explore

what it means to dare to be more.

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