Community Connections
Chris Morrissey retires after 50 years in education
Chris Morrissey, Clinical Associate Professor at the University of Canberra, co-creator of the Affiliated Schools Agreement and former deputy principal and teacher, has led a rich and rewarding career in education. His contributions to education will stand for years to come, impacting students, teachers, preservice teachers and institutions across the ACT. This year, he retires after 50 years in the industry.
“When I started, I didn't think I'd be in it for the long haul, but it just happened.”
Chris had always known he wanted to work with young people, and had a knack for it, having worked in holiday programs and scouts for many years.
A specialist high school social sciences teacher, Chris enjoyed learning the ropes of the profession and moved between a handful of schools in the ACT and regional NSW to build his experience and hone his craft.
In 1989, he returned to the ACT to work at Marist College Canberra, where he ultimately became Deputy Principal.
Travel has been a major part of Chris’ career. In his time as a social sciences teacher, he chartered multiple trips with students, including to Italy, Indonesia, the Solomon Islands and Sri Lanka.
Chris says taking students to experience a new country and culture was deeply rewarding – transformative for the students, and a privilege for him to witness their growth.
“It broadens their perspective and understanding of the world. I think it helps reduce biases, when you can experience another rich culture, that can be so different,” Chris says.
There were language barriers there, but they never seemed to matter much. The students would form close friendships, and it was always a teary farewell at the end.
While his kind nature, and compassion for his students and staff, leave a lasting legacy on those he worked with, in his role as Deputy Principal at Marist College Canberra, Chris had an opportunity to transform wellbeing at the school in a way that would impact the generations to come.
“Wherever I work, I aim to add value to the setting and leave it in a better place than when I arrive,” Chris says.
Working with his team of eight house deans, Chris implemented Mindmatters at the school, a program based around protective factors for mental health.
“If students have a sense of belonging, and a sense of safety, and if they feel well-regarded and respected, then they're more likely to succeed in their academic work,” Chris says.
In Chris’s wellbeing approach, ‘vertical’ tutor groups were introduced.
“It was no longer a group made up of entirely Year 7 or 9, but a group of 18 students from every year level,” Chris says.
He and his team also set up annual wellbeing surveys in the school, and incorporated data from the Safe School Surveys, to ensure their work was evidence-based.
While Chris initially faced some resistance for this novel approach, his research into the topic provided a strong foundation, and he pushed ahead, gained the support of staff, parents and students.
“Although they were in different year groups, the students already shared common hobbies, sports, passions,” Chris says.
They began taking an interest in each other's sports results and supporting each other at sporting days. Before long, the seniors looked out for the juniors, the juniors looked up to the seniors – it was just like a family.
By the time Chris’s tenure was up after 16 years as Deputy Principal, there were 72 vertical tutor groups in the school, and the system is still in place today.
The time had come for Chris to choose the next direction on his path, and after 26 years of serving at the same school, he was eager for a change of scenery. He approached the Executive Dean of Education, Emeritus Professor Geoff Riordan, at UC to express his interest in a role. It was here that Chris embarked on the next step in his journey – initial teacher education – and which led to the creation of the Faculty’s flagship program.
The Affiliated Schools Agreement is the first of its kind to unite multiple areas of teacher training and professional development in a single, long-standing industry-university partnership.
In 2017, Chris was asked to prepare a research paper on the success factors for school- university partnerships. It was the Dean’s intention that the school-based clinics they were running at the time should be scaled up, and Chris’s research would serve as the foundation for a successful program.
“By the end of 2017, Geoff had brokered an MoU with the ACT Education Directorate to develop a multi-faceted partnership, the likes of which had never been seen, based on my paper,” Chris says.
Then, we had to get it to a point where it could start at the beginning of 2019. So, there was a lot of leg work to do!
Chris, along with teams from the Directorate and the Faculty, worked to bring the different elements of the Agreement to life. They devised units for the Master of Education intensive, professional learning master classes, and created the Teachers as Researchers program.
“From my research, we learned that school-university partnerships don't last long, and we knew that they would typically only cover one element: placements, research or professional learning,” Chris says.
“So I looked at the success factors that we could build into the partnership, so that it would have some sort of longevity.”
Now in its sixth year of operation – and locked in for another three until 2028– the Affiliated Schools Agreement continues to grow and innovate to meet the changing needs of the profession.
“One change that’s coming soon is a new secondment arrangement. This has been funded for university academics to work in schools, or for teachers to work at UC,” Chris says.
“There’s great advantages for science, maths or health specialist teachers to come and work with us to inform what’s happening in classrooms. Likewise, academics could be based in schools, to assist with projects that relate to their expertise.
“This new element reflects what’s vitally important about the Agreement – bringing the school perspective to university practice, and vice versa. Leadership being informed by practice.”
While Chris charts his course for retirement, with plans to do more volunteering, travel and spend time with his family, he reflects on his earliest years in the profession, and the advice he would give to others who are just starting out.
“My advice for beginning teachers: do lots of listening, focus on student learning. Get involved in as much as you can in the school,” Chris says. “Take time to learn your craft and don't rush it.”
Story by Kelly White, photo supplied