Staff Story

As an alumnus of Melbourne Grammar School, my early learning experiences were shaped by the teachers, mentors and opportunities offered at the School. 

My love for the outdoors comes directly from the many camps and hikes I attended (LGR, Duke of Edinburg and Field Studies trips). The passion and insight of my teachers inspired me to look more deeply, peering through windows thrown open by these expert practitioners.

I’ve found meaning and purpose in working with young people, and with adults who share this passion. Being able to consider how schools should work, and how education should happen, is a privilege of my role. 

We are lucky to have a critical mass of students and adults here who love ideas. I’ll never forget realising this on my first bus ride to our sporting fields at Edwin Flack Park as a teacher, when I listened to the boys casually discussing the political events of the day. Research is a central part of my role, but without these interactions with students, it’s not worth working in a school. We’re here to make a difference, share our knowledge, and be there for those lightbulb moments. 

I don’t think teaching at an independent school is ever a nine-to-five job. My passion was and remains teaching science, but I’m also a hockey coach, I participate in the LGR (bushwalking) Society, and I’m part of our outdoor education camps. Each of these roles makes a difference in my relationships with staff and students, allowing both sides to share knowledge, experience, and skills.

Since I started in my role here, I’ve worked with colleagues to build more of this culture where teacher and student occupy the same platform. At Melbourne Grammar, ideas are the currency—not age. This school has a stronger intellectual culture than any other I’ve worked at. 

All that said, good education is holistic. I see learning as occurring within a very rich, human context. If you really want to improve learning, focusing on just one aspect doesn’t have a huge impact. The environment in which we learn matters, as does the person leading the learning process, the community, and the culture that influences how a classroom works. I’ve had the luxury of holding in a senior role at two schools where I’ve been able to guide each of these aspects of learning. 

Importantly, Melbourne Grammar gives students and adults permission to explore their own areas of interest. We aren’t one-size-fits-all, and we’re not a factory. That was as true when I was a student here as it is today. Individual character is celebrated. People are allowed to be different. To me, that’s a very special thing, and something that’s shaped me as a person. 

A former Melbourne Grammar student, Andrew Baylis holds a Bachelor of Chemistry and Master of Education from the University of Melbourne, and a Graduate Diploma in Education, specialising in Science and Chemistry, from Monash University. 

Prior to becoming Melbourne Grammar’s Director of Learning and Research in 2014, he served as Executive Director of the Crowther Centre, Deputy Head (Curriculum) at Brighton Grammar School, and Head of Physics at both Henry Box School in the UK and St Bernard’s College.