CIRCLE’s Global Network of Schools

We know schools and how to help them thrive.

CIRCLE understands education and leadership. Founded in Australia, we have over three decades of experience at working with schools. We service an established global consulting, educational, and research network of clients that extends into North America, the United Kingdom, South Africa, South-East Asia, and Australasia. We have an ongoing physical presence in North America, Singapore, Australia and New Zealand.

We have worked with hundreds of schools and many, many thousands of staff, students, parents, and community members in close partnerships through which we have constructed individual school improvement solutions that have included community consultation and research, strategic planning, organisational and structural review, educational and leadership development, and evaluation of programs, projects, and performance.

As at August 2018, we are aligned in strategic alliances with major educational bodies and professional associations, and we have formal relationships with a range of tertiary providers, especially the University of Tasmania and Alphacrucis College. This allows us to articulate many of our services into recognized and accredited research projects, professional learning

programs and tertiary awards, including the CIRCLE-UTAS Postgraduate Program in Educational Leadership. We also conduct international research projects with professional association partners including projects in character education (48 schools, 39,000 students and 4,500 teachers across six continents) and excellence in boys’ education (the entire boys’ school sector in New Zealand covering 42 schools, 30,000 students and 4,000 teachers).

Many educators and schools connect with us initially through our publications (including Nexus – our monthly journal for school leaders and governors), educational programs, professional learning offerings, conference presentations, and also the multi-partner research projects that are usually brokered through professional associations. Some schools and educational organisations choose to become clients in long-term strategic educational development relationships where we provide the structure, perspective, and objectivity of an external critical friend and facilitator.

Our clients have a deep respect for the potential of everyone in their community to strive for and attain goals that can contribute to the mission of a school and the achievement of its students within the context of a whole education. They want to be members of a global network of schools that are all trying to answer powerful questions such as these in ways that are both aligned with each other and also personalised to their individual community:

  • Who are we?
  • Where do we fit in?
  • How can we best serve others?

For over three decades, therefore, within an integrated group of companies and a global team of educators and associates, we have developed three areas of expertise in helping schools:

  1. Management consulting in education: We use data analysis and reporting processes to help schools to strengthen and align the strategy, structure, culture, leadership, and governance of a school in a way that unlocks the potential of a school community to become even better at what it needs to do. This helps schools answer the first fundamental question: who are we?
  2. A network for leading educational practitioners: We use performance development coaching and mentoring systems, publications, and professional programs to help schools to create a community of warranted practice that encourages the professional learning of staff whose adaptive self-expertise, cultivates the values, relationships, and experiences in which learning works best. This helps schools answer the second fundamental question: where do we fit in?
  3. Research and development in 21C character and competencies: We use ongoing research and development to help schools to identify, articulate, and embed their response to our society’s expectations for their students within a framework for a future-oriented education. This helps schools understand the final fundamental question: How can we best serve others?