Lauren Sayer | Director Curriculum
Victorian Curriculum and Assessment Authority (VCAA)

Lauren Sayer, Director Curriculum, Victorian Curriculum and Assessment Authority (VCAA)

Lauren Sayer is an inspiring education leader passionate about driving positive change in teaching and learning practices. Currently leading as the Director of Curriculum at the Victorian Curriculum and Assessment Authority (VCAA), Lauren is dedicated to fulfilling the VCAA mission of providing high-quality curriculum, assessment, and reporting to enable lifelong learning.

Previously, Lauren served as the Executive Director of Research and Innovation at Melbourne Girls Grammar (MGGS), where she led and collaborated across the institution, enabling teachers to embrace evidence-informed practices in their professional work, thus enhancing student learning outcomes. Lauren also was the founding Co-Director of the Melbourne Girls Grammar Institute (MGGI), a global educational community hub dedicated to innovation and leadership in education practices. At MGGI, Lauren forged strategic educational partnerships, both locally and internationally, and played a crucial role in implementing successful pedagogical changes that transformed teaching and learning methodologies.


Day 2 @ 13:30

Neurodiversity in leadership

In today's evolving educational landscape, embracing neurodiversity in leadership isn't just a moral imperative—it's a strategic advantage. My talk will unveil the untapped potential of neurodiverse leaders in shaping innovative, inclusive, and resilient educational environments. By rethinking leadership through the lens of neurodiversity, we can unlock a wealth of diverse perspectives, problem-solving skills, and creative solutions critical for navigating the complexities of 21st-century education.

Talking Points

  • Introduction to Neurodiversity
  • Define neurodiversity and its significance in the modern educational context.
  • Challenge common misconceptions about neurodivergence, emphasising the spectrum of cognitive differences, including autism, ADHD, dyslexia, and other

The Current State of Leadership in Education

  • Highlight the lack of representation and acknowledgment of neurodiverse individuals in leadership positions.
  • Discuss the traditional leadership models that often overlook the strengths and capabilities of neurodiverse individuals.

The Case for Neurodiverse Leadership

  • Present evidence and case studies showing the unique strengths neurodiverse individuals bring to leadership roles, such as innovative thinking, attention to detail, and heightened empathy in some cases.
  • Discuss how neurodiverse leaders can contribute to creating more inclusive and adaptive learning environments.

Challenges and Opportunities

  • Address the barriers that neurodiverse individuals face in ascending to leadership positions, including stigma and systemic biases.
  • Offer insights into how we can foster an environment that supports neurodiversity in leadership, such as through inclusive hiring practices and leadership training programs.

Actionable Steps for Educational Leaders

  • Provide attendees with concrete strategies for promoting neurodiversity in their institutions. Suggestions might include creating mentorship programs, adapting recruitment processes, and implementing ongoing professional development focused on inclusivity and diversity.
  • Emphasise the role of existing leaders in advocating for policy changes and cultural shifts within their organisations.
last published: 15/Jul/24 09:25 GMT

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