3 August 2026

Article by Liliana Molina

A policy to increase the number of women in senior education roles in Melbourne is aiming to reduce the disparity between the numbers in the ranks and in principal roles.

Stark figures show that while women make up nearly 80 per cent of the teaching workforce at Melbourne Archdiocese Catholic Schools (MACS), the number in principal roles are close to a 50-50 gender split.

Principal Marlene Jorgensen with deputy principals Cheryl Cullen and Kerrie-Ann Mathews from St Francis catholic College in Cobblebank. Picture: Rebecca Michael.

MACS has introduced a new policy to rethink the structure of leadership across its schools to improve the conditions to support women rising through to senior leadership roles.

MACS Director of Education Excellence Dr Mary Oski said barriers – from rigid role structures, limited flexibilities, the pressure of caring responsibilities and a lack of access to development pathways – were well documented.

She said the cumulative effect was a loss of experienced educators from leadership pipelines at the point where their expertise matters most.

'We know that too many women step away from leadership not because of capability, but because of structural barriers,' Dr Oski said.

'We’re focused on removing those barriers – the more that younger women see women in leadership roles, the more likely they are to see themselves in those roles in the future.'

The Vision for Leadership policy has introduced structured pathways from classroom teaching through to principalship, alongside flexible leadership models including job-share principal arrangements.

The policy has been designed as a broader workforce strategy to create more flexible and accessible pathways into senior leadership, while retaining experienced educators and supporting the next generation of leaders.

MACS proudly employs more than 18,000 teachers and staff across almost 300 schools.

Professional development, mentoring and leadership networks are embedded across the system, ensuring women are supported not only to aspire to senior roles but to build the skills and confidence to succeed once they are there.

'I know exactly what it’s like when you haven’t had any sleep the night before,' Dr Oski said.

'I love being able to support, particularly young women, in those circumstances.

'We have strong, intelligent women in our schools and they often need to be tapped on the shoulder and told, "You can do this".

'If you became a teacher because you wanted to make a difference, leadership gives you the opportunity to make an even bigger difference.'

Dr Oski said the policy also gave teachers in the early stages of their careers the ability to see women in senior leadership roles and see a clear attainable pathway for progression.

Dr Mary Oski, Melbourne Archdiocese Catholic Schools. Picture: Gavin Cronje.

Leadership and family balance

Taking one day each week as long service leave has helped Melbourne principal Marlene Jorgensen not only manage family commitments but also given her team at St Francis Catholic College the chance to develop their own leadership skills.

Ms Jorgensen introduced the model in late 2023 when personal circumstances converged: her daughter returned to work after the birth of her first child, and her 91-year-old mother needed additional support to remain living independently.

Rather than stepping back from leadership entirely when caught in the 'sandwich generation' managing the requirements of children and grandchildren and parents, she worked with Melbourne Archdiocese Catholic Schools and Dr Mary Oski to design a role to accommodate her professional and personal needs.

The benefits have extended well beyond her own circumstances.

With leadership responsibilities distributed across the team, her deputy principal, Cheryl Bullen, and colleagues have grown in confidence and capability, gaining direct experience in the demands of the role.

'Spreading out the opportunities for leadership has allowed all of them to really grow in confidence and gain a better understanding of the role,' Ms Jorgensen said.

'Importantly, this model creates opportunities for leadership succession and capacity building while also reducing some of the professional isolation that can accompany principalship.

'It’s also great to have someone to share both the joys and the challenges of the job.'

The model reinforces a message Ms Jorgensen wants women in her school and across the sector to hear: professional ambition and family life can coexist through systems designed to support both.

This article originally appeared in the Herald Sun on 3 August 2026.