James Harrod (OM 2006) has held numerous teaching roles at Melbourne Grammar School, but his connection to the school started when he was in Prep. James was a student at Melbourne Grammar through to Year 12, returning to work as a Humanities teacher and boarding tutor in 2012.
He then went on to teach elsewhere in Australia and the UK, most recently serving as a Head of House at Brighton Grammar School.
Now six months into his new role as Head of Perry House, James says he’s enjoying a career opportunity that was “too good to miss”.
“During my three and a half years as a boarding tutor, I came to love working in the boarding houses,” says James. “I always knew I’d come back to Melbourne Grammar, and I’m so happy to be in a position that really suits me.”
The big impact of small decisions
James says the sense of community in Melbourne Grammar’s boarding houses is created intentionally, by both staff and students.
“The most important part of my role is making sure our boarders are safe and happy, and that their academic studies are progressing well,” he says. “However, in addition, we want to make sure that even when we’re not supervising the students directly, the House still runs well. So, everything from the way we set up House routines to the way we ask students to communicate with one another, and the way we communicate ourselves—all those small things build a culture of respect, care, and thoughtfulness.”
“Having such a close-knit group of people running our boarding houses, from our tutors to families with young children and pets, is something not many schools can offer,” James adds. “That creates an environment where boarders can learn consideration and kindness, along with maturity and responsibility for themselves and others.”
Supporting excellence, building trust
Living and working in “one of the best parts of one of the best cities in the world,” James never takes the opportunities Melbourne Grammar offers for granted.
“Whatever their area of interest is, boarders have what they need to excel available to them here,” James says. “There are incredible sporting facilities right on our doorstep, musicians have access to the music school on weekends, and there are study hubs and tutors available whenever students need them.”
James adds that he is focused on building trust to ensure students feel able to ask for help.
“Every day I try to speak to every student, even if it’s something as simple as asking, ‘How did your English test go?’” he says. “Over time, this builds a relationship that means students feel comfortable coming to me when they have challenges, or just need someone to talk to.”
