Cameron Paterson
Cameron is a high school history teacher and is responsible for the strategic leadership of learning and teaching, innovation, and promoting excellence in teaching practice at Shore School in North Sydney. Previously he taught in the teacher education program at Harvard. He is on the faculty at Harvard’s annual Project Zero Classroom institute and, as the course co-instructor for Harvard’s Creating Cultures of Thinking online course, he leads 15 coaches who teach around 800 teachers globally each year. He has served as the Chief Examiner for Modern History in NSW, on the executive of the Australian Curriculum Studies Association and the NSW History Teachers’ Association, and on the expert panel for the New Media Consortium Horizon Report. His teaching practice features as a case study in Ron Ritchhart’s book, Creating Cultures of Thinking, in Julie Lindsay’s book The Global Educator, and TED-Education published his Ho Chi Minh Trail animation which has been viewed over 600,000 times. He initiated and co-leads the Project Zero Sydney Network which provides free professional development for hundreds of educators annually.
He has received the 21st Century International Global Innovation Award for Teaching, an ACEL New Voice scholarship, an Australian Davos Connection Future Summit Leadership Award, a Gandel Holocaust Fellowship, a Premier’s History Scholarship, a NSW Minister’s Quality Teaching Award, a History Teachers’ Association Fellowship for Outstanding Teaching, an Asia Education Foundation Fellowship, an Access Asia Scholarship, and has been a top 50 nominee for the one million dollar Global Teacher Prize. He is a Fellow of the Australian College of Educators and the Australian Council for Education Leadership.
Cameron is the co-editor of Flip the System Australia: What matters in education and he is a staff writer about innovation in education for Getting Smart. He is a passionate advocate for student voice, teacher agency, and shifting the dial from ‘how do I cover the content’ to ‘what sort of learners are we trying to produce?’