Chiray Fitton


Masters of Music; Bachelor of Music; Graduate Diploma in Education; NAMTA Montessori Orientation to Adolescent Studies (USA); Certificate in Public Leadership from the Netherlands School of Public Administration (NSoB).


Member of Australian Heads of Independent Schools Associations (AHISA); Member of the University of the Sunshine Coast (USC) Education Academic Advisory Committee; Affiliate member of the Governance Institute of Australia.


Known to have the soul of a poet and the determination of a Wagnerian diva, Chiray is a visionary school leader whose achievements demonstrate her creativity and expertise in facilitating transformational change. Supported by the school community, she successfully navigated the building of a new campus on a greenfield site and the harmonious relocation of its operations. Since 2006, she has gently held her community during times of significant uncertainty and vulnerability. Now settled on the new site, Chiray is collaborating with the school and the broader community to realise a new and emerging vision, with the humanness of learning and leadership being key to the future of education.

Why are you involved with Montessori education?

My curiosity for Montessori education began during my undergraduate years at university. For me, there was an immediate resonance with Dr. Montessori’s writings but at that time the avenues to explore Montessori teaching as a post graduate career were somewhat veiled and one was quickly re-directed toward a ‘legitimate’ career in education. Yet, here I am after many years in mainstream education. Another story for another time… Gathered at MIC, is a diverse collection of adults who are innovative, creative, curious, enthusiastic, successful and courageous. I use the word courageous because for some, choosing Montessori education is by no means the “easy” option. In fact, it is often far easier to follow the customary route of mainstream education. A growing proportion of MIC families have relocated from interstate and overseas to attend the college. These families and staff have made a deliberate decision to join MIC because education at MIC is about the children and education for the 21st century should look different to the models of the past.

What year did you commence at MIC?


How would you describe what you do?

If I were to use a metaphor, it’s a little like the conductor of an orchestra. You share with the players the beauty of the composition and then guide each of the players to use their talent, soul and determination to refine their part.

What’s your favourite thing about your role?

I have two favourite things. The wonderful people I work with and hugs from the children.

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