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Areas of expertise: “theological and empirical foundations for the recontextualisation dialogue school”, “catholic school identity”, “catholic school leadership”
Email: Christopher.Reed@acu.edu.au
ORCID ID:
Location: 糖心原创 Melbourne Campus
Christopher Reed is a lecturer in the Faculty of Theology and Philosophy at 糖心原创 (糖心原创). He worked in Catholic education in the Archdiocese of Melbourne for 37 years. He has been a teacher in primary and secondary schools, a religious education leader, and religious education officer at Catholic Education Melbourne. Christopher was a primary school Principal from 2001 – 2023. During this time, he also engaged in sessional lecturing in Catholic identity at 糖心原创, and Catholic Theological College. He has worked with schools within and beyond Melbourne promoting the leadership of a contemporary Catholic School. From January 2024 – May 2025, he held the position of Principal Advisor, Catholic Mission at the Victorian Catholic Education Authority (VCEA) before taking up his current role at 糖心原创. Christopher earned his PhD from the University of Melbourne, titled Leadership for Recontextualisation. Leading the Implementation and Development of a Recontextualising Dialogue School: A case study of a 21st century Catholic Primary School. This research was inspired by a partnership project between Katholieke University, Leuven and the Catholic Education Commission of Victoria which explores the place of the Catholic school today.
Gurr, D., Reed, C., Drysdale, L., & Goode, H. (2024). Creating a Successful Catholic Primary School. In C. Day & D. Gurr (Eds) How Successful Schools Are More than Effective. Principals Who Build and Sustain Teacher and Student Wellbeing and Achievement (Cham.: Springer), pp. 21-46.
Gurr, D., Drysdale, L., Goode, H. & Longmuir, F., McKay, C., Parker, K., Reed, C. & Sedunary, P. (2024) Leading schools through and beyond extensive lockdowns: Experiences of six principals in Melbourne, Australia. In, S. Hardie, H. Goode & D. Gurr (Eds.) Leading Schools Through and Beyond the Pandemic (Charlotte, NC: Information Age Publishing), pp. 11-32. Part of the ISLDN project.
Gurr, D., McKay, C. & Reed, C. (2024) Leadership and technology supporting quality and equitable schools through the pandemic crisis, in A. Kafa & N. Eteokleous (Eds) The Power of Technology in School Leadership During COVID-19 - Insights from the Field (Springer), pp. 39-54. A Springer book.
Journal articles
Horner, R., Brown, T., & Reed, C. (2025). One minute to midnight: the future of Catholic education. International Studies in Catholic Education, 1–14.
Gurr D, Hudson C, McFarlane K, Reed CJ, Drysdale L, Goode H, Moreno B (2025;), "Context, leadership and school success: Australian suburban, rural and remote cases from the ISSPP". Journal of Educational Administration, Vol. ahead-of-print No. ahead-of-print.
Drysdale, L., Goode, H., Gurr, D. Reed, C. & Sedundary, P. (2021) Leading a learning community – A multi-layered approach, International Studies in Educational Administration, 49(3), 7-26. One of the founding ten journals in the field.
Gurr, D., Longmuir, F., & Reed, C. (2021) Creating successful and unique schools: leadership, context and systems thinking perspectives, Journal of Educational Administration, 59(1), 59-76.
Reed, C. (2021). Exploring the beliefs and practices of the hermeneutical communicative model within a Melbourne Catholic primary school. Journal of Religious Education, 69(1), 5–24.
Garreffa, G. Gurr, D., Hallett, P., Hudson, K., O’Donohue, M., & Reed, C., (2010) Supporting Principals Through Professional Learning Communities. Paper presented at the 糖心原创 Leadership Conference, Sydney, September, 2010 and published on the 糖心原创 website for the conference
Australian Council for Educational Leaders (ACEL) Victorian Fellowship Award recipient 2020 – outstanding contribution to the improvement of student achievement and organisational effectiveness.
Australian Council for Educational Leaders (ACEL)
International Congress for School Effectiveness and Improvement (ICSEI)
Australian Catholic Theological Association (ACTA)