The Maharishi School Board
The Maharishi School Board is responsible for setting broad policy, reviewing long-range plans, implementing the budget process and appointing personnel. The Board, and all committees and Councils, function on a consensus decision-making basis.

Members of the School Board are:

Susan Brown, PhD (Maharishi’s Vedic Science)
Frances Clarke, B. Ec (Hons), Dip. Ed.
Larry Clarke, B. Ag. Ec. D.D.A., D.S.C.I
Robert Johnson, Dip. Health (Maharishi Ayur-Veda)
Juliana Kendi, B. A.
Michael King, LL.B (Hons); Ph.D Barrister & Solicitor of the Supreme Court,
spacerSenior Research Fellow, Faculty of Law, Monash University
Faye Shepherd, Grad Dip. Arts (Rec); Dip. Health (Maharishi Ayur-Veda)
Lauren Smith, B. Sc., IT Consultant & Company Director

The School Council

The Maharishi School Council is responsible for the day-to-day functioning of the school, including educational and administrative issues such as:

  • Planning, development and evaluation of curriculum and teaching
  • Coordinating professional development programs
  • Overall quality of educational programs offered at the school
  • Facilitating communication between parents and the school
  • Planning and evaluation of equipment needs
  • Formulating the school calendar
  • Current members of the school Council include the Principal, all teachers, bursar and administrator.

Maharishi School Teaching Staff

The Maharishi School’s administration supports a school environment which is conducive to unfolding the full potential of students, teachers, parents, administrators and staff. Maharishi Schools throughout the world are characterized by the great respect and affection that students have for their teachers, by the kindness and support teachers give to their students and by the kindness and cooperation in the students’ interactions with each other. A body of ideal teaching principles, derived from Maharishi’s Vedic Science, forms the common core of ideal teaching philosophy and practice at Maharishi School and fulfils the requirements of the VELS Thinking Domain. These principles enliven the five fundamentals of Education: Receptivity, intelligence knowledge, experience and expression. When these fundamentals are fully enlivened through ideal teaching, learning is effortless, joyful, successful and fulfilling.

The learning environment is structured to support and nourish all students regardless of learning style, abilities, background or gender. Primary emphasis in teaching practice is given to providing comprehensive learning experiences, for students of all ages, which allow them to move through the cycle of knowledge –action–achievement–fulfilment. Students are encouraged to work actively with the knowledge they are gaining, and share it with others in a variety of ways.

When these Principles of Ideal Teaching become enlivened in the life of the school, the hallmarks of ideal education are realized: enthusiasm for learning, thirst for knowledge, self-referral experience and appreciation for the teacher.

In addition to thorough development of student’s literacy, numeracy and humanities skills, all students from prep to year 6 have weekly lessons in Science, Auslan, Computer Skills and a wide range of sport ( Swimming, Gymnastics, Tennis, Basketball, Dance ).