 What I like about the initiative is that the master teacher role can have a laser-like focus on an aspect of school improvement. The benefit around this is that I think it's the first time as a principal in a school I've had an opportunity to have a person who has a no distractions indulgence over one aspect of school improvement and not have to be distracted or concerned or worried about any other aspect of what's happening in the school. I've worked with my leadership team to implement this new role by going to the master teacher conference by listening to the messages that came from the leadership team, taking those back to my own leadership team, sharing with them the role of the master teacher and what that would mean for our school. We together as a leadership team analysed our data and we determined that the area of focus for our school would be writing so that it aligned with our school improvement agenda. And then I worked with the teams so that it incorporated both of my deputies and my line manager was my principal so I've aligned my work with what he wants for his school and working with the teachers to build the capacity and capability in that area. The master teacher role is a really exciting role because it's never existed in a school before so it's something that's really different. It's about shaping the system and it's about building capability and capacity in the teachers so it's about researching the pedagogical practices in my case in the area of teaching writing that are said to be high yield, applying them in our context, working with the teachers to get results from that and data from that to see whether they really were high yield in our area and in our context and it's building capacity and capability in those teachers so that they can take that through as leaders and shape our school and that the master teacher can support a greater group of people because the other teams are supporting the teachers as well. Over the next few years of the program I hope to achieve a continuation of what we've been doing to really build deeply into our knowledge of how writing is taught well, the actual strategies that are high yield so that the teachers that I've built capacity in, built capacity across our school that our school has a deep knowledge of how to teach writing effectively that's backed by data from our students and that this body of knowledge then feeds into the system so that other schools can benefit from the research and work that we've done throughout the year with the master teacher. I think our system needs to recognise that initiatives like the master teacher role in whatever shape or form needs to continue at the end of the three years so that that evidence hub can be seen to make some very good links to system improvement.