November 9, 2025 • 13 mins
Mt Hutt College Principal Jack Saxon has returned from a 12-week sabbatical which took him across the globe to USA, Thailand, Singapore and Japan. Luke sat down with Jack for an extended chat about the trip, including his deep dive into the world of AI, and also the excitement of the Opuke Innovation Hub he's returned to.
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Episode Transcript
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Speaker 1 (00:00):
To Mount Hot team. Principal Jack Saxon is back. Welcome back,
Thank you luck you've been on a twelve weeks sabbatical.
How'd your score this?
Speaker 2 (00:09):
Well, principal are eligible after five years of principal ship.
So I just finished my eleventh year, but only six
at Mount Hot College.
Speaker 1 (00:17):
So yeah, it's so yours is well over due, well
over due.
Speaker 2 (00:21):
Yeah, obviously I wasn't going to come to Mount Hot
College six years ago and ask them for a sabbatical.
I waited a few more years.
Speaker 1 (00:30):
What sounds like, if anything, you've come back to school
for a break. It's been a busy twelve weeks. What
you been up to?
Speaker 2 (00:36):
Yeah, no, it was really busy. I started by going
down to Queenstown and having a ski and we bought
the Dunston Trail and that was kind of family oriented.
And then yeah, I went to the United States and
visited the University of San Diego looking at AI and education.
So there will absolutely eye opening. I'm a baseball fan,
so I watched a bit of baseball.
Speaker 1 (00:58):
Who's the team that you chair on.
Speaker 2 (01:00):
San Diego Padres, which they're not by the underdog, let's
just say that. So they obviously are right on the
border of la and the Dodgers are the World Series champs,
so yeah, that's how I back. So yeah, watched a
couple of the Air Games, and yeah, I've got Thailand
and Singapore, Japan, and that was a mix of rejuvenation
and quite a bit of business in there. So Singapore
(01:21):
was visiting the Institute of Technology and they've got an
amazing educational leadership program that develops really strong senior leaders
in schools, so I had a look at that, and
then Thailand was visiting agents and schools that we have
relationships with, and Japan was visiting our sister school and
pretty much doing the trip that our year nine and
ten students will do next year. So oh Nia, Yeah, yeah,
(01:44):
we run we run two trips, a Southeast Asia trip
that goes to Southeast Asian countries every two years, and
next year for the first time, so that's that focuses
on things. You're eleven to thirteens, and at the same
time or the first time ever is our traditional Japan Exchange,
So we go to a sister school and other places
in Japan and they are actually happening at the same
(02:06):
time next year, but that's our year nine to ten students.
So yeah, next year will be the eighteenth year of
their relationship, so it'll be the Yeah, we've definitely been
over there a few times. And as you know, we're
treated like royalty by our sister school and the town.
So the town's Shinhansen and the school's Yumagoka, so we
(02:27):
are Yeah, like the way that they treat us as
like really amazing.
Speaker 1 (02:32):
What a hook to get students involved with the languages.
I think the greatest school trip that I was ever
lucky enough to go on Principal Jack was to christ
Churchill Peel Forest.
Speaker 2 (02:42):
Yep, no, we're basically in the same must be in
the same generation.
Speaker 1 (02:46):
Hey, so, Principal Jack back to the San Diego stop
ron Burgundy Country and the AI. I'm king to dive
a little deeper into that. Was it about understanding the
harm that many people are saying is coming from AI
or understanding what the heck it actually is? In the
first place, this was more.
Speaker 2 (03:02):
Focused on, you know, in the education, and you'll see
at the moment with the curriculum changes and for decades,
we've just had more stuff heaped on and AI is
probably the first opportunity as educators, leaders, teachers to increase
efficiencies by utilizing AI as at all. But yeah, I
mean all of the anxiety around you know, how do
(03:23):
how do we educate students around the responsible ethical use
of AI? And we're not getting a lot because obviously
everyone's playing catch up. It's like when the Internet exploded.
We're not getting a lot of frameworks or guidance from
the ministry at the moment. So and that that obviously
is fought with difficulty because it means schools might go
(03:44):
in slightly different directions. Yeah, so it's I mean, it's
a complex space. But I was walking at it through
the lens of how can it improve how we do
our work?
Speaker 1 (03:53):
And how can it improve how you do your work?
How can it be for good?
Speaker 2 (03:59):
It can be pretty amazing. I mean, for example, like
the curriculum refresh, I was seven months, seven months of
material passed since the last time I had a good
look at it, you know, four months definitely, I was
on sabbatical, getting ready for the sabbatical. So I just
I used a tool called well. First, I used Google
and I did a deep research dive by getting all
(04:21):
of the information that had been sheared in the meantime,
and then I put it on a thing called I
don't know if you heard of it, notebook l em so
AI will do will create a summary or something for you,
then it will turn it into a podcast. So I
basically got caught up. They did that for me in
one minute, and I got caught up in a fifteen minute.
Speaker 1 (04:40):
Podcast on no Way, So as you're driving home on
the Bluetooth, you can be listening to all the stuff.
Speaker 2 (04:46):
Yeah. And if I'd have done that myself, you know,
traditionally two years ago, that probably would have been weeks
of work. Yeah, So I mean it has huge potential,
but I mean, yeah, obviously there are some real risks
that I think we're all grappling with.
Speaker 1 (04:59):
Yeah, right on, is there anything else neat that others,
schools and educators already doing with AI? Like I've heard that,
and maybe I'm even a bit behind the times now,
but I've heard that there's some that have got AI
reading through their emails and replying to their emails each day,
helping to write school reports, helping to prepper a class
(05:20):
lesson or whatnot. I mean, this is crazy stuff.
Speaker 2 (05:24):
Yeah, I mean, so the example I was, you know,
we're just talking in formally around we've got the new
trades and the air cub that we're building at school,
and so our egg culture teacher, we've had all these
community recommendations around where the agriculture program, where the community
wants the program to go. So she's created it's called
a gem, so it's like a bit of a sandpit,
(05:44):
and she's put all the recommendations and the vision and
the current ad curriculum and the work that we're doing
into it. And that is literally spat out within minutes
a full unit, plans, resources, day by day breakdown of
what could happen, suggestions around industry partnerships that we could pursue.
(06:05):
So it creates a blueprint really fast, and then you've
got to then you've got to make it fit for purpose.
I mean you've got to give it life. So and
you think about the amount of time. You know, in
the education sector, we spent a lot of time getting
that blueprint and that foundation right, and AI has the
ability to just spit there out at speed. So yeah,
I mean you have that ability.
Speaker 1 (06:24):
So from your trip and what you've gained, are you
optimistic around AI or you're still a bit weary?
Speaker 2 (06:33):
Oh? Probably a bit of both, to be honest with Luke, like, yeah,
I mean I think you know, anyone that's looking at
the development of AI knows that this could be something
that that really changes the trajectory of human kind. We
all know that and every facet of our world. But
it also comes with risks that we probably have never
experienced before. Yeah, so incomplexity, because the reality is, if
(06:58):
not already and then X five years, their AI is
going to be out thinking and outworking humans by a
large margin. So how do we utilize that as a
resource to complement the work we're already doing. I think
that's the key, And my lens was about efficiency. So
you know, I've got teachers. You know, this strike action
at the moment, which is obviously creating great anxiety for
(07:20):
the community and for teachers. But we've got teachers that
are continuously asked to do more and more in the
same footprint. So the job is getting harder, and I
think that's probably a symptom of how society is working
across all occupations. I'm looking at it as how can
this take some stuff off the table?
Speaker 1 (07:37):
What an incredible level of two. I don't think we've
ever seen something like this in recent memory where Mount
hat College in Methan in New Zealand, the middle of
nowhere geographically for a lot of people, has the same
Internet speed as anybody else in the world and has
the stainability to connect with this technology as anywhere else
(07:57):
in the world.
Speaker 2 (07:59):
Yeah, it's it's pretty amazing. And you did right, Like
you know, you talk about the concept of rural isolation. Well,
actually rural isolation, there are a hell of a lot
more benefits these days, isn't there than negative. We're no
longer isolated. We're very connected and actually, you know, the
students from Mid Canterbury, they've got really solid foundations to
(08:20):
be able to grapple with, you know, ethical use in
some of those wider questions. I think we're really well
set up. But it doesn't that doesn't take away from
the fact that there's some real challenging caplexity. It's attached
to what is going to evolve really fast? You know,
you think about when the Internet started, and it seemed
like it started reasonably slow, and then it just exploded
(08:41):
and we never got on top of the explosion.
Speaker 1 (08:44):
Often when you go away, Principal Jack, either someone else
ends up taking your job or you're inspired to move
on yourself as any of that happening, are you? Do
you plan to stick around?
Speaker 2 (08:54):
Yeah? Yeah, no, I love mid Canabury. I've had, like
most principles, I have, opportune was every year to think
about where there's a fork in the road. But you know,
I absolutely love now Art College in the community. I'm
not going anywhere. I'm very, very appreciative of Jess McConnell,
who was my acting principal. She's one of my dp's
and my staff. But yeah, I've got young children, mate,
(09:16):
So my youngest is nine, and I don't want them
to go to another school. So yeah, I'm definitely here
for the next week.
Speaker 1 (09:23):
It's not often you come back in your office as
in a tidy estate than when you left.
Speaker 2 (09:27):
It's in a much higherer state than when I left.
Speaker 1 (09:29):
You do you feel like you've missed much? For instance,
do you know what six seven means?
Speaker 2 (09:36):
Oh? Well, you know who wants to try and follow
Team Lingo. They've created a new language this generation. Yeah,
we're the generational Lingo. I think I've been missing that
for least the last two or three years.
Speaker 1 (09:47):
Okay, twelve weeks hasn't affected too much a traditionalist was
something that you've come back to. No doubt you're familiar
with exams at the moment. How are your students fearing, Well, it's.
Speaker 2 (09:59):
Been relatively seen us from the outside locking in, so
there haven't been any significant technical issues or you know,
students coming forgetting exam days has been an issue every
now and then in the past. So like any exam,
you know, sometimes the context that's used can can throw
some students. So there was a little bit of noise.
(10:22):
I can't even remember what the exam was, but it
was positive noise. It was that, hey, this was a
bit more challenging, but this is how I went about
trying to, you know, navigate around that challenge. So I
think the students are in reasonably good spirits. Our year
elevens would keep our year elevens this year for an
extra week, so they're only leaving at the end of day.
We're just we've semesterized Year eleven. So one of the
(10:44):
issues of semesterization is that the second semester is a
bit shorter, and the year eleven's a lot of our
a lot of our students. It's very highly internal component
to the program. So we're just testing well, you know,
I suppose piloting this idea of what happens if we
hitting them alonger does it? Do they feel like it
impacts the study and the viewers? Do we extend that
(11:06):
into the future, So there might be a time in
the future at Manhart College or a year seven to
eleven stays the whole year, but you know, you don't
move fast. We're going to test it this year and
probably ever talk with the students and the parents and
the staff at the end of it, see how it went.
Speaker 1 (11:22):
Hey, So just to finish up exciting times on your return.
I drove past the other day last week. We were
celebrating the best Trady in Canibury, all things to EA
Networks and it was Southern Traverse who are building a
new home out of Methan. So as I went to
catch up with them, couldn't help the drive past the
college gate and I noticed that this new build of
yours is starting to take shape at the front. This
(11:45):
is the new trades hub. What's going on here?
Speaker 2 (11:47):
Yeah, so it's been three years in the making, so
a huge mandate from our community three years ago, three
or four years ago around developing a trades and agriculture
hub within this Also, our students didn't have to bust
to christ to access Aurah. So we've started with a
level one trades course this year. So huge ambitious property
(12:08):
plan started as multi level. Obviously we scaled it back
because the economy is tight at the moment. It's basically
a million dollar projects includes a greenhouse, glasshouse, to teaching spaces,
an area where we're going to make tiny homes, raised gardens,
fencing area and we're seven hundred and fifty k so
(12:29):
because we've pivoted a couple of times this year around
the project. So for some people it might seem like
it's going slow, but we've landed in a really great,
great place because we've got a great outcome at probably
the best possible price. So it's an update. So Thursday
the twentie, if anyone wants to come, can come. There'll
(12:49):
be some beverages and some food and there'll be an
update around where we're at. And then it's kind of
a get around the get around the hay bale because
there'll be a bales there and we can have a
talk around how we get to that last that that
last few.
Speaker 1 (13:02):
Steps there that's village hospitality at its finest. Hey Fair
to have you back, Principal Jack Saxon, Thanks Luke,
To Mount Hot team. Principal Jack Saxon is back. Welcome back,
Thank you luck you've been on a twelve weeks sabbatical.
How'd your score this?
Speaker 2 (00:09):
Well, principal are eligible after five years of principal ship.
So I just finished my eleventh year, but only six
at Mount Hot College.
Speaker 1 (00:17):
So yeah, it's so yours is well over due, well
over due.
Speaker 2 (00:21):
Yeah, obviously I wasn't going to come to Mount Hot
College six years ago and ask them for a sabbatical.
I waited a few more years.
Speaker 1 (00:30):
What sounds like, if anything, you've come back to school
for a break. It's been a busy twelve weeks. What
you been up to?
Speaker 2 (00:36):
Yeah, no, it was really busy. I started by going
down to Queenstown and having a ski and we bought
the Dunston Trail and that was kind of family oriented.
And then yeah, I went to the United States and
visited the University of San Diego looking at AI and education.
So there will absolutely eye opening. I'm a baseball fan,
so I watched a bit of baseball.
Speaker 1 (00:58):
Who's the team that you chair on.
Speaker 2 (01:00):
San Diego Padres, which they're not by the underdog, let's
just say that. So they obviously are right on the
border of la and the Dodgers are the World Series champs,
so yeah, that's how I back. So yeah, watched a
couple of the Air Games, and yeah, I've got Thailand
and Singapore, Japan, and that was a mix of rejuvenation
and quite a bit of business in there. So Singapore
(01:21):
was visiting the Institute of Technology and they've got an
amazing educational leadership program that develops really strong senior leaders
in schools, so I had a look at that, and
then Thailand was visiting agents and schools that we have
relationships with, and Japan was visiting our sister school and
pretty much doing the trip that our year nine and
ten students will do next year. So oh Nia, Yeah, yeah,
(01:44):
we run we run two trips, a Southeast Asia trip
that goes to Southeast Asian countries every two years, and
next year for the first time, so that's that focuses
on things. You're eleven to thirteens, and at the same
time or the first time ever is our traditional Japan Exchange,
So we go to a sister school and other places
in Japan and they are actually happening at the same
(02:06):
time next year, but that's our year nine to ten students.
So yeah, next year will be the eighteenth year of
their relationship, so it'll be the Yeah, we've definitely been
over there a few times. And as you know, we're
treated like royalty by our sister school and the town.
So the town's Shinhansen and the school's Yumagoka, so we
(02:27):
are Yeah, like the way that they treat us as
like really amazing.
Speaker 1 (02:32):
What a hook to get students involved with the languages.
I think the greatest school trip that I was ever
lucky enough to go on Principal Jack was to christ
Churchill Peel Forest.
Speaker 2 (02:42):
Yep, no, we're basically in the same must be in
the same generation.
Speaker 1 (02:46):
Hey, so, Principal Jack back to the San Diego stop
ron Burgundy Country and the AI. I'm king to dive
a little deeper into that. Was it about understanding the
harm that many people are saying is coming from AI
or understanding what the heck it actually is? In the
first place, this was more.
Speaker 2 (03:02):
Focused on, you know, in the education, and you'll see
at the moment with the curriculum changes and for decades,
we've just had more stuff heaped on and AI is
probably the first opportunity as educators, leaders, teachers to increase
efficiencies by utilizing AI as at all. But yeah, I
mean all of the anxiety around you know, how do
(03:23):
how do we educate students around the responsible ethical use
of AI? And we're not getting a lot because obviously
everyone's playing catch up. It's like when the Internet exploded.
We're not getting a lot of frameworks or guidance from
the ministry at the moment. So and that that obviously
is fought with difficulty because it means schools might go
(03:44):
in slightly different directions. Yeah, so it's I mean, it's
a complex space. But I was walking at it through
the lens of how can it improve how we do
our work?
Speaker 1 (03:53):
And how can it improve how you do your work?
How can it be for good?
Speaker 2 (03:59):
It can be pretty amazing. I mean, for example, like
the curriculum refresh, I was seven months, seven months of
material passed since the last time I had a good
look at it, you know, four months definitely, I was
on sabbatical, getting ready for the sabbatical. So I just
I used a tool called well. First, I used Google
and I did a deep research dive by getting all
(04:21):
of the information that had been sheared in the meantime,
and then I put it on a thing called I
don't know if you heard of it, notebook l em so
AI will do will create a summary or something for you,
then it will turn it into a podcast. So I
basically got caught up. They did that for me in
one minute, and I got caught up in a fifteen minute.
Speaker 1 (04:40):
Podcast on no Way, So as you're driving home on
the Bluetooth, you can be listening to all the stuff.
Speaker 2 (04:46):
Yeah. And if I'd have done that myself, you know,
traditionally two years ago, that probably would have been weeks
of work. Yeah, So I mean it has huge potential,
but I mean, yeah, obviously there are some real risks
that I think we're all grappling with.
Speaker 1 (04:59):
Yeah, right on, is there anything else neat that others,
schools and educators already doing with AI? Like I've heard that,
and maybe I'm even a bit behind the times now,
but I've heard that there's some that have got AI
reading through their emails and replying to their emails each day,
helping to write school reports, helping to prepper a class
(05:20):
lesson or whatnot. I mean, this is crazy stuff.
Speaker 2 (05:24):
Yeah, I mean, so the example I was, you know,
we're just talking in formally around we've got the new
trades and the air cub that we're building at school,
and so our egg culture teacher, we've had all these
community recommendations around where the agriculture program, where the community
wants the program to go. So she's created it's called
a gem, so it's like a bit of a sandpit,
(05:44):
and she's put all the recommendations and the vision and
the current ad curriculum and the work that we're doing
into it. And that is literally spat out within minutes
a full unit, plans, resources, day by day breakdown of
what could happen, suggestions around industry partnerships that we could pursue.
(06:05):
So it creates a blueprint really fast, and then you've
got to then you've got to make it fit for purpose.
I mean you've got to give it life. So and
you think about the amount of time. You know, in
the education sector, we spent a lot of time getting
that blueprint and that foundation right, and AI has the
ability to just spit there out at speed. So yeah,
I mean you have that ability.
Speaker 1 (06:24):
So from your trip and what you've gained, are you
optimistic around AI or you're still a bit weary?
Speaker 2 (06:33):
Oh? Probably a bit of both, to be honest with Luke, like, yeah,
I mean I think you know, anyone that's looking at
the development of AI knows that this could be something
that that really changes the trajectory of human kind. We
all know that and every facet of our world. But
it also comes with risks that we probably have never
experienced before. Yeah, so incomplexity, because the reality is, if
(06:58):
not already and then X five years, their AI is
going to be out thinking and outworking humans by a
large margin. So how do we utilize that as a
resource to complement the work we're already doing. I think
that's the key, And my lens was about efficiency. So
you know, I've got teachers. You know, this strike action
at the moment, which is obviously creating great anxiety for
(07:20):
the community and for teachers. But we've got teachers that
are continuously asked to do more and more in the
same footprint. So the job is getting harder, and I
think that's probably a symptom of how society is working
across all occupations. I'm looking at it as how can
this take some stuff off the table?
Speaker 1 (07:37):
What an incredible level of two. I don't think we've
ever seen something like this in recent memory where Mount
hat College in Methan in New Zealand, the middle of
nowhere geographically for a lot of people, has the same
Internet speed as anybody else in the world and has
the stainability to connect with this technology as anywhere else
(07:57):
in the world.
Speaker 2 (07:59):
Yeah, it's it's pretty amazing. And you did right, Like
you know, you talk about the concept of rural isolation. Well,
actually rural isolation, there are a hell of a lot
more benefits these days, isn't there than negative. We're no
longer isolated. We're very connected and actually, you know, the
students from Mid Canterbury, they've got really solid foundations to
(08:20):
be able to grapple with, you know, ethical use in
some of those wider questions. I think we're really well
set up. But it doesn't that doesn't take away from
the fact that there's some real challenging caplexity. It's attached
to what is going to evolve really fast? You know,
you think about when the Internet started, and it seemed
like it started reasonably slow, and then it just exploded
(08:41):
and we never got on top of the explosion.
Speaker 1 (08:44):
Often when you go away, Principal Jack, either someone else
ends up taking your job or you're inspired to move
on yourself as any of that happening, are you? Do
you plan to stick around?
Speaker 2 (08:54):
Yeah? Yeah, no, I love mid Canabury. I've had, like
most principles, I have, opportune was every year to think
about where there's a fork in the road. But you know,
I absolutely love now Art College in the community. I'm
not going anywhere. I'm very, very appreciative of Jess McConnell,
who was my acting principal. She's one of my dp's
and my staff. But yeah, I've got young children, mate,
(09:16):
So my youngest is nine, and I don't want them
to go to another school. So yeah, I'm definitely here
for the next week.
Speaker 1 (09:23):
It's not often you come back in your office as
in a tidy estate than when you left.
Speaker 2 (09:27):
It's in a much higherer state than when I left.
Speaker 1 (09:29):
You do you feel like you've missed much? For instance,
do you know what six seven means?
Speaker 2 (09:36):
Oh? Well, you know who wants to try and follow
Team Lingo. They've created a new language this generation. Yeah,
we're the generational Lingo. I think I've been missing that
for least the last two or three years.
Speaker 1 (09:47):
Okay, twelve weeks hasn't affected too much a traditionalist was
something that you've come back to. No doubt you're familiar
with exams at the moment. How are your students fearing, Well, it's.
Speaker 2 (09:59):
Been relatively seen us from the outside locking in, so
there haven't been any significant technical issues or you know,
students coming forgetting exam days has been an issue every
now and then in the past. So like any exam,
you know, sometimes the context that's used can can throw
some students. So there was a little bit of noise.
(10:22):
I can't even remember what the exam was, but it
was positive noise. It was that, hey, this was a
bit more challenging, but this is how I went about
trying to, you know, navigate around that challenge. So I
think the students are in reasonably good spirits. Our year
elevens would keep our year elevens this year for an
extra week, so they're only leaving at the end of day.
We're just we've semesterized Year eleven. So one of the
(10:44):
issues of semesterization is that the second semester is a
bit shorter, and the year eleven's a lot of our
a lot of our students. It's very highly internal component
to the program. So we're just testing well, you know,
I suppose piloting this idea of what happens if we
hitting them alonger does it? Do they feel like it
impacts the study and the viewers? Do we extend that
(11:06):
into the future, So there might be a time in
the future at Manhart College or a year seven to
eleven stays the whole year, but you know, you don't
move fast. We're going to test it this year and
probably ever talk with the students and the parents and
the staff at the end of it, see how it went.
Speaker 1 (11:22):
Hey, So just to finish up exciting times on your return.
I drove past the other day last week. We were
celebrating the best Trady in Canibury, all things to EA
Networks and it was Southern Traverse who are building a
new home out of Methan. So as I went to
catch up with them, couldn't help the drive past the
college gate and I noticed that this new build of
yours is starting to take shape at the front. This
(11:45):
is the new trades hub. What's going on here?
Speaker 2 (11:47):
Yeah, so it's been three years in the making, so
a huge mandate from our community three years ago, three
or four years ago around developing a trades and agriculture
hub within this Also, our students didn't have to bust
to christ to access Aurah. So we've started with a
level one trades course this year. So huge ambitious property
(12:08):
plan started as multi level. Obviously we scaled it back
because the economy is tight at the moment. It's basically
a million dollar projects includes a greenhouse, glasshouse, to teaching spaces,
an area where we're going to make tiny homes, raised gardens,
fencing area and we're seven hundred and fifty k so
(12:29):
because we've pivoted a couple of times this year around
the project. So for some people it might seem like
it's going slow, but we've landed in a really great,
great place because we've got a great outcome at probably
the best possible price. So it's an update. So Thursday
the twentie, if anyone wants to come, can come. There'll
(12:49):
be some beverages and some food and there'll be an
update around where we're at. And then it's kind of
a get around the get around the hay bale because
there'll be a bales there and we can have a
talk around how we get to that last that that
last few.
Speaker 1 (13:02):
Steps there that's village hospitality at its finest. Hey Fair
to have you back, Principal Jack Saxon, Thanks Luke,
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