In 1923 McQueen became more innovative still. He reorganised the school along the lines of the Dalton Plan, an educational concept created by Helen Parkhurst. This scheme originated in Massachusetts, and was based on the importance of experience and of allowing the pupil to be "free to continue his work upon any subject in which he is absorbed." It also encouraged the "interaction of group life." McQueen's arrangement was a modified version of the original Dalton Plan. At least one formal class lesson was given in each subject each week. During the rest of the week, about half the periods, students spent their time in practical work, reading texts and other references under the direction of a teacher who was available for individual and/or group consultation. All work was divided into monthly portions and set out in "Monthly Assignments". Charts in each subject room indicated pupils' progress in that subject and pupils kept their own progress charts as well. Girls who fell behind were required to make up their work on Thursday and Friday afternoons. The reaction of the girls was, on the whole, favourable with the senior girls "almost unanimously" in favour of it. Younger girls however found it harder to adapt as they "had got into the habit of depending on teachers for everything". Two surveys of the scheme among the girls and staff twelve months apart indicated that most were in favour, especially as time went on. The Dalton Plan was McQueen's major reform and by it he attempted to transform the whole school. He was however also greatly influenced by at least two other teaching procedures. The first of these was the project methods which was based on the ideas of W. H. Kilpatrick who in turn was influenced by John Dewey. The project method set out to "allow children to follow their own ways in purpose, planning and execution and judgement." Many other schools at the time were also introducing similar methods based on Kilpatrick's work. The other influence on McQueen was "The Play Way" of H. Caldwell Cook which stressed the importance of "original thought and fancy" in children's activities. The outcome of these two philosophies on the school was the use of drama (often in the form of pageant's) to aid self-expression and the introduction of lectures and self-government. In 1926 McQueen introduced some peer assessment, whereby girls' estimates of each other's work and worth was taken into consideration in the allocation of prizes. As McQueen said:  McQueen also introduced a house system, school camps to Mittagong, and a course in infant care that same year.