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0444 777 222

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melissa-dickson@hotmail.com

www.linkedin.com/in/melissadickson-582b

Melissa Dickson CAREER OBJECTIVE Highly efficient, technology savvy and results-driven administration and assessment professional, I am actively pursuing an exciting position as an Access Assessor at National Disability Insurance Agency, within the National Access with the desire to undertake new challenges and make a valuable contribution in the public service. Demonstrating a proven track record of achievement in office administration within deadline-driven environments, I have gained a broad range of expertise whilst maintaining a high level of confidentiality and integrity aligned with strategic direction. Confident I would make a positive contribution to your team offering a wealth of experience over the past 20+ years, I embrace the opportunity to provide broad support to the branch to efficiently determine eligibility and streamline access decisions and produce work of quality within deadlines, working successfully team member.

QUALIFICATIONS & TRAINING 2018 2016 2015 2012

Certificate III in Business Administration Certificate IV in Training & Assessment Customer Service & Communication Skills Training Advanced MS Word and MS Excel Training

Queensland TAFE Queensland TAFE Seek Learning ABC Learning

DEMONSTRATED SKILLS & COMPETENCIES ADMINISTRATION:

•

Prepare correspondence and reports using word processing, spreadsheets and data entry. Produce minutes from meetings with clients, stakeholders and in the office on a regular basis. • Assist with clerical and records management filing, tracking, copying and court documents. • Support a variety of document creation purposes and other tasks specific to the team. • Provide adhoc training, advice and support to caseworkers on administrative matters. • Assist in coordinating and organising travel and accommodation arrangement for the office. • Maintain an operational support service including telecommunications, office security, purchasing, minor asset control, repairs and maintenance, motor vehicles and training, within the framework and best practices of the organisation. • Provide high quality information and service to meet the needs of internal and external clients • Resolve customer enquiries and complaints, both face to face and by telephone, ensuring information and advice is given in a clear, concise and courteous manner • Initiate, coordinate and prioritise actions in response to calls from clients and the public. • Communicate effectively with a wide range of people using different media face-to-face. • Assess customers’ needs and broker solutions with them, considering all requirements. • Assess outcomes sought by government and client agencies and communicate all outcomes. • Act upon a customer’s enquiry, record action undertaken and finalise all transactions. • Research and analyse information and make recommendations based on evidence. • Recognise issues that may hinder completion of tasks and find appropriate solutions. • Seek out input from others and share own ideas to achieve best outcomes. • Identify ways to improve systems or processes which are used by the team/unit. • Highly proficient in the use of Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Microsoft Outlook, various internal programs and databases. •

CUSTOMER SERVICE:

COMMUNICATION:

PROBLEM SOLVING:

TECHNOLOGY:

EMPLOYMENT HISTORY Apr 2014 - Current

RCI PACIFIC PTY LTD | www.rci.com 1 Corporate Place, Bundall QLD 4217

Jun 2017 - Current Apr 2014 - Jun 2017

Senior Reservation Consultant Reservation Consultant

RCI is the leading global provider of innovative products and services to the worldwide travel and leisure industry. RCI's core business is providing exchange holiday services. RCI brings to its community of 3.7 million timeshare members worldwide a wide range of quality holiday experiences at more than 4,000 resorts in around 100 countries through the company’s Weeks and Points timeshare exchange networks. Senior Reservation Consultant (Jun 2017 - Current) Responsibilities: • Manage customer complaints in a professional and courteous manner, ensuring all aspects of their complaint are addressed. • Perform general administration tasks, ensuring all data is filed correctly and information is updated accurately and efficiently. • Liaise with WorldMark regarding reports, member details, account details, booking and information sharing. • Consistently assist other staff members with other tasks, answering questions and performing demonstrations. • Build effective business relationships with key clients and travel agents through effective, friendly customer service. • Follow-up with current and prospective customers to determine if they have any additional needs or concerns. • Conduct credit calculations, amending errors and repairing accounts with the correct information. Reservation Consultant (Apr 2014 - Jun 2017) Responsibilities: • Constantly meet and exceed service levels above the acceptance and quality assurance requirements. • Process transactions through to completion in an accurate and timely manner, ensuring all details are correct. • Conduct inbound call activities for Wyndham Privileged Members and others, ensuring all questions and queries are answered. • Liaising with Wyndham to ensure our customer needs are meet. Continual commitment to Endeavor to satisfy our customer’s needs. • Ensure the timely and accurate delivery of documentation to other members, maintaining accuracy with delivered information. • Process records and compile reports, ensuring all the details are accurate and reflective of current information.

Apr 2013 - Apr 2014

NATIONAL ROADS AND MOTORISTS' ASSOCIATION INSURANCE | www.nrma.com.au Level 12, 189 Grey Street, Southbank, Brisbane QLD 4000 Sales & Service Consultant

National Roads and Motorists' Association (NRMA) Insurance is an Australian organisation offering a range of insurance in New South Wales, Queensland, the Australian Capital Territory and Tasmania, including car insurance, motorcycle insurance, home insurance, business insurance, travel insurance, boat insurance, caravan insurance and life insurance, landlord insurance, and comprehensive car insurance. Responsibilities: • Conduct inbound and outbound calls addressing questions and queries in regards to Car and Home insurance. • Perform all operations and services that consistently meet and exceed acceptance and quality assurance requirements. • Ensure accurate, comprehensive and timely delivery of relevant documentation to members, ensuring all details are correct. • Process transactions through to completion, ensuring all details are correct and that transaction are completed in a timely manner. • Maintain call records, system entries and client/service databases in line with record management guidelines. • Consistently meet and exceed set key performance indicators and targets, closing sales and generating leads. • Handled with complaints and escalated issues in a prompt manner achieving effective resolutions. • Answer questions regarding products and demonstrate the use of company products to clients. • Undertake service quality checks and follow-up on referrals, applications and issues.

EMPLOYMENT HISTORY CONT’D… Aug 2012 - Apr 2013

RCI PACIFIC PTY LTD | www.rci.com 1 Corporate Place, Bundall QLD 4217 Reservation Consultant

PERSONAL DETAILS Nationality: Languages: Health: Licences: Interests & Hobbies:

Australian Fluent English Excellent, physically fit, non-smoker Current Driver’s Licence Keeping fit, traveling, walking on the beach and home renovating

PROFESSIONAL REFEREES Melanie Cook RCI Team Leader RCI Pacific Pty Ltd 1 Corporate Place BUNDALL QLD 4217  0451 444 666

Emma Shel dric k WorldMark Trainer RCI Pacific Pty Ltd 1 Corporate Place BUNDALL QLD 4217  0434 666 888

É S U M

John Smithers Secondary Teacher of the Year  0413 444 444  (08) 9199 9988  john.smithers@education.wa.edu.au

As an accomplished, experienced and passionate Classroom Teacher, Program Manager and Coordinator, I consistently strive to provide high quality learning experiences that will prepare students for success throughout their schooling and beyond while demonstrating, connecting with and valuing the culture of the community they live in. Self-motivated and results-driven with a desire to achieve my Level 3 teacher’s application, I am skilled in planning and developing curriculum which supports individual student learning needs with an understanding of the need to provide a supportive environment that caters for individual differences. Dedicated to providing the best educational outcomes for students, I provide a supportive learning environment. respecting differences and diversity, whilst planning learning experiences that address student needs, experiences and strengths. I am committed to shaping and creating a culture of high achievement which values cultural differences and life-long learning. I strive to create inclusive, challenging and engaging learning environments and programs for all students which has achieved by ongoing reflection and through interconnection with the global education community to develop an inclusive academic extension, engagement and retention model of educational practice.

Key Skills & Competencies • • • • • • • • • • •

High level of competency in ongoing program development and improvement, maintaining self-reflective practice. Strives to create inclusive education programs that seek to enhance, preserve and value existing knowledge as well as cultural learning that has been passed down through indigenous oral tradition. Proven ability to adapt programs to a variety of learning preferences and styles whilst increasing inclusivity of programs. Adopts a best practice approach to academic extension and actives seeks ongoing Professional Learning. Maintains a strong focus on integration of New Technologies for STEM/STEAM subjects in 21st Contrary Literacy. Student and relationship focused with the ability to work collaboratively in a team environment, working effectively within the senior leadership team as well as the whole school setting. Highly developed networking skills, instructional leadership, emotional intelligence and professional knowledge to consult and negotiate with a range of stakeholders to reach fair, equitable and productive goals, decisions or solutions needed. Ability to challenge, empower and enable students to find creative and innovative opportunities to build on their own aspirations and result, which has provided opportunities to enrich the scope of school experiences for many students. Knowledge of the implementation the ACARA framework and Western Australian Curriculum Phase 1-3 in Humanities. Highly experienced in consulting with SCSA and creating programs that are aligned with directives that are both HASS specific and aimed at general capabilities and competencies. Readily engages in ongoing self-reflection and assesses the effectiveness of teaching practice to create an environment conducive to learning and provide educational opportunities which provide purposeful and relevant learning experiences.

Selected Achievements • •

• •

Nominated for ‘2017 Secondary Teacher of the Year’ for an innovative program, where I made it to the top four finalists. Contributed as a Program Partner with the Big History Project in Australia and internationally, providing feedback to support the implementation of Big History in schools and feedback and pilot initiatives to further improve the course. As a Leader in the field of Big History education, I have been requested to write scholarly articles and present at academic conferences. I have been offered several scholarships and research grants related to post graduate study and Big History Education. Trained as the ACARA Year 7 Transition Coordinator for HASS in the Kimberley Region in 2014 with experience facilitating several presentations to staff in my school and across the region. Collaborated with several school departments on standalone Big History themed projects that make connections and engage students in their learning areas and collaborated with Art, Dance, Media, Maths, Special Education, Home Economics and The Broome Girls Academy. Within three years primary retention reached 88% from 75% in 2014 due to results of the programs I developed. Successfully developed networks with other agencies, other schools and services in the community to benefit school programs and highlight school achievements on a local national and international stage.

Employment History Jan 2012 - Dec 2018

BROOME SENIOR HIGH SCHOOL | www.broomeshs.wa.edu.au 69 Frederick Street, Broome WA 6725

Jan 2017 - Dec 2018 Jan 2015 - Dec 2016 Jan 2012 - Dec 2012

Director of Academic Extension Year 7 and Year 8 Academic Extension Coordinator Humanities and Social Sciences Classroom Teacher & Relief Coordinator

Broome Senior High School is a comprehensive public high school located in Broome. The school was established in 1972 and by 2015 had an enrolment of 900 students between Year 7 and Year 12, approximately 40% of whom were Aboriginal. The school was initially founded as a district high school in 1972, but in 1990 the senior high school and the primary school separated forming Broome Senior high School. Director of Academic Extension (Jan 2017 - Dec 2018) Key Duties & Contributions: • Work closely with senior management, academic departments and other internal and external stakeholders including parents and students to develop, implement and evaluate procedures, policies and strategies. • Ensure students are supported and motivated to achieve to the best of their ability and set standards of excellence as an example for others to follow and provide opportunities are available for academic enrichment for all students. • Act as an advocate for the needs of students and promote and raise the profile of scholarly activity in the school. • As a finale of the 2018 Year 8 pilot program, BSHS has been invited to attend events related to the release of the new BHP school site for Australia. Invited to participate in Macquarie University STEM activities, which has led to the creation of the capstone activity for BHP in year 8, which is a 6-day excursion to Canberra and Sydney. I am in the process of mapping the BHP school to the WA curriculum standards to achieve course accreditation in accordance with NSW. • Working with the Goolarabooloo people to plan a cross cultural camp on the lurujarri trail in September this 2018. The area is part of the Broome peninsula which holds special significance to the Goolarabooloo people as well as containing the largest and most diverse Dinosaur trackway in the world. The trip will be a 4-day camp/hike on the Lurujarri coastal trail, which is part of the dinosaur highway. I will create a Virtual Reality program for inclusion in Big History school that values, preserves and makes accessible scientific and cultural wonders of the coastline to the North of Broome. I am in the process of securing professional support for the filming and post production of the VR application. There has been keen interest from companies in Australia and as far afield as California. • Engaging with Academic design partners in Australia and the USA to improve and support the development of the Big History Project as the curriculum used for the year 7 and year 8 academic extension program. The BHP Extension class at BSHS was designed as an interdisciplinary and cross-curricular program that weaves together elements of traditional history, science, and twenty-first century skills through throughout the course which spans 13.8 billion years. • Organised and managed 63 students and 6 staff to attend a 10 International excursion to Japan, which involved developing costing, obtaining permissions, adherence to excursion policies, meals, organising student, parent and teacher meetings, acting as an advocate for the school in parent meetings, organising activities and transport, year-long fundraising and promotion. The trip was built into the fabric of the academic extension program and the experiences and activities were designed to add value to the learning experience in the course. Year 7 and Year 8 Academic Extension Coordinator (Jan 2015 - Dec 2016) Key Duties & Contributions: • Developed a series unique opportunity for engagement and academic extension throughout the first year of high school. To ensure program success, I entered a collaborative relationship with the Big History Project as a program partner and lead teacher. To optimally match Big History programs taught national and internationally to the needs of the school and community, I committed to a process of continual program development and improvement, based on feedback along with strategic planning meetings, my performance management which was based on my overall goal of expanding the breadth of academic extension and engagement opportunities offered at BSHS. This required obtaining feedback from and collaborating with staff, colleagues, parents, students, community stakeholders, academic organisations, industry experts and line managers. Academic Extension at BSHS has expanded to include the foundation of an extension and engagement academy that is based on an inclusive academic extension and retention model. That will prepare them for success throughout their schooling and beyond. This has led to community support and ownership and the opportunity to contribute to a growing academic and educational field. • Organised and managed 35 students and 4 staff to attend a 10 International excursion to Japan, redesigning and improving costing, obtaining permissions, adhering to policies, meals, conducting and organising student, parent and teacher meetings, acting as an advocate for the school in parent meetings and organisation of activities and transport as well as yearlong fundraising and promotion. This trip was built into the fabric of the academic extension program and the experiences and activities were designed to add value to the learning experience in the course. • Created a yearlong Year 10 Leadership Program, with participation in the Japanese Learning Experience as a component as student mentors. The BSHS Year 10 Leadership Program was designed as a complimentary program to the Year 7 Academic Extension Program “The Big History Project.” The programs were designed with the inclusion of an opportunity for students to participate in the Japanese Learning Experience. However, the Year 10 Program focuses on developing the emerging school leaders and developing their skills throughout a year’s program of events and activities.

Employment History Cont’d … • •

• •

Engaged with HTAWA and SCASA to ensure necessary skill development programmed is taught, leading to improved student achievement regarding a number of C Grades or higher, monitoring ATAR achievements and attainment rates. Participated in the creation and development of annual Humanities Operational Plans with target specific goal setting under each of the school’s priorities. The Humanities Business Plan and Data Reports were used as ‘best practice’ in the 2015 IPS review. Adopted this model as an example of best practice for the development of an extension academy to broaden the range of academic extension opportunities available to students across the BSHS community. Incorporated technology-based learning and assessment modes in addressing modern teaching experiences including connect course implementation in both lower and upper school classes. Supported behaviour and risk management in accommodation, public venues and in transit and effectively managed complex and/or emotional complaints/conflict involving staff, parents, students and community members resulting in positive restorative justice outcomes in an international setting.

Student Outcomes Achieved: • Increased engagement, achievement and retention which was exemplified by the increase in primary retention from 75% to 88% between 2015 - 2018. • Successfully supported staff in the pastoral care needs of students which included well-being sessions, behaviour management PD as well as facilitating numerous restorative justice meetings. • As a Year 11 or 12 History Teacher, results for the last 7 years have reached above state average between 59 and 65 with a 0.8 correlation between exam and school performance (minimal scaling), indicative of content and skills rigour and correct moderation practices carried out with colleagues, moderation partners and my line manager. • Provided opportunities to enrich the scope of school experiences via real life, authentic and relatable Learning experiences which demonstrates that families can live in a remote community while enabling their children to engage with a highly regarded cutting-edge field of study. Humanities and Social Sciences Classroom Teacher & Relief Coordinator (Jan 2012 - Dec 2012) Key Duties & Contributions: • Coordinated the staffing and cost centres for the necessary planned and short notice relief needs for 70 teaching staff. • Planned and implemented purposeful and engaging teaching and learning experiences in Humanities to enhance student engagement, providing authentic and measurable learning experiences. • Worked as part of the curriculum team to provide moderation and collegiate planning opportunities. • Ensured clear and open communication with caregivers, informing them of students’ progress via phone, emails, meetings and parent nights.

Jan 2011 - Dec 2011

CLARKSON COMMUNITY HIGH SCHOOL | www.clarksonchs.wa.edu.au 16 Walyunga Boulevard, Clarkson WA 6030 Humanities and Social Sciences Classroom Teacher

Clarkson Community High School was established in 1996 to provide quality education to young people in the north western suburbs of Perth. Since the completion of the school building program in 1999, students at Clarkson CHS have enjoyed access to one of the most modern, technologically advanced facilities in Western Australia. Students have access to state-of-the-art computer equipment, networked and linked to the world via a super-high-speed broadband internet connection. Key Duties & Contributions: • Designed and developed a new Year 11 course of Study for Modern History. • Worked as part of the curriculum team to provide moderation and collegiate planning opportunities. • Supported curriculum leader in development and implementation of the new Cos study for upper school Modern History.

Jan 2009 - Dec 2010

BROOME SENIOR HIGH SCHOOL | www.broomeshs.wa.edu.au 69 Frederick Street, Broome WA 6725

Humanities and Social Sciences Classroom Teacher Key Duties & Contributions: • Designed and developed a new Year 11 course of Study for Modern History. • Planned and implemented purposeful and engaging teaching and learning experiences in Humanities that enhance student engagement and provide authentic and measurable learning experiences. • Worked as part of the curriculum team to provide moderation and collegiate planning opportunities.

Qualifications 2016 2008 2005

Mini Certificate of Gifted Education, University of New South Wales Graduate Diploma of Education (Secondary Education), Edith Cowan University Bachelor of Social Science - Double Major in Modern History/Sociology, Curtin University

Professional Development Current Current 2018 2018 2017 2017 2017 2017 2017 2016 2016 2015 2015 2015 2014 2014 2013 2013 2013 Pre 2012 Pre 2012 Pre 2012

Stage 1 Level 3 Classroom Teacher, DOE Big History School Pilot Project, Macquarie University Edu-Tech - Future School Expo & Conference, Melbourne, Terrapin Ltd STEM X Residential Program (4 days), Australia National University nominated 2017 Secondary Teacher of the Year (finalist) DOE Big History Lead Teacher International Summit (4 days) (BGC3) Bill Gates Company 3-Seattle Honkawa Elementary Peace Program & BSHS Presentation, Hiroshima, Japan Senior First Aid Certificate - Renewal, St John Ambulance HTAWA State Conference, HTWA Big History Project Lead Teacher Induction Program (2 days), Macquarie University Honkawa Elementary Peace Program, Hiroshima, Japan HTAWA State Conference, HTAWA Senior First Aid Certificate - Renewal, St John Ambulance Teaching Big History on-line - Program Partner, The Big History Project HTAWA State Conference, HTAWA ACAR Coordinator Induction Program (5 Days), Brian Rodgers - ACARA Big History & the Future of Education Conference (2 days), Macquarie University HTAWA State Conference, HTAWA Classroom Teacher Professional Learning, DOE OHS Representatives Course, Kimberley Training Institute Cooperative Learning & Classroom Management, Barrie Bennet Child Protection, D.O. E

Professional Registrations & Associations • • • •

TRBWA/Working with Children Check History Teachers Association Western Australia (HTAWA) International Big History Association (IBHA) The Learning Futures Network

Professional Referees Cu rr ent L ine M ana ge rs : Matt Burt Principal 2012-17 Broome Senior High School  (08) 9195 3333  (08) 9195 4444

Kate Murrihy HoLA HASS- 2012-17 Broome Senior High School  (08) 9195 6666

Long St an din g L in e M a nage r s: Saeed Amin Principal 2012-17 Broome Senior High School  (08) 9195 3666  (08) 9195 3333

Lisa Mellersh HoLA HASS- 2012-17 Broome Senior High School  (08) 9195 7777  0411 093 444

0488 555 777

É S U M

p-sampson67@bigpond.com

www.linkedin.com/in/peter-sampson-4b4567

Peter Sampson CAREER OBJECTIVE Highly efficient and results-driven management professional, I am actively pursuing an exciting position with the desire to continue my positive contributions to TAFE NSW. Demonstrating a proven track record of achievement in leading multidisciplinary teams across various fast paced industries and deadline-driven environments, I have consistently prioritised customer experience whilst achieving desired outcomes. Leading by example and achieving exceptional results, I am proficient in the overall development and execution of innovative strategies to deliver continued market share and profitability objectives whilst strengthening a strong corporate culture within a motivated and cohesive team. Confident I would make a positive contribution to your team, I embrace the opportunity to lead and manage the Student Services and support function to deliver exceptional standards of customer service, provide strategic and operational direction, driving a culture of continuous improvement during period of structural change.

QUALIFICATIONS 2008 2007 2006 2006 2005 2004 2002

Master of Business Administration, Innovation & Leadership, University of Sydney Certificate IV in Training & Assessment, Western Sydney Institute of TAFE NSW Bachelor of Training & Development, University of New England Diploma of Business Quality Auditing, SAI Global Associate Degree Social Science (Emergency Management), University of Sydney Advanced Diploma of Business Management, University of Sydney Diploma of Business (Frontline Management), TAFE NSW

PROFESSIONAL DEVELOPM ENT 2018 2014 2011

Complaint Handling for Frontline Staff & Managing Unreasonable Complainant Conduct, NSW Ombudsman ISO 9001:2015 QMS Transition & Implementing Change Workshop, BSI Training Academy Update Address Adult Language, Literacy & Numeracy Skills, NSW TAFE Riverina Institute

KEY SKILL S & COM PETENCIES • • • • • • • • • • • •

Lead, Motivate, Train, Coach and Empower Staff Provide Customer Service Leadership and Management Drive Quality and Customer Centric Service Delivery Manage and Balance Competing Customer Demands Develop Strategic Initiatives and Strategic Direction Advise and Manage Complex and Sensitive Matters Manage and Review Human Resource Requirements Manage Finance and Accounting Functions Improve Resource Allocation and Management Project and Program Management on Time & Budget Engage and Network with Industry and Peak Bodies High Level Relationship Building and Sustainability

• • • • • • • • • • • •

Upholds a Clear Vision and Manages Cultural Change Develops and Implement Initiatives & Drive Innovation Meet all Regulatory and Compliance Requirements Analyse Budgets, Financial Trends and Forecasts Provide Recommendations to Enhance Performance Market Analysis and Drive New Business Opportunities Develop & Manage Budgets and Minimise Expenditure Seeks Customer Feedback to Attract and Retain Staff Instils a Positive Culture and Drives Business Reform Ability to Meet Deadlines and Conflicting Priorities Capacity to Resolve Issues and Develop Procedures Maintain Performance Against Strategic Plans

EMPLOYMENT HISTORY Mar 2012 - Current

TAFE NSW Sydney, New South Wales Student Services Manager

TAFE NSW is Australia's largest vocational education and training provider. Annually, the network trains over 500,000 students in campus, workplace, online, or distance education methods of education. It was established as an independent statutory body under the TAFE Commission Act 1990. Key Duties: • Supervise, manage and develop educational services staff to ensure the optimisation of service delivery. • Lead the provision of effective and responsive educational services with customer focused outcomes. • Coordinate the allocation of human and financial resources to meet budget targets and business outcomes. • Prepare and produce a range of reports to evaluate service delivery including financial and performance analysis. • Contribute to the achievement of ISO 14001 and ISO 9001 through compliance to sustainability and quality targets. • Develop, implement and manage reporting systems and processes regarding customer enquiry outcomes. • Assess market standing and service delivery outcomes against competitors and customer expectations. • Manage the use of physical resources including available facilities to ensure positive student outcomes. • Monitor service contracts and ensure products and services delivered are compliant with contractual obligations. • Drive continuous improvement across services whilst ensuring ongoing compliance with regulatory standards. • Identify, assess and define operational risk and develop risk management plans to mitigate and reduce risk. • Undertake performance reviews and seek student feedback to ensure exemplary educational staff performance. • Respond to changing priorities, organisational objectives and legislative regulations in a positive manner. • Encourage staff adaptability and flexibility to remain responsive to customer requirements and expectations. • Foster and promote a customer centred culture that values continuous improvement and innovation. • Maintain a working environment that celebrates and is compliant with the public-sector values of cultural diversity, equity and ethical practice whilst providing a healthy, safe and fair workplace for all employees. Achievements: • Project managed transformational change across TAFE NSW from the design stage through to evaluation of delivery, successfully reducing operational expenditure by 25% whilst encouraging investment in education delivery, improved facilities and stronger community participation.

Nov 2010 - Feb 2012

AU MISSION EDGE PTY LTD Kariong, New South Wales General Manager

AU Mission Edge provides whole of business, values based, leader development programs for high reliability organisations operating within life risk environments. Key Duties: • Provide organisational leadership development programs as a consultant for high risk operating environment. • Liaise with clients to identify their operating environment, operational requirements and associated risks. • Develop effective programs to optimise organisational leadership whilst minimising operational risk. • Tailor programs and solutions to the unique requirements of clients and seek feedback for ongoing improvement. • Manage the day to day operations of the organisation, assuming 100% profit and loss accountability. • Determine strategies to enhance company productivity by providing effective methods in business operations. • Develop and implement budgets, forecasts and financial projections, maximise growth and analyse cash flow. • Establish and sustain positive relationships with current, previous and potential clients across various industries. • Attend and participate in networking events, representing the company in a positive and professional manner. • Complete all reporting requirements including for internal record management and client progress updates. Achievements: • Successfully provided guidance regarding the provision of strategic training and emergency service leadership development to diverse organisations including: - The Bureau of Land Management (BLM USA) - The International Association of Fire Chiefs (IAFC USA) - Fire and Emergency Services (FESA Western Australia) - Driver Safety Services (DSS Tasmania)

EMPLOYMENT HISTORY Jan 2005 - Jan 2015

NEW SOUTH WALES RURAL FIRE SERVICE Homebush HQ & Hornsby Ku Ring Gai District, New South Wales

Jan 2011 - Jan 2015 Nov 2010 - Jan 2011 Jan 2007 - Mar 2009 Jan 2005 - Jan 2007

District Services Officer - Inspector Learning & Development Coordinator - Services Acting Manager Learning & Development Systems Learning and Development Coordinator - Services

The New South Wales Rural Fire Service is responsible for the general administration of rural fire management affairs including coordination with local government of the State's Rural Fire Brigades and emergency planning and generally taking measures for the prevention of loss of life and property from fires. The Rural Fire Service is the largest volunteer fire and emergency service.

District Services Officer - Inspector Key Duties: • Manage the activities of the District Membership and Learning and Development Services unit. • Provide effective operational oversite, support day to day activities and ensure continued service delivery. • Respond to critical and escalating incidents and assume control of the District to ensure effective responses. • Coordinate training, workshops, exercises and related training and development services across the District. • Train instructors to ensure sound subject matter quality and overall consistency of training delivery. • Manage the provision of learning and development services to external clients on a commercial basis. • Liaise with potential clients to promote and negotiate service delivery, optimising training revenue generation. • Oversee the provision of internal and external services, ensuring compliance with overarching strategic plans. • Undertake staff performance reviews, promote improvement and address areas of underperformance. • Manage staff performance, identify knowledge gaps and provide relevant training and professional development.

Acting Manager Learning & Development Systems Key Duties: • Ensure ongoing regulatory compliance and quality outcomes of the Service’s Registered Training Organisation. • Design, develop and monitor internal systems, processes and procedures for training services. • Coordinate the activities and day to day operations of the Learning and Development business unit. • Provide technical and subject matter expertise to the unit in the development of courses and frameworks. • Coordinate the development and delivery of learning frameworks, training programs and course work. • Manage staff performance, identify knowledge gaps and provide relevant training and professional development. • Respond to issues of underperformance and promote continuous improvement amongst team members. • Identify, assess and pursue opportunities to improve and develop Learning and Development services. Achievements: • Acted as the lead consultant to the International Association of Fire Chiefs and Bureau of Land Management during inter-agency meetings and activities. • Assisted the United States Fire and Emergency Services in adapting Australian education methodology and competency-based development systems to suit their culture and philosophies.

COMPUTER SKILLS • • •

SAP Microsoft Word Microsoft Excel

• • •

Microsoft PowerPoint Microsoft Outlook Various Learning Management Systems

EXCELLENT REFEREES AVAILABLE ON REQUEST

0411 878 878

É S U M

jenny.mathers@ed.act.edu.au

www.linkedin.com/in/jenny-mathers

Jenny Mathers CAREER OBJECTIVE Having achieved a high level of competency as an accomplished school leader, driving high-quality educational service delivery, I am keen to continue my contribution to the ACT Education Directorate in a new role as Principal/Senior Manager Network Student Engagement Team (NSET). Leading by example and achieving exceptional results in senior roles such as Manager, Continuum of Education Support Initiative, Deputy Principal Network Student Engagement Team, Project Director and Deputy Principal (Higher Duties), I have demonstrated proficiency in the overall development and execution of innovative strategies to deliver continued educational and departmental objectives whilst strengthening a strong team culture and environment. Confident I would make a positive contribution to the team, I embrace the opportunity to drive the strategic direction and leadership of NSET, providing advice to the Director of Student Engagement and support the four NSET Deputy Principals to lead their teams together with policy development and cross Directorate interactions, management of human, financial and physical resources of NSET.

TERTIARY QUALIFICATIONS 2016 - 2017

MASTER OF EDUCATION The University of Newcastle

1999

BACHELOR OF EDUCATION (ENGLISH) Class II Honours | The University of Newcastle

KEY SKILLS & COMPETENCIES • • • • • • • • • • • • •

Provide professional leadership in inclusion and engagement Build effective partnerships, networks and relationships Develop and implement policy, processes and programs Promote positive relations and strategic linkages between the school, parents, stakeholder groups and the community Provide operations leadership and management Develop strategic initiatives and strategic direction Provide clear advice and guidance for performance Lead improvement, innovation and drive change Manage and review human resource requirements Manage the human, financial and physical resources Manage resources and accountability processes Develops and implement initiatives and drive innovation Meet all regulatory and compliance requirements

• • • • • • • • • • • • • •

Enhance educational opportunities for school students Provide leadership on educational and organisational issues Provide recommendations to enhance performance High level of integrity, dependability and results-driven Assist other staff and create a safe and inclusive workplace Meet and achieve departmental performance targets Lead processes and consults with staff in several schools Supports and promotes workforce diversity and inclusion Work with inquiry based learning structures for all students Draws information appropriately from multiple disciplines Assess and redefine problems and reach workable solutions High level conceptual, analytical and writing skills Ability to meet deadlines and conflicting priorities Capacity to resolve issues and develop procedures

0411 878 878

jenny.mathers@ed.act.edu.au

www.linkedin.com/in/jenny-mathers

EMPLOYMENT HISTORY Oct 2016 - Current

ACT EDUCATION DIRECTORATE |

www.education.act.gov.au North/Gungahlin Network | Network Student Engagement Team

Deputy Principal, NSET & Manager, Continuum of Education Support (CES) Initiative Key Duties: • Lead a Project Team to design and establish an innovative and future focused educational program for students with complex and challenging needs; • Lead a team of Coaches to roll out the CES model and build capacity within the ACT high school sector; • Lead a multidisciplinary team towards set goals and objectives, overseeing the progress of 22 schools in North/Gungahlin Network; • Develop and implement processes to ensure ongoing student and staff support, including staff supervision and development; • Operate as a member of the CES Off-Campus Core Project Team, expediting aspects of project components and overall progress; • Lead the Engaging Schools Summit in 2017, system level professional learning for educational leaders in ACT.

Aug 2015 - Oct 2016

BIG PICTURE EDUCATION AUSTRALIA |

www.bigpicture.org.au Portfolio Entry to University National Project | Canberra, Australian Capital Territory Project Director

Big Picture Education Australia (BPEA) was established in Australia in 2006. BPEA is part of an international network of educators that includes the USA, Canada, New Zealand, The Netherlands, the UK, Israel, Italy and India. Key Duties: • Worked with 15 universities and 20 schools to establish an alternative tertiary pathway for Big Picture students based on a portfolio assessment system; • Worked directly with Big Picture Education Australia, Big Picture US and Dusseldorp Forum; • Students successfully utilising this pathway are currently completing undergraduate degrees since beginning 2017.

Jan 2007 - Oct 2015

LAKE TUGGERANONG COLLEGE |

www.ltc.act.edu.au

Greenway, Australian Capital Territory Jan 2014 - Apr 2014 Jul 2011 - Sep 2011 Jan 2007 - Oct 2015

Deputy Principal (SLB) Higher Duties Allowance (HDA) Deputy Principal (SLB) Higher Duties Allowance (HDA) School Leader C, Student Wellbeing

Deputy Principal (SLB) Higher Duties Allowance (HDA) (Jan 2014 - Apr 2014) Key Duties: • Assist the management of school resources to achieve optimal social and educational outcomes for all students. • Support the Principal to develop and achieve whole-school strategic goals and implement the school and section plan. • Lead and coordinate the implementation of policies and procedures of delivery, assessment and reporting and program evaluation. • Develop and implement processes to ensure ongoing student and staff support, including staff supervision and development. • Support the Principal to maintain positive and collaborative relationships with students, staff, parents, carers and stakeholders. • Actively seek the appropriate feedback, advice and identify ongoing professional development opportunities for service provision. • Strategically coordinate, lead and support staff in promoting values, priorities and initiatives of the public education system. • Provide student services and undertake staffing efforts to facilitate tasks, meet objectives and exceed set key targets. Deputy Principal (SLB) Higher Duties Allowance (HDA) (Jul 2011 - Sep 2011) Key Duties: • Assist the management of school resources to achieve optimal social and educational outcomes for all students. • Support the Principal to develop and achieve whole-school strategic goals and implement the school and section plan. • Develop and implement processes to ensure ongoing student and staff support, including staff supervision and development. • Support the Principal to maintain positive and collaborative relationships with students, staff, parents, carers and stakeholders.

0411 878 878

jenny.mathers@ed.act.edu.au

www.linkedin.com/in/jenny-mathers

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EMPLOYMENT HISTORY CONT’D… School Leader C, Student Wellbeing (Jan 2007 - Oct 2015) Key Duties: • Operate as part of the Alternative Assessment Panel, providing reviews, advice and guidance regarding current progression. • Implement current curriculum standards and undertake assessments for students and families to review student progression. • Assume accountability to the ACT Board of Senior Secondary Studies requirements and ensure compliance with standard practice. • Oversee student wellbeing and positive psychology, provide positive strategies to improve student wellbeing and state of mind. • Establish the LTC Big Picture Academy after leading a review of Connect 10 to improve services and overall objective completion. • Lead the Careers and Transition Team to support student objective and aspirations, opening pathways and viable opportunities. • Oversee professional pastoral care and attendance procedures for students and staff in an effective, efficient and timely manner. • Supervise and oversee a multidisciplinary team of school psychologists, social workers, youth workers etc. to assist students.

LEADERSHIP & NSET WORK 2018

Principles of Brain Development, Trauma and Clinical Implications

2017

Professor Michael Gordon, Monash University, School Refusal Workshop

2016

Team Teach

REFEREES AVAILABLE ON REQUEST

This lens continues to inform my management of targeted referrals and the advice about universal strategies we routinely offer schools. I have combined my experience with non-attenders and the strategies set out in this workshop to enhance my practice when advising schools about targeted referrals involving learners with poor attendance. I routinely advise school leadership teams about positive handling and restrictive practice, ensure schools refer appropriately to the Safe and Supportive Schools Policy and I have worked alongside my team members as a Team Teach Tutor.

0444 333 222

r-keys1971@gmail.com

10 Kangan Drive, BERWICK VIC 3806

R É S U M É

Richard Keys CAREER OBJECTIVE As a community-focused and accomplished project and program management professional, I am actively pursuing an exciting new career opportunity as an Aboriginal and Torres Strait Islander Health Strategy Program Manager at the Australian Health Partitioner Regulation Agency with the desire to undertake new challenges. I have gained a broad range of expertise in managing programs of work and projects relating to Aboriginal and Torres Strait Islanders with a sound knowledge and understanding of cultural awareness, safety and competency. Confident I would make a positive contribution to your team, I embrace the opportunity to provide advice and leadership to AHPRA and National Boards on the program delivery of work that will support the Aboriginal and Torres Strait Islander Health Strategy.

QUALIFICATIONS & TRAINING 2019 2018 2015 2012 2011

Bachelor of Arts (Indigenous Affairs) Diploma Project Management & Diploma Human Resources Management Bachelor of Indigenous Languages and Linguistics Certificate IV in Frontline Administration Mental Health First Aid Training 4.1

University of New England Monash University, SCC Charles Darwin University Monash University, SCC Monash University, Clayton VIC

KEY SKILLS & COMPETENCIES PROJECT MANAGEMENT:

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MANAGEMENT & LEADERSHIP:

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COMMUNICATION:

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Ensure the program and its initiatives and projects are delivered on time and on budget. Coordinate stakeholders and contributors and adapt the approach as required. Provide regular progress reports of the work, to both internal and external stakeholders. Lead the development of systems, policies and processes that support the work program. Provide leadership on how to deliver and communicate a range of programs and projects. Provide advice to team members on the application of policy and procedures. Lead the development of systems, policies and processes that support the work program. Manage program progress, providing positive leadership for teams and key contributors. Build and maintain strong, culturally appropriate and respectful relationships with stakeholders, partners and Aboriginal and/or Torres Strait Islander people. Listen to concerns of partners and stakeholders, seeking feedback on work undertaken. Lead employees to deliver professional, proactive, accurate, efficient, confidential and customer focused service to a range of internal/external stakeholders and other parties. Utilise written skills to develop written communications, plans and presentations. Keep stakeholders engaged and informed of project development and progress. Oversee communication support for stakeholders, key bodies and government agencies.

SELETED ACHIEVEMENTS • • • • • •

Led Health Literacy education in Yolŋu Language (Gupapuyŋu) in Arnhem Land Communities after only seven months of learning. Delivered the ARDS Federal Government IAS grant application, managing an application for 20 projects with widely dispersed staff. Successfully wrote an application to receive $55,000 funding from the NT Law Society Trust for the Yolŋu Matha legal dictionary. Wrote and delivered Monash Open Day presentations attendees on behalf on Monash Residential Services across successive years. Managed troubleshooting of a nationwide initiative on Australia Day 2011 for Coles first “Down Down” promotion across 750 stores. Developed a successful procedural framework to handle emergency contacts from student families at Monash Residential Services, alleviating staff stress regarding the handling of privacy information during such complex, high-stress and tumultuous periods.

EMPLOYMENT HISTORY 2015 - Current

GENERAL PRACTICE REGISTRARS AUSTRALIA | www.gpra.org.au 517 Flinders Lane, Melbourne VIC 3000 Coordinator, Indigenous General Practice Registrars Network (National)

General Practice Registrars Australia is a voice in the General Practice sector and is the only independent organisation protecting the rights of General Practice registrars. The Registrar is a not-for-profit organisation advocating for clients in both the general practice sector and with the government on issues that matter to GP registrars. Key Duties: Coordinate and manage an ongoing peer network of Aboriginal and Torres Strait Islander clinical doctors for the Department of Health. • Provide a range of effective secretariat support for various working groups, Chair and governance structures through the registrar. • Manage the budget for the funding of over $300,000 annual project funding and additional financial sponsorship arrangements. • Provide training, employment advice and guidance to Aboriginal and Torres Strait Islander doctors in General Practitioner training. • Advocate on behalf of Aboriginal general practitioner registrars during the course of their training and employment, developing policies to support Indigenous workforce aims and increase the overall success of Aboriginal and Torres Strait Islander success. • Manage a wide range of network activities, support tasks, memberships and oversee event management for biannual Workshops. • Liaise and broker support from key stakeholders, building, fostering and maintaining positive working relationships at all times. • Develop, distribute and facilitate a wide range of registrar resources and seminars to various clients and active members. •

2015 - 2016

CHARLES DARWIN UNIVERSITY | www.cdu.edu.au Northern Institute | Ellengowan Drive, Casuarina NT 0810 Project Officer, Living Archive of Aboriginal Languages

Charles Darwin University is an Australian public university with about 22,083 students as of 2011. It was established in 2003 after the merger of Northern Territory University of Darwin with the Menzies School of Health Research and Centralian College of Alice Springs, and it was named after Charles Darwin, the celebrated English naturalist. Key Duties: • Perform and complete administration and research tasks for the ARC funded “Living Archive of Aboriginal Languages” project. • Undertake management of Aboriginal language data across hundreds of books and educational materials from various sources. • Represent the Living Archive of Aboriginal Languages project, while assisting the Project Manager at the Batchelor Institute of Indigenous Tertiary Education conference, supporting administration and the categorization of referenced language material. • Structure the format of English translations, HTML and other data sources, ensuring they’re ready for upload to the online achieve. • Edit and maintain various language materials to ensure the accuracy, validity and correctness of all available, included, information.

2014 - 2015

ABORIGINAL RESOURCE AND DEVELOPMENT SERVICES | www.ards.com.au 64 Winnellie Road, Winnellie NT 0820 Projects Officer

The Aboriginal Resource and Development Services champions the importance of language and culture in developing self-empowerment for Aboriginal people. They provide a range of platforms for Aboriginal voices to be heard, and support Aboriginal communities to become informed about, and engage on their own terms with mainstream services and systems. Key Duties: Deliver diverse projects for an Indigenous controlled health focused NGO, operating in Arnhem Land, in the Yolŋu Matha languages. • Manage and compose grant applications, seeking grants though funding rounds, relationship building and organisational partnerships. • Receive successful grants from various organisations and a range of invitations to apply for other grants from other organisations. • Administer and oversee grant reporting and acquittals, ensuring all information and documentation is accurate through all operations. • Conduct face-to-face education sessions in Indigenous first languages, educating people on the diversity and application of the language. • Update organisational HR and OHS policies and assist in revision of transfer constitution for incorporation under ORIC legislation. • Develop community education campaigns in Yolŋu language, consulting with community members for correct translations, innovative concepts and delivering content in the Yolŋu language to audiences from various cultures and age groups in the region. • Manage the initiation of a new ARDS project to provide Yolŋu and Kriol to English translation services within the organisation. •

REFEREES AVAILABLE ON REQUEST

GOVERNMENTRESUMES www.governmentresumes.com.au

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