EDUCATION EXAMPLES

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EDUCATION, TAFE & UNIVERSITY EXAMPLES

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0423 222 333

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janinesmith@y7mail.com

19 Tudor Street, Belmore NSW 2192

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Janine Smith CAREER OBJECTIVE Highly efficient, technology savvy and results-driven administration professional, I am actively pursuing an exciting position as a Support Officer - Literacy and Numeracy Action Plan at the Department of Education 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 quality administrative and support services to the Literacy and Numeracy Action Plan team, working with numerous of other directorates across the department to implement the Literacy and Numeracy Strategy.

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

Ability to manage various competing priorities and provide high levels of support, given heavy workloads and short deadlines.

Demonstrated skills in maintaining effective working relationships with key internal and external customers and stakeholders.

Maintain and ensure a professional approach to customer service needs to ensure a high level of satisfaction and approval.

Ability to maintain a flexible approach to various tasks in the scope and range of activities as required by senior executives.

Demonstrate a thorough knowledge of the services provided and relay information to customers in a comprehensive manner.

Identify and respond quickly to customer needs, considering customer service requirements to develop effective solutions.

Understand team and unit objectives, aligning operational activities to Initiate, and develop team goals and plans.

Research and analyse information to make effective recommendations based on relevant evidence and identified trends.

Make effective use of records, information and knowledge management functions and systems to delivery key services.

Understand and comply with information and communications security and acceptable use policies through all operations.

QUALIFICATIONS & TRAINING 2008 2006 2005 2002 2001 1999 1997 - 1998 1995 1988 - 1993

Event Management - Introduction Short Course 7 Habits of Highly Effective People Presentation Skills Program Project Management Finance for Non-Finance People Business Writing Certificate II in Office Administration Advanced Certificate of Travel and Tourism - Credit Level Higher School Certificate Year 12 completed

APM Training Institute Franklin Covey Rogen Kepner Tregoe Australian Securities Institute Drake Training TAFE Sydney Institute of Technology Southern Sydney Institute of TAFE Kingsgrove North High School

COMPUTER & TECHNOLOGY SKILLS •

Highly proficient in the provision of data entry, word processing, spreadsheet and other technological services to facilitate accurate, timely and effective records and liaison with advanced expertise in the use of Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Microsoft Outlook, Adobe Photoshop, Windows 95, 2000, 2007 & Vista operating systems, Lotus Notes, Event Pro, Events Air, Microsoft Dynamics GP 2013, Respak, Survey Monkey, Oracle, Reswiz, Revlex, LMS, Polar, Squiz, Concur, WordPress and CRM.

EMPLOYMENT HISTORY Aug 2017 - Jun 2018

MACQUARIE UNIVERSITY | www.mq.edu.au Faculty of Science and Engineering | Sydney, New South Wales Executive Support, Administration & Outreach Coordinator

Macquarie is the university of pioneering minds. Macquarie University is a public research university based in Sydney, Australia, in the suburb of Macquarie Park. Established as a verdant university, Macquarie has five faculties, as well as the Macquarie University Hospital and the Macquarie Graduate School of Management, which are located on the university's main campus in suburban Sydney.

Responsibilities: • Provide effective support to the Head of Department, undertaking diary management, scheduling meetings, preparing documents for committees, presentations, agendas, minutes, travel arrangements, emails, phone calls and credit card reconciliations.

• Maintain and update office records, storing new documents, scanning, photocopying and filing correctly in accordance with policy.

• Process expenses and invoices in addition to developing purchase orders, organising on- and off-site department events and meetings.

• Provide support with organising travel bookings, related expenses, arranging couriers, answering enquires and document preparation.

• Coordinate meetings, including the set-up and pack-up, arranging equipment, organising catering, presentation material and reminders.

• Research, create, format and edit presentations, letters, documents and reports, updating the internet, intranet and twitter pages.

• Run the department, distributing incoming and outgoing mail, ordering stationary and maintaining of office machines and supplies.

• Operate the reception desk, answering the main phone, directing calls and meeting and greeting visitors in an approachable manner.

• Build and maintain relationships with staff, students and other members of the faculty, external associations and the general public.

• Coordinate and organise the employee on-boarding process, managing the internal Outreach Project calendar and resources.

Achievements: • Took the initiative to familiarise myself with what needs to be completed and how best to complete tasks within a newly made role.

• Organised a Graduate Employment Evening with less than 3 weeks’ notice and resulted in a successful evening for all attendees.

Jan 2013 - Mar 2017

ARINEX | www.arinex.com.au Sydney, New South Wales

Oct 2015 - Mar 2017 Jan 2014 - Oct 2015 Jan 2013 - Aug 2013

Senior Project Coordinator Project Coordinator Project Assistant

Arinex is a leading specialist in conferences, events, incentives and destination management. Arinex has been delivering successful event outcomes for over 45 years and across many industry sectors, from medical and healthcare to government, mining and resource, life sciences, education, intellectual property, clubs, research science to many more.

Senior Project Coordinator (Oct 2015 - Mar 2017) Responsibilities: • Responsible for overall project management and financial management of files, working with the overseeing manager on files.

• Oversee the provision of quality client service, manage relationships and ensure a high level of client satisfaction at all times.

• Continue to be responsible for coordinator activities as well as files where the Project Manager is taking the primary role.

• Actively contribute to corporate profitability and consistently achieve Arinex profit targets.

Achievements: • Built and maintained a wonderful rapport with the client in the short amount of time since receiving the file from senior staff.

• Delivered a well-rounded program conference and produced creative methods in experiencing attendance to the conference.

Project Coordinator (Jan 2014 - Oct 2015) Responsibilities: • Complete various tasks and projects, researching and ordering of promotional goods, collating information and preparing web pages.

• Create a transportation matrix, prepare and printing off conference material, setting up new conferences in an effective manner.

• Create and prepare speaker lists, populate the lists with information, prepare conference manuals, enter the conference timetable with speakers’ names and times and arrange the preparation of speaker notes for the chairperson in a timely and effective manner.

• Undertake and prepare general administration work and organisation of dispersed information, files, reports and necessary data.

• Pack and prepare conference envelopes, assisting, monitoring and supervising the packing of name badges, tickets and notes • Using Events pro (version 12.1) to enter delegate’s details, processing through abstracts and check and manage speakers notes.

• Utilise accounting package Microsoft Dynamics GP 2013 for the preparation and processing of invoices for the business unit.

• Undertake and perform target market researching to identify organisations and associations that have similar interests and goals.

EMPLOYMENT HISTORY CONT’D …

Achievements: • Managed and delivered a successful program and conference where attending delegates provided positive feedback and critiques.

• Balanced the workload of the various conferences leading up to each conference, while not neglecting the others yet to come.

Project Assistant (Jan 2013 - Aug 2013) Responsibilities: • Research and order promotional goods, creating a transportation matrix, collating information and preparing conference material.

• Undertake and prepare general administration work and organisation of dispersed information, files, reports and necessary data.

• Pack and prepare conference envelopes, assisting, monitoring and supervising the packing of name badges, tickets and notes • Undertake and perform target market researching to identify organisations and associations that have similar interests and goals.

• Utilise accounting package Microsoft Dynamics GP 2013 for the preparation and processing of invoices for the business unit.

• Set up website pages, prepare new conference information, submit reports, EDM’s, printing houses and create speaker lists.

• Using Events pro (version 12.1) to enter delegate’s details, processing through abstracts and check and manage speakers notes.

• Populate speaker lists with information, prepare conference manuals, populating the conference timetable and prepare speaker notes.

Jun 2012 - Dec 2012

LONDON WORKING HOLIDAY

May 2009 - Jun 2012

TRAVEL THE WORLD | www.traveltheworld.com.au Sydney, New South Wales Groups and Incentives Consultant

Travel the World offers premium cruise and holiday experiences in a capacity of a General Sales Agent within the Australian Market representing numerous cruise liners. In the past 15 years Travel the World has grown from a company of only 8 employees to the 45 staff employed in the current market, throughout all their locations, Australia-wide.

Responsibilities: • Operate the front desk reception, answering incoming calls and redirecting to relevant departments or taking messages, answering general queries, ordering stationary, greeting clients, handling petty cash, organising couriers and booking meeting rooms.

• Quote and processing numerous reservations online, contact clients to solving issues as they arise and collecting funds and payments.

• Cross check and reference accurate details, ensuring all information and data was correct, processing refunds and cancellations.

• Make effective use of internal spreadsheets to track budgets and each groups activity, overseeing deadlines through the calendar.

• Provide and deliver effective and efficient customer service in a friendly, courteous and timely manner to ensure client satisfaction.

• Working with international suppliers on a daily basis, reading contracts and amending administration to solving reservation issues.

• Undertake and perform the logistics of a group from beginning to end, handling ongoing administration work for all individual groups.

Achievements: • Handled a major travel agent account for 2 years (10 offices, 15 groups) totalling 1,200 passengers, whilst still looking after all other groups. I provided them with excellent customer service and always went an extra mile for the client’s satisfaction. Due to my effective service, I received a personal thank you note from the director of the travel agency and accolades as an immense reward.

• Convinced a potential supplier to reduce all fare prices and taxes on three ships which meant repricing all groups involved (13 groups each with close to 90 pax), manually changing each individual booking to the correct cost. This was required to be completed within a week which meant working overtime numerous nights, while completing day to day tasks of other groups, in addition to this.

Feb 2009 - May 2011

DOCKSIDE GROUP | www.docksidegroup.com.au Sydney, New South Wales Evening & Weekend Receptionist/Reservation

Dockside Group are a successful, family owned hospitality business with venues and restaurants at many first-class waterfront locations in Sydney. Founded by brothers Christopher, Theodore and Peter Drivas nearly 30 years ago, Dockside Group was launched with the opening of WatersEdge restaurant in Walsh Bay in 1986.

Responsibilities: • Answer incoming calls in a prompt and courteous manner, providing information in a clear and effective manner for all enquiries.

• Enter data into the restaurant reservation and booking system, processing groups bookings and inbound bookings in a timely manner.

• Take a wide range of calls and messages for other departments, including wedding and event planning from either suppliers or clients.

EMPLOYMENT HISTORY CONT’D …

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Complete administration work for the events department, formatting menus, research, creating signage and typing up minutes.

Sell and convert special event days such as New Year’s Eve or Mother’s Day in the system, assisting with the preparation of the event.

Reply to incoming emails and internet enquiries in a timely manner, checking function room availability within the system for clients.

Maintain rapport with Restaurant Managers and staff, working closely to ensure essential information is brought to their attention.

Handle restaurant complaints and inquiries including missing reservations, bad services, lost property and the provision of directions.

Achievements: • When the phones were quiet, I went through all the reservations in the system and checked particular bookings to ensure they were entered correctly and removed any duplicates, setting up system so that when the monthly report was run, it was accurate.

Feb 1998 - Aug 2008

LENDLEASE CORPORATION | www.lendlease.com Sydney, New South Wales Learning & Development Coordinator/Team Assistant

Lend Lease Foundation, which is part of the Human Resources group, acts as a catalyst to create and sustain opportunities that support and enhance the Lend Lease Community of colleagues, neighbours and families. Lendlease is a leading international property and infrastructure group, with employees across operations in Australia, Asia, Europe and the Americas. Headquartered in Sydney.

Team Assistant Responsibilities: • Diary management for team members, arrange internal and external meetings using electronic and paper based diaries.

• Arrange room bookings and video conferencing, coordinated travel itineraries which included dealing with passports and visas.

• Process and reconcile expenses for the team, process client invoices, prepare documents and reports as required.

• New joiner set-ups including new accounts, new equipment, corporate card, business cards and security pass.

• Maintain paper-based filing for team, electronically and manually which also included the archiving system.

• Perform adhoc administration, arranging printing, photocopying, scanning, binding and stationery orders.

• Arrange all transportation, taxis and chauffeur cars and organis various functions and events.

• Answer and filter calls as required and support the team with IT issues, placing relevant calls.

• Coordinate and organise corporate events, client entertainment and team functions.

Learning & Development Coordinator Responsibilities: • Manage global, national and local programs consisting of leadership training, soft skill training, event days and lifestyle classes.

• Provide timely and accurate secretarial and administrative support to the General Manager and team as required.

• Perform day-to-day tasks including, prepare invitations and distribute via email or mail, event signage, keeping track of attendee lists, prepare event materials, name badges, budgets, organise catering, facilitators, entertainment, mail merges.

• Book meeting rooms, order stationery, organise travel, minute taking, diarising and processing expenses and filing material.

• Manage all participant logistics such as enrolments, attendance and travel arrangements via database and intranet.

• Generate various reports on an on-going basis from various management systems and intranet.

• Maintain key relationships with external companies relevant to Lend Lease, both written and verbally.

• Manage and maintain the two intranets for the department, ensuring the information is up to date.

• Communicate with key stakeholders such as management, employees, delegates and suppliers.

• Develop and implement program plans for each event to ensure, cost effective delivery.

• Responsible for program budget management, invoices, processes and reporting.

• Negotiate with a variety of national and international suppliers and review contracts.

• Refine and document procedures and processes for coordination of events.

• Attend on actual event day to assist with packing, unpacking and during the event.

• Collate and put together the monthly event list in a timely, efficient manner.

• Internal marketing of programs and communication plans.

Achievements: • Requested to manage Lend Lease Foundations’ global Springboard program, which involved organising logistics for the program globally, coordinating delegates, reducing program expenses by 30% and increasing attendance numbers by 40% per year.

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

Australian Fluent Greek and English Excellent, physically fit, non-smoker Current Driver’s Licence Attending the theatre, opera, symphony, musicals, art exhibitions, galleries; reading books, listening to music and watching the latest release movies; spending time with family, catching up with friends and making new ones, exploring new surroundings and travelling.

PROFESSIONAL REFEREES Pamel a Spencer Manager Travel the World  (02) 8296 8888  pamelas@traveltheworld.com.au

Nikkita ( Woods) Mitc hell Manager Arinex  (02) 9265 8888  nmitchell@arinex.com.au

Rosemary Giuri ato Manager/Head of Department Macquarie University Faculty of Science and Engineering  (02) 9850 8888  Rosemary.giuriato@mq.edu.au

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Jenny Lau Secondary Teacher of the Year

 0413 444 444  (08) 9199 9988  jenny-lau@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 • •

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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.

Achieved excellent outcomes and received a wealth of recognition for the programs I have developed since 2015, receiving acknowledgement at schools state-wide, nationally and internationally.

Employment History Jan 2012 - Oct 2019

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

Jan 2017 - Oct 2019 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 - Oct 2019) 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.

• 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.

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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.

Coordinated a diverse range of student needs through creative and innovative teaching and learning opportunities as seen in the successful implementation of the Academic Extension Course and managed/supported staff in ongoing challenges with this online delivered course and an international learning experience to Japan.

Developed meaningful professional learning opportunities to enhance teaching strategies and learning outcomes for staff to provide greater academic extension and engagement opportunities through the school.

Created and managed a pool of teachers as part of the planning and implementation of Academic extension program trips for the Year 7 and 8 BHP classes to ensure continued balance of gender, skill, and experience on BHP trips.

Improved student outcome from the trips by increasing the skill levels and knowledge base of BSHS staff.

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.

Publications 2017 2016

Published in Big History Teachers Blog - Big History values local wonders Published 18-page article on success of program for students in Broome in the IBHA ‘Origins’ Periodical

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

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

Professional Development Delivery & Public Speaking 2018 2018 2018 2017 2017 2016 2016 2016 2016 2015 2015 2014 2014 2014

IBHA Conference, Villanova University Philadelphia: Big History, Broome Dinosaur Project & Big History Big History Lead Teacher National Summit Brisbane (3 days), Big History Implementation in WA Edu-Tec, Melbourne - Future School Expo & Conference - Big History & Inclusive Education, Connecting the School and the World HTAWA State Conference - Presentation Big History implementation for WA Curriculum (JTB) Broome Academic Extension and our Japanese Learning Experience (Promotional Film) Guest Speaker - Brooklyn Collaborative School NYC - Big History @ BSHS Guest Speaker - Bronx Charter School for Humanities - Big History @ BSHS BSHS ALL Staff Presentation - Online Professional Learning BSHS ALL Staff Presentation - The Big History Project On-line Essay Global Trial BSHS ALL Staff Presentation - Implementation of Academic Extension Program BSHS Parent Night - Academic Extension Program and Japanese Learning Experience - Overview ACARA Year 4-6 requirements for HASS, Broome Cluster Primary Schools ACARA Year 7 Transition requirements for HASS, Derby District High School ACARA Year 7 Transition requirements for HASS, BSHS

Excellent R eferees Available on Request

0433 555 888

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david-johnson@gmail.com

10 Brown Street, Gillieston Heights NSW 2321

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David Johnson CAREER OB JECTI VE Highly efficient, technology savvy and results-driven management and administration professional, I am actively pursuing an exciting position as a Business Manager at the Department of Education with the desire to undertake new challenges 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. I am skilled in providing business administrative and support functions using electronic systems including records management budget, workers compensation and auditing functions to meet business requirements and ensure information is accurate, stored correctly and accurate. 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 effectively manage of the school’s business functions including administration, asset management, procurement, finance and work health and safety.

KEY SKI LLS & COM PETENCIES • • • • • • • • • • • • • •

Contribute to efficient administration management Provide quality administrative and clerical support Process invoices, accounts payable and receivable Reconciliation of revenue, budgets and expenditure Provision of professional human resources support Fleet management and processing of insurance claims Correspondence coordination, budgeting and reporting Payroll reporting, finance delegation and credit card Utilise various computer applications and databases Provide timely and accurate executive support Scheduling, diary and electronic calendar management Organise meetings, minute taking and distribution Deliver quality service aligned with customer needs Process financial transactions and manage accounts

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Uphold and promote ethical and transparent behaviour Manage incoming and outgoing calls and enquiries Manage, supervise, train, coach and mentor staff Advanced cross-cultural communication skills Build effective relationships with key stakeholders Design and implement office systems and procedures Maintain accurate manual and computerised records Meets all regulatory and compliance requirements High level of integrity, dependable and results-driven Maintain a positive, polite and helpful approach Identify and escalate complex issues and problems Understand and apply legislation and procedures Ability to meet deadlines and conflicting priorities Contribute to improving policies and procedures

INTERNAL TRAI NI NG 2014 2014 2013 2012 2009 2009 2009 2009 2009 2009 2008

Applied Leadership Program, NSW Police Force Worker Compensation, NSW Police Force 4 Day Kronos Training, NSW Police Force Read Soft Workshop, NSW Police Force First Attack Firefighting & Evacuation, NSW Fire Brigade Executive Officer Training Workshop, NSW Police Force Executive Officer Workshop, NSW Police Force Excel Advanced, NSW Police Force 4 Day IBR Training Rosters, NSW Police Force Senior First Aid Certificate, NSW Police Force Court Processing Workshop, NSW Police Force

2007 2007 2007 2007 2006 2004 2003 2003 2003 2001 2008

Time Management, Department of Defence Proficiency Emergency, Department of Defence Management Fundamentals, Department of Defence Proficiency Management, Department of Defence SOA in Medical Terminology, Department of Defence DRMS Record Management, Department of Defence Certificate for ROMAN Accounting, Department of Defence Accounts Payable Processing, Department of Defence Purchase Orders, Department of Defence Simple Procurement, Department of Defence Bronze Driver’s Licence, Department of Defence

EMPLO YMENT HI STORY 2008 - Current

NSW POLICE FORCE |

2014 - Current 2008 - 2013

General Administration Officer General Administration Support Officer

www.police.nsw.gov.au Redfern & Sydney, New South Wales

The New South Wales Police Force is the primary law enforcement agency of the state of New South Wales, Australia. It is divided into seventysix local area commands; the NSW Police Force consists of more than 500 local police stations and covers an area of 801,600 square kilometres in a state of some seven million people.

General Administration Officer (2014 - Current) Redfern Local Area Command Key Duties: • Deliver efficient general administrative services including financial and human resource functions to support staff within the command.

• Contribute to the efficient management of Redfern Local Area Command including administration, asset management, procurement, finance and work health and safety, creation of purchase orders, invoicing payment processing, accounts payable and receivable.

• Provide business administrative and support functions using electronic systems including records management budget, workers compensation and auditing functions to meet business requirements and ensure information is accurate, stored correctly and accurate.

• Process employees industrial award entitlements/agreements in line with policy, industrial award entitlements, policy and procedures.

• Accurately process and monitor financial transactions such as the reconciliation of revenue, expenditure and recoups to ensure highly efficient business financial practices in line with organisational and government accounting and purchasing procedures.

• Prepare monthly accruals for higher duties allowance, overtime and other unpaid expenses to ensure that costs are capture in the month that the expense was incurred and to assist in determining accurate year end projections for expenditure.

• Check and monitor finance transactions and ensure these are costed and coded correctly and without discrepancies, checking actual line items report and monthly expenditure reports for auditing.

• Provide support to senior management in providing reports and analysis on human resources and finance.

• Maintain the Personnel files and Workers Compensation files of all police and administration staff within the LAC. • Perform a variety of computerised activities including data entry, typing and word processing.

• Prepare documents such as quotations, letters, reports, contracts and correspondence.

• Process human resource worker compensation claims according to procedure.

• Attend to employee uniform requests and accurate correspondence coordination.

• Organise Transport and Flight bookings via FCM, managing travel expenditure.

Create Excel spreadsheets, Word documents and take injury management minutes.

• Budgeting, report writing, payroll reporting, finance delegation and credit card.

• Provide professional and courteous customer service, organise and attend meetings.

• Analyse and rectify errors with payments and recover Asset Pool Strike Force financial funds.

• Asset management creation and retiring, recoups, reconciliation of petty cash and REAP. • Arrange and coordinate part time agreements and secondary employment agreements.

• Auditing of local banking procedures and general receipt book including reporting.

General Administration Support Officer (2008 - 2013) City Central and Harbourside Local Area Commands Key Duties: • Process human resource worker compensation claims and provide human resources support.

• Perform a variety of computerised activities including data entry, typing and word processing.

• Assume a variety of tasks whilst maintaining a high level of organisation and time management.

• Perform finance tasks, process invoices, accounts payable, accounts receivable and banking.

• Create purchase orders, correspondence coordination and uniform requests.

• Schedule cost effective transport and flights through Carlson Travel agency.

• Create Excel Spreadsheets and Word Documents in a timely and accurate manner.

• Perform front counter duties including customer service, phone enquires, organise national criminal history checks visa checks, child protection checks, follow up with victims of crime via phone or in person about the progress of investigations.

• Assist in court processes such as assisting police prosecutors with filing of court documents, updating electronic records and assisting police with court related enquiry.

Achievements: • Received the ‘Certificate of Merit’ for saving a female life at Central Railway Station in 2012.

• Awarded as the ‘Employee of the Year 2009’ for exceptional performance and organisation skills.

EMPLO YMENT HI STORY 2006 - 2008

DEPARTMENT OF DEFENCE |

2006 - 2008 2005 - 2006 1999 - 2005

Medical Board Confirmations Officer Hospital Officer Administrator Vehicle Parts & Transport Officer

www.defence.gov.au Australian Army | Holsworthy, New South Wales

The Australian Army is Australia's military land force. It is part of the Australian Defence Force along with the Royal Australian Navy and the Royal Australian Air Force. While the Chief of the Defence Force commands the ADF, the Army is commanded by the Chief of Army. The CA is therefore subordinate to the CDF but is also directly responsible to the Minister for Defence.

Medical Board Confirmations Officer (2006 - 2008) Key Duties: • Process military members medical status and restrictions and fit for pre injury MEC1.

• Prompt processing of medical documentation for overseas deployments as required.

• Check and confirm separation health examinations according to procedure.

• Provide quality customer service, liaise with the Senior Medical Officer and other health facilities • Data entry, creation of spreadsheets and development of PowerPoint presentations.

Hospital Officer Administrator (2005 - 2006) Key Duties: • Supervise, mentor, manage and oversee performance of staff.

• Process patient admissions and patient discharge information.

• Process convalescence applications and correspondence coordination • Organise and coordinate transport bookings and Qantas flights.

• Generate signals within the army computer system.

• Records management and distribution of medical records.

• Professional handling customer service enquires via counter and phone.

• liaise with other military hospitals, public hospitals and private hospitals.

Vehicle Parts & Transport Officer (1999 - 2005) Key Duties: • Purchase spare parts and correspondence coordination in a timely manner.

• Organise and schedule mechanics, drive all defence vehicles as required.

• Create spreadsheets with mechanics, manage timing and job cards.

• Return used vehicles parts to warehouses as required.

• Maintain vehicles and manage vehicles diary entries.

PERSO NAL DETAI LS Nationality:

Australian

Health:

Excellent, physically fit, non-smoker

Licences:

Current C Class Gold Driver’s Licence, Forklift Licence & Bronze Divers Licence

Interests & Hobbies:

Spending time with friends and family

REFEREES AVAILAB LE O N REQUEST

0409 999 888

R

É S U M

m-henderson@det.nsw.edu.au

1/54 Roslyn Street, Ashbury NSW 2193

É

Michelle Henderson CAREER OBJECTIVE As an accomplished and results-driven education leader, facilitator of change and transformation, I am actively pursuing an exciting new position as a P-2 Initiatives Officer with the Department of Education with the desire to undertake new challenges and whilst making a valuable contribution. Leading by example and achieving exceptional results aligned with strategic direction, I have demonstrated a high level of proficiency in the leadership of operations, educational programs and staff whilst developing and evaluating curriculum to achieve optimal student outcomes. Building and nurturing effective relationships with internal and external stakeholders at all levels, I am committed to overseeing a high level of education and support for students with individual needs.

I embrace the opportunity to support teachers and schools to implement the Department’s P-2 initiatives including literacy and numeracy, Best Start and transition.

QUALIFICATIONS 2008

CERTIFICATE IV IN TRAINING & ASSESSMENT MW Training Consultants

1985

DIPLOMA OF TEACHING (EARLY CHILDHOOD) Institute of Early Childhood Studies (Macquarie University)

PROFESSIONAL DEVELOPMENT 2018 2018 2018 2018 2018 2017 2017 2017 2017 2017 2017 2017 2017 2017 2017 2017 2017 2017

Language, Learning and Literacy ASPIRE Alliance Mentoring Project Mandatory Child Protection Training Language, Learning and Literacy (L3) Kindergarten Teacher First Year Course: MODULE ONE Corruption Prevention for Public Schools eLearning Supervising Preservice Teachers Partnerships Supervising Preservice Teachers: Practice Analysis Language, Literature and Literacy in Kindergarten Early Intervention Pilot Project Maintenance of Accreditation at Proficient Teacher Early Intervention Pilot Project Thriving with a growth mindset Visible Learning Formative Assessment Anaphylaxis e-learning (APTSs) Leadership Executive Staff Supervising Preschool Programs EIU Pilot Project Effective Systems for Measuring Student Learning Disability Standards for Education

2017

Taking Accurate Running Records

2017

Kindergarten Parent/Carers Reading and Writing

2017

Visible Learning

2017

Early Intervention Pilot Project

2017

How to Support an Early Reader and Writer

2017

Preschool Quality Improvement Plan

2016

Provide Cardio Pulmonary Resuscitation

2016

Recognition and Management of Anaphylaxis

2016

A Day with Jason Clarke - Mindworker

2016

Reading Recovery Ongoing Professional Learning

2016

Unpacking NAPLAN Writing Marking Criteria

2016

Creative Writing

2016

Concepts in English - Session 1

2016

Concepts in English - Session 2

2016

MacqLit Professional Development Workshop

2015

Reading Recovery Training

2015

Literacy: Intervention for Year 2 students (L2)

2013

MiniLit Professional Development Workshop

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

Leads and supports academic and non-teaching staff Develops meaningful connections with the community High level conceptual, analytical and writing skills Understands and applies public service legislation Provides visionary operations leadership and management Develops strategic initiatives and strategic direction Leads, motivates, trains, coaches and empowers staff Manages and reviews human resource requirements Project and program management on time and budget Engages and networks with industry and peak bodies High level relationship building and sustainability

• • • • • • • • • • •

Drives a positive and continuous improvement culture Upholds a clear vision and manages organisational change Develops and implement initiatives and drive innovation Meets all regulatory and compliance requirements Provides recommendations to enhance performance High level of integrity, dependability and results-driven Develops and manages budgets and minimise expenditure Meets and achieves departmental performance targets Highly organised, meets deadlines and conflicting priorities Solution focused, resolves issues and develops procedures Skilled negotiator with the ability to persuade/influence others

EMPLOYMENT HISTORY 1993 - Current

DEPARTMENT OF EDUCATION | ANNANDALE PUBLIC SCHOOL 25 Johnston Street, Annandale NSW 2038

2017 - Current 2016 - Current 2014 - 2016 2014 - 2016 1994 - 2013

Classroom Teacher: Early Stage 1 Relieving Assistant Principal Reading Recovery Teacher Learning Support Teacher (K-6) Preschool Teacher

Annandale Public School has a long and proud tradition of providing children from Preschool to Year 6 with quality educational experiences in a caring and creative environment. The school’s Early Intervention Unit caters for preschool children from 3 years to 6 years, or school entry age with significant disabilities in the areas of Cognitive, Fine Motor/Gross Motor, Language and Autism.

Teacher: Early Stage 1 (2017 - Current) English Committee | Learning & Wellbeing Team Key Duties & Achievements: • Undertake and perform stage-based collaborative planning to ensure the consistent delivery of syllabus content across classes.

• Manage and oversee the consistent collection of assessment data and data management, tracking and evaluation practices.

• Oversee progress reporting to parents, collecting and using report and progress data to monitor student growth and learning.

• Effectively monitor student learning, wellbeing and attendance, individual learning plans and personalised learning pathways.

• Demonstrate high quality pedagogical practice in Formative Assessment and Visible Learning as part of lesson observation rounds • Implement teaching and learning processes to establish and maintain a challenging learning environment to encourage and support.

• Lead interventions by identifying, running and monitoring interventions such Targeting Early Numeracy for student development.

• Support and actively contribute to a regular communication meeting and provide support to weekly professional development.

• Collaborate with leaders, teachers, support staff, parents and students to create and maintain a supportive learning environment.

• Develop collaborative partnerships with school staff and school community members to improve student educational outcomes.

• Maintain and develop effective links with parents and provide responses to concerns and problems regarding children education.

• Develop and maintain positive relationships within the community, local organisations and employers to best support students.

• Identify and plan for the Read Aloud Program, advertising and recruiting volunteers, providing ongoing support in the programs.

• Assist in the development of policies and practices to build upon the genuinely inclusive ethos of the school and the school plan.

• Implement standardised and non-standardised testing to monitor learning, whilst maintaining and fostering student wellbeing.

• Deliver a range of high quality, evidence based pedagogical practice to enact syllabus content in line with NESA requirements.

• Oversee and undertake stage-based collaborative planning to ensure consistent delivery of syllabus content across classes.

• Develop formative and summative assessment tools to inform teaching and planning, reporting student progress to parents.

EMPLOYMENT HISTORY CONT’D… Relieving Assistant Principal (2016 - Current) Quality Improvement Plan Key Duties & Achievements: • Supervise a range of Preschool staff, including three teachers and two School Learning Support Officers in an effective manner.

• Oversee the development of the Quality Improvement Plan and the programming of indoor and outdoor environment lessons.

• Facilitate stage team and personal development plans cycles based on measurable goals in-line with school strategic directions.

• Monitor student learning and wellbeing including attendance, overseeing Individual Learning Plans and Personalised Learning Plans.

• Mentor and oversee the Early Intervention Preschool team, which included two teachers and one School Learning Support Officer.

• Monitor the children attending centre and implement family service plans, individual educational plans and various school plans.

• Oversee the development of weekly programming, leading a range of weekly meeting agendas and meetings to support direction.

• Liaise with a range of key internal and externa stakeholders including the school counsellor, school therapist and speech pathologist.

• Facilitate stage team and individual personal development cycles based on measurable goals in-line with school strategic direction.

• Monitor and mentor various programs and program staff, including the Reading Programs with two School Learning Support Officers.

• Support a range of intervention Tier 2 programs, such as PreLit, MiniLit, MacqLit, monitoring student progress within the program.

• Submit reports to the Learning and Wellbeing Team, overseeing the budget for the offered programs and professional development.

• Manage and monitor timetables, budget, staff, student selection, assessment and organisation to ensure programs are successful.

• Oversee the delivery of, and undertake, professional development across the school, formative assessment and feedback practices.

• Assist the delivery of, and provide effective support to, parent workshops, including the delivery of early reading and writing classes.

Reading Recovery Teacher (2014 - 2016) Individual Student Support Key Duties & Achievements: • Provide supportive and intensive assistant to students 30-minute session each day for 12 to 20 Weeks, under Tier 1 intervention.

• Support individual students by working one-to-one with a specially trained teacher for 12 to 20 weeks within 30-minute lessons.

• Run records and other teacher observations for present teaching adjustments and inform students for improvement strategies.

• Undertake the daily analysis of child’s reading and writing to plan lessons and access child’s progress and growth over time.

• Oversee the assessment of letter identification, word reading, concepts about print, writing vocabulary, hearing and recording sounds in words, and text reading to accurately and supportively assess student learning and identify areas of key improvement.

• Discuss the identification of students with classroom teachers and the early years coordinator to identify students in need of support.

• Support the delivery of learning and development tools to all students, supporting all students admitted to Reading Recovery.

Learning & Support Teacher (2014 - 2016) Learning & Wellbeing Team Key Duties & Achievements: • Operate as an active member of the Learning and Wellbeing team, assisting the team as coordinator team for a short period.

• Review the Learning and Wellbeing Policy, developing the ‘Making appropriate adjustments’ document to support student learning.

• Collect a range of statistical data for audits, as part of the Nationally Consistent Collection of Data, in support of department goals.

• Undertake training in Personalised Learning and Support Signposting Tool teaching resource to assist teachers in school.

• Assist the profiling of education needs against the Disability Discrimination Act 1992 and Disability Standards for Education 2005.

• Mentor teachers across P-6 in a variety of situations and curriculum areas to support teachers to differentiate learning programs.

• Work collaboratively and effectively with teachers to complete Individual Learning Plans and Personalised Learning Plans.

• Coordinate data collection and analysis to improve school support to students, delegating deadlines in support of the NCCD. • Design and implement various learning programs such as the social skills program, fine-motor program, behaviour and literacy plans.

• Systematically lead the collection of data to support Early Intervention Programs, identifying areas of improvement and lack.

• Collect data for NCCD, developing behaviour profiles and creating various management plans for behavioural improvement.

• Collect data for scatter plots and design risk management plans to deliver support services to children/students in need of support.

• Implement Behaviour Recovery plans and support students with Trauma, assisting teachers to design behaviour contracts.

• Complete the dyslexia and reading difficulties and personalised learning courses, running the preschool orientation program.

• Present findings at kindergarten orientation meetings, parent workshops and support the Stephanie Alexander Kitchen Garden.

PREVIOUS WORK HISTORY 1992 - 1993

SOUTH WESTERN SYDNEY INSTITUTE OF TAFE 500 Chapel Road, Bankstown NSW 2200 Vocational Education Teacher

1989 - 1991

DEPARTMENT OF EDUCATION | WILKINS PUBLIC SCHOOL 31 Park Road, Marrickville NSW 2204 Classroom Teacher: Stage 1,ESL, New Arrivals Program (Primary) & Casual Teacher K-6

1987 - 1989

DEPARTMENT OF EDUCATION | SADLEIR PUBLIC SCHOOL 27 Insignia Street, Sadleir NSW 2168 Classroom Teacher: Early Stage 1, Stage 1

PERSONAL DETAILS Nationality: Languages: Health: Licences: Accreditation: Teaching Approvals:

Australian Fluent English and Italian Excellent, physically fit, non-smoker Current Driver’s Licence and Working with Children’s Check (WWC1033420E) Proficient (NSW Education Standards Authority) Preschool, Infants, Primary and Reading Recovery

PRO FE SSIO NAL REFEREE S Chris Pevy -Buenen Relieving Principal Annandale Public School  0405 555 777

Dace Elletson Relieving Support Officer to the Executive Director Ultimo Operational Directorate  0488 555 999

Carla De Angelis Assistant Principal Annandale Public School  0407 777 888

0488 999 888

R É S

jasmine.jackson@education.wa.edu.au

4 Mullings Way, MYAREE WA 6154

U M É

Jasmine Jackson CAREER OBJECTIVE As a dedicated and community-focused educational leader, I am actively pursuing a new opportunity as Deputy Principal at Samson Primary School with proven expertise in primary school operations and management. Leading by example and achieving exceptional results, I understand the importance of the social and emotional health and well-being of students and staff with a commitment to build, respond to and restore relationships between students. I have demonstrated a high level of proficiency in the leadership of staff whilst developing, applying and evaluating curriculum to achieve positive student outcomes.

Building and nurturing effective relationships with internal and external stakeholders at all levels, I am committed to overseeing a high level of education and support for students with various individual needs. I embrace the opportunity to further my education career within a position of leadership whilst improving educational outcomes for students through the development of quality teaching and learning.

TERTIARY QUALIFICATIONS 1995

BACHELOR OF ARTS IN EDUCATION (ECE) Edith Cowan University

DEMONSTRATED SKILLS & ABILITIES ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢

Professional knowledge and ability to apply knowledge to ensure a high level of educational outcomes for all students.

Committed to partnerships, professional collaboration and stakeholder involvement with key cross cultural skills.

Extensive experience in designing culturally sensitive and curriculum for culturally diverse and Aboriginal students.

Capacity to manage and allocate staff, physical and financial resources in an efficient and cost effective manner.

Ability to provide effective leadership in a diverse range of educational settings focused on performance.

High level of interpersonal and public relations skills, establishing and maintaining effective working relationships.

Experience providing effective administrative support with the ability to organise and prioritise tasks effectively Ability to achieve planned outcomes in a wide range of educational, industrial or community environments.

Ability to plan, deliver and assess challenging and rewarding academic programs across all subject areas.

Capacity to liaise with internal and external stakeholders using the utmost respect and professionalism.

Committed to upholding EEO, Ethical Practice, Ethnic Affairs Priorities Statements, Health and Safety.

Strong leadership skills with the ability to lead, direct, motivate and inspire teaching professionals.

Strives to achieve continuous improvement, evaluating and improving systems and procedures.

CAREER OVERVIEW (1996 - 2019) 2018

Acting Deputy (Term 3 and 4)

Palmyra Primary School

2011 - 2018 2008 - 2011 2007 - 2011 2004 - 2007

Classroom Teacher Maternity Leave and 1 2 3 Magic Trainer Lecturer for Early Childhood - Online Units Early Childhood Curriculum Improvement Officer and Tribes Learning Communities Trainer and PATHS Trainer Early Childhood Curriculum Improvement Officer Acting Deputy Principal (Term 2) Classroom Teacher Classroom Teacher (Term 3-4) Classroom/Support Teacher (Term 1-2)

Palmyra Primary School Behaviour Tonics Curtin University Canning Education District Office

2002 - 2004 2003 1997 - 2001 1996 1996

Canning Education District Office Kewdale Primary School Westfield Park Primary School Phoenix Primary School Dowerin District High School

KEY ROLES & OUTCOMES 2018 (Term 3 and 4)

2018

2015 - 2018

2016 - 2018

2017 2014 - 2017 2916 2007 - 2011

2008 - 2010

2006 - 2007

2002 - 2007

Acting Deputy Principal • Provided quality educational leadership in the school and the community by helping to develop and promote the school values, ethos and priorities, optimizing classroom learning and facilities.

• Promoted teaching and learning, fostering development of an inclusive school-based curriculum • Assumed responsibility as the Performance Manager for EC staff.

• Negotiated the funding, installation and connection of School Managed Internet.

• Consulted with upper primary staff to develop a Student Mobile Phone policy.

• Coordinated the administration of the NAPLAN School Readiness Testing.

• Secured a position for our school in a pilot for the new profile of Connect.

• Invited to be a part of a Department of Education case study for Connect.

• Researched and negotiated a trial of Passtab i.e. visitor, first aid and asset management system.

• Researched and negotiated a trial of Signmee which is a digital mailbox for home/school.

• Communicated where we could collect permission forms and payments in one place which fits perfectly with our school due to our Sustainability focus.

• Contributed as a member of the Finance Committee and attended committee meetings.

• Designed, coordinated and presented the School Development day which included NAPLAN data analysis, School Reflection process and invited central office staff to discuss Connect.

Melville Early Years Network Chairperson • Established and implemented an Early Years Network with the Youth Development Officer from the City of Melville, Jo McKay to provide a forum for schools and community stakeholders to meet and plan ways to support children 0 - 8 years and their families.

NQS Leader • Led and actively contributed as part of reflective discussions about practice and implementing the learning framework, mentored and coached other educators by leading quality practice.

Digital Technology Learning Area Leader • Provided educational leadership, expertise and collaborative support in the creation and usage of effective digital learning environments across the School.

• Ensured the strategic direction of the School and innovative practices in digital learning are implemented and utilised in a pedagogically effective manner by teaching staff, in conjunction with the Director of ICT & eLearning and other Digital Learning Leaders Teacher Representative for the new EC Building process • Contributed as a Teacher Representative for the new EC Building process.

EC PoD Coordinator • Contributed as an EC PoD Coordinator, overseeing the function of Point of Dispensing.

Invited to SCSA Judging Standards review of P-10 Science Assessment pointers • Played a key role in the review of P-10 Science Assessment pointers.

Sessional Lecturer • Supported students in navigating and understanding the online learning environment.

• Evaluated and assessed student learning and understanding through a variety of mediums.

• Provided instruction and relevant information to complement on campus lectures and written course notes and readings.

• Challenged and questioned student’s knowledge and understandings of EC pedagogy and make links to practical classroom situations.

Presenter/Facilitator 1 2 3 Magic • Facilitated the 1 2 3 Magic course for parent groups and for primary staff groups.

• Provided ongoing support and advice as requested in regards to 1 2 3 Magic.

Tribes Learning Communities Trainer • Facilitated a four-day course in ‘Tribes Learning Communities’ for small groups and whole staff.

Curriculum Improvement • Facilitated professional development with individuals, small groups and whole staff.

• Evaluated and disseminated current school policies and procedures.

• Assisted schools in developing strategies to plan, teach and assess in line with the outcomes from the Curriculum Framework which included negotiating a series of PD sessions to support the CIP at Kewdale PS.

2002 - 2004

2002 - 2004

2002 - 2004

2002 - 2004

2003

2003 2003

2002 - 2004

2002

1999 - 2001

1999

1998 - 2001

1998 - 2001

2000 - 2001

1997 - 2001

1997 - 2001

1996, 1998 - 2001

Coordinator of Canning Education District Early Childhood Teachers’ Network • Provided curriculum leadership, mentoring and support to teaching staff.

• Evaluated and disseminated current policies and procedures.

• Facilitated professional sharing and collegiate support.

Executive Officer for Canning District Early Childhood Committee • Clearly and professionally disseminated ECE information to school principals.

• Assisted in planning strategic direction for ECE at district level.

Member of Canning Education District Early Intervention Project • Formulated and co-presented professional development.

• Mentored and supported teachers and administrators.

• Linked project materials to the Curriculum Framework.

Early Childhood policy and procedures • Provided strategic policy advice and operational direction to the District Director and district office staff to ensure positive Early Childhood outcomes are achieved.

Acting Deputy Principal | Kewdale PS - Term 2 • Provided quality educational leadership in the school and the community by helping to develop and promote the school values, ethos and priorities, setting and instilling strategic direction.

• Coordinated staff development, provided coaching and managed staff performance.

• Contributed as a member of the Finance Committee and attended committee meetings.

• Assumed responsibility as the ICT Coordinator, managing and overseeing ICT programs.

Member of Local Merit Selection Panel • Appointed Junior Primary teachers at Manguri Aboriginal School and Gibbs Street PS. Coordinator of Canning Education District Speech and Language Project • Liaised with LDC and CIS staff as Project Coordinator, providing direction and delegate tasks.

• Oversaw and coordinated professional development program.

• Developed and promoted a multi-disciplinary approach.

ICT Coordinator • Coordinated the Cannington Alchemist network and contributed as e2c District Representative.

Member of Domestic Violence Committee • Department of Education representative of the Domestic Violence Committee.

• Disseminate relevant information and projects to colleagues to drive positive outcomes.

Junior Cluster Coordinator • Mentored and support staff and organised PD for staff.

• Liaised with administration team members as required.

Created School Web Page • Collected and organised data for the development of the school web page.

• Liaised with other staff members to gather content and monitor feedback.

Line Manager for Teacher Assistants • Mentored, coached and supported staff, overseeing performance.

• Organised PD for staff to enhance their skills and knowledge.

• Liaised with administration on a regular basis.

Member of the Risk Management Committee • Coordinated a school risk assessment and assisted in policy formation and review • Presented draft policy in risk assessment to staff and gathered feedback.

Member of the Managing Information System Committee • Assisted in policy formation and review for the Managing Information System Committee.

• Audited school information collection practices and reported findings.

Member of the Behaviour Management Committee • Assisted in policy formation and review for the Behaviour Management Committee.

• Presented draft policy to staff on Behaviour Management and provided clarification.

Member of the Information Technology Committee • Assisted in policy formation and review in Information Technology.

• Monitored purchasing and effective use of resources in Information Technology.

• Organised Information Technology PD for staff and reinforced department policy.

Member of the Reporting to Parents Committee • Assisted in policy formation and review for the Reporting to Parents Committee • Presented draft policy to staff based on determined needs and feedback.

PROFESSIONAL LEARNING PRESENTATIONS 2018

Presented for the Riverside Network ECE - Digital Technology

2018

Presented a series of After School PL Workshops - Digital Technology Term 1 and 2

2017

Presented for the Riverside Network ECE - Digital Tech July 2017

2017

Presented at the DREAM Network PL

2003

Co-presenter of Curriculum Improvement Program Phase 2

PROFESSIONAL LEARNING 2018

Discover Office 365 in the Classroom PL

•

2018

National Quality Standards Professional Learning

•

2018

Moviemaking on iPads PL Lumos Learning

•

2018

Teachers Can Code series Module 1 and 2

•

2018

NAPLAN Online School Readiness Professional Learning

•

2018

•

2018 2017

Commenced Exploring a career in school leadership (Online through the Leadership Institute) First Aid Training DREAM Series of Digital Technology workshops

2017

Code Club Australia – 1 day course

•

2016

Letters and Sounds: Effective Whole School Literacy Instruction

•

2015

Anaphylaxis PL

•

2008

!, 2, 3 Magic Practitioner Training

•

2005

Tribes Learning Communities Train the Trainer

•

2004

Child Protection

•

2003

Co-presenter of Curriculum Improvement Program Phase 2

•

2002

•

2002

ICT Across the Curriculum - Mark Dixon (Apollo Parkways PS) ‘Do You Hear What I Hear’ Resource Kit Launch

2002

Moderating Standards Trial information session

•

• •

•

Incorporated new skills in Office 365 into classroom practice.

Developed my professional knowledge of National Quality Standards Professional Learning.

Incorporated new skills in Moviemaking technologies on iPads into classroom practice.

Developed teaching capacity to integrate Digital Technologies, including coding into teaching and learning programs.

Developed my knowledge of online testing which provides better assessment, precise results and faster turnaround of information, helping schools tailor learning to student needs.

Completed a program which provides research-based evidence, professional readings and opportunities for reflection on my professional needs.

Completed up-to-date First Aid training.

Enhanced knowledge of Digital and Design Technologies, gaining tools to motivate other staff members to integrate Digital Technologies Curriculum.

Gained the confidence and ability to implement the digital technologies curriculum in the classroom.

Incorporated new skills into classroom, targeting the development of oral language, reading, spelling and written expression addition to providing an excellent structure for remediation in upper primary and beyond.

Enhanced knowledge of anaphylaxis to ensure the safety and well-being of students in the classroom.

Developed my personal and professional knowledge specific to parenting and behaviour management strategies.

Started a district wide PD program to train and support schools in using Tribes TLC. Kept up-to-date with current department policy in Child Protection and assisted in presenting material to staff.

Kept up-to-date with current department policies and liaised with Central Office staff and assisted in presenting for the Canning District.

Incorporated new ICT skills into classroom practice and encourage students to gain an interest in technology.

Liaised and negotiated with Central Office to have PD presented for the Canning District.

Kept up-to-date with department initiatives and trials.

PROFESSIONAL REFEREES Hugh M c Cr a c k an Principal - Palmyra PS  (08) 9339 5555  0434 563 77

Lind a Ch and le r Principal - North Fremantle PS  (08) 9335 7777  0409 111 444

Selection Criteria Teacher | Position No: 00006K91 | Beecroft Public School 1. Approval to teach K-6 with the ability to deliver high quality literacy and numeracy programs underpinned by formative assessment strategies.

As a qualified teacher and educator, I have successfully attained a Bachelor of Education (Early Childhood - Birth to 12 years), providing me with a strong foundation in the theoretical underpinnings of teaching. As an Educator, I always endeavour to be an advocate for children, where education supports the development of a whole child which is their physical, social, spiritual, emotional and intellectual well-being. Possessing in excess of 10+ years experience as an educator and teaching professional, I have demonstrated a high level of classroom teaching skills with the ability to work collaboratively with colleagues to foster an environment dedicated to ongoing improvement. Whilst contributing to the development, implementation and evaluation of curriculum, I have the proven ability to utilise effective strategies relevant to the learning areas I teach.

Since 2010, I have educated students from K-5 from a variety of cultural and non-English speaking backgrounds at various schools including Beecroft Public School, William Clarke College, Norwest Christian College, Dural Public School, Wentworthville Public School, Blacktown South Public School and Goddard Crescent Preschool. I have successfully developed, differentiated and implemented suitable programs to cater for the individual needs of students from those with learning and behavioural difficulties to the gifted and talented. As an effective classroom teacher I have provided a stimulating learning environment for my students by developing programs that promote higher-order thinking. I have evolved my pedagogy based on extensive research, particularly in visible learning and formative assessment practices. My programs are designed to include initial, formative and summative assessments, to inform reporting the learning progression. Initial assessments are used to identify prior knowledge and programming is designed to build upon this knowledge and address all the needs of learners. Technology is effectively integrated as a tool to support student’s literacy and numeracy goals. Learning intentions and success criteria are used throughout programs to ensure students and teachers have a deep understanding of important concepts, skills and ideas being addressed as well as providing clear criteria of how work will be assessed. Students in my class demonstrate active involvement in lessons, higher- order thinking skills and improved outcomes as evidenced in their semester reports and assessment data.

I have studied visible learning and formative assessment practices, particularly the work of Dylan Williams. I adopt strategies into my classroom including explicit learning intentions, success criteria, randomisation, show me boards and timely feedback. By making the learning ‘visible’ to myself, I assess the impact of my teaching on student learning and adjust my program and pedagogy to maximise student outcomes. I make the learning ‘visible’ to students based on explicit learning intentions and success criteria, rubric (made collaboratively with students) and work samples. I then have the students reflect upon and monitor their own work samples. Visible learning practices help students to see their greater clarity, their learning progression, instilling confidence and encouraging them to achieve their personal goals. Formative assessment practices have allowed me to accumulate quality assessment data which I have used to inform future programming and to assist with setting explicit learning goals to ensure students have a clear understanding of how to improve their learning.

I have actively participated in Conceptual Programming in English at Beecroft Public School for Professional Learning all year and have adopted Literacy pedagogy and programming aligned with the National Literacy Learning Progressions. As a result, I have successfully upskilled on how to examine and moderate my students’ work samples for sentence structure and group my students according to their ability to write simple, compound or complex sentences. This has enabled me to explicitly teach each type of sentence and construct upon student knowledge during Guided Writing opportunities. In collaboration with Stage 1 teachers, I have implemented the Writing Hour and Reading Hour over Semester 2 to identify specific writing skills and strategies appropriate to Stage and Syllabus content with core texts and related supplementary complex texts i.e. imaginative, persuasive and informative. All programs included specific learning intentions underpinned by the English K-6 syllabus to be presented to the class. As a result I have organised the syllabus outcomes and planned well sequenced, engaging teaching and learning programs.

I have used the TEN initiative and aimed to enhance my teaching practices and guide an in-depth analysis of the Numeracy Continuum, practise administering SENA testing, particularly SENA 2 and 3 tests for Stage 1, and use assessment data to plot students on the continuum to inform future programming and reporting. Working collaboratively with staff, we plotted students on the numeracy continuum according to the data collected. I have used this data to inform future programming using a stage-based mathematics program proforma based on these differentiated levels. I produced number programs for Stage 1 staff, allowing them to deliver and adapt according to their assessment data. The impact of using this has been that Stage 1 staff share resources, using a consistent proforma and hands-on student engagement.

2. Demonstrated excellence in the implementation of differentiated teaching and learning programs designed to meet the needs of all students, including gifted and talented students.

I understand the importance of catering for various learning styles of students as well integrating cooperative learning strategies particularly in literacy and numeracy. I believe in using a variety of strategies using whole class learning, small groups and individual tasks to target learners’ needs more effectively. I strive to create literacy and numeracy programs that are effective in clear instruction and have specific goals, metalanguage and appropriate feedback. I am confident in creating and implementing Personalised Learning Plans (PLP) that meet the needs of a student. I have designed several individualised behaviour plans in collaboration with parent and students, to ensure the student, their and teacher were involved in identifying and developing effective behaviour practices. Throughout my teaching experience I had the opportunity to work in partnership with parents and councillors to successfully develop and implement PLPs for students in my class with various learning and social needs. In the process I learnt how to refine my programs and teaching to further support individuals in my class, and regularly communicate with parents and about student progress. The students’ parents were actively involved in the development of the PLP, particularly when it came to writing the student’s goals. The parents were kept informed about their child’s progress and ongoing adjustments were made.

Committed to the achievement of positive student outcomes across all areas of school life and the fostering of a connected community, I have ensured this is reflected in my teaching practice. I believe children achieve better outcomes when their diverse strengths, abilities, interests, and cultural practices are understood and supported by their educators. Research has demonstrated that children’s early learning experiences, and the quality of these, helps them achieve academic success and personal wellbeing later in life. Teachers should have high expectations for each child, and recognise and address barriers to individual learning and development.

Within my current role I teach mixed ability classes, including the provision of support to students with special needs and complex requirements. To ensure that my teaching is effective, reflective of current curriculum requirements and tailored to the needs of my students, I develop and implement diverse teaching strategies. I have developed individualised education plans for students with special needs and group learning plans for students requiring additional support. In order to do so, I initially read and interpret curriculum content, utilising my extensive knowledge and experience in the subject matter to compile learning programs for the year. I make modifications to the curriculum as required to meet the needs of my individual students, using this to then compile an overview for each term. I plan appropriate lessons to meet the abilities of my students and source resources to support my teaching.

This approach has enabled me to successfully plan for the individual needs of the students I have taught, achieving the intended learning outcomes. Furthermore, I have often received praise and commendation from my supervisors and Head of Department for my teaching approach and abilities.

I have acquired knowledge and skills which I am able to bring to new settings with experience actively engaging with in analyzing NAPLAN data and developed effective, quality assessment strategies to improve student learning outcomes, working with the Stage 2 teacher and Co-ordinator to use SMART DATA to interpreting school data and trends. This resulted in changes and improvements to Stage 2 programming and planning and because teachers are made aware of the specific needs of individual students. The knowledge gained has assisted in devising and implementing quality, relevant and meaningful assessments to drive programming.

Throughout all my teaching positions I have effectively collaborated and supported my fellow collaborative-partners and colleagues throughout the process of planning and assessment. It has also prompted me to be engage in reflective practice to continually enhance my teaching practices.

3. Proven experience in integrating future-focused learning into classroom practice, including the effective use of technology, to engage students in rich, dynamic and flexible teaching and learning experiences.

I consistently provide an environment centred on student learning. Having effectively taught classes across all stages in a variety of roles with learners at different stages of the learning continuum, I have experience applying a variety of teaching and learning experiences with appropriate resources in order to guarantee the different learning styles of students are catered for and enabling enhanced results. In order to ensure that students work to their potential and are engaged in learning, I cater for the wide range of learning styles of 21st Century students, recognising there is a vast array of students with different needs and preferred methods of learning. In order to cater for all their needs and enable them to meet and exceed expected learning outcomes whilst developing a genuine interest for their subject area, I differentiate the curriculum, modify the content, process, product and environment to accommodate the ability of all students. I continually witness students developing and gaining confidence in their skills and abilities ensures they are successfully prepared for their future by ensuring they are self-directed, critical thinkers, have the ability to set lifelong learning goals and use technology appropriately.

As a new scheme teacher, I am aware of current teaching pedagogy and theories for how education can be delivered, as well as strategies for undertaking this effectively. I am competent in using Information and Communications Technology in the classroom and understand how it can engage and motivate 21st Century learners. In my previous Stage 2 teaching position, I had the opportunity to teach and facilitate STEAM activities, using robotics and coding to problem-solve Mathematics and Science questions. During this time, the students were taught to use the Lightning Lab application to create codes to solve distance, speed and time problems using the Sphero robot, whilst cooperating with others using creativity and critical thinking skills.

I support and advocate the need for our learning environment to respond to our students’ 21st Century digital world using the 4C’s: creativity, collaboration, communication and critical thinking. My communication with staff and parents regarding the value of technology and the benefits for teaching and learning has been vital to promote importance of using technology as a tool for learning.

As a consequence, staff demonstrated more confidence in delivering quality teaching and learning programs that meaningfully integrated technology and improved student learning outcomes. This has promoted student engagement, assisted in student assessment and allowed subsequent programming of teaching and learning activities to cater for the individual needs of all students.

Having a broad range of teaching experience, I have gained an excellent understanding of the expansive possibilities for the use of technology for all students. In my teaching experience, I have successfully contributed to the establishment of a dynamic, technology rich learning environment. I consistently provide students with various opportunities to use technology to conduct research projects; analyse data; solve problems; design products and assess their own work. This has resulted in learners working collaboratively to create and communicate new knowledge and understandings.

I proficiently use Interactive Whiteboard technology on a daily basis and various software packages. Through my professional learning, I have demonstrated my ability to lead and support staff, as well as provide one to one assistance in the development of engaging SMART Notebook lessons and using iPads as a tool to extend learning. I am currently a member of the Technology Team that supports staff and students in the school with ICT resources and the implementation and commencement of the new NAPLAN online for Year 3 and 5 students. I have developed more confidence in delivering quality teaching and learning programs that meaningfully integrated technology and improved student learning outcomes. Students are highly motivated and engaged, and the ability to cater for each individual’s learning style and development is maximised. This has promoted student engagement, assisted in student assessment and allowed subsequent programming of teaching and learning activities to cater for the individual needs of all students. Through the use of online research sites and learning tools such as the Interactive White Board, iPads and laptops, students develop their capacity to learn, play an active role in their own learning and as a result, motivation and engagement is consistently high.

Upon constructing the learning experience within the classroom, I believe it is important to integrate professional practice and learning as much as possible, since they should complement each other. In order to accomplish this, my teaching and learning philosophy is focused on two primary objectives: (i) integrating the curriculum across core units of learning and (ii) developing a collaborative environment. I will always centre my instruction on the on-going, self-reflective and self-forwarding growth of every student.

4. Willingness and demonstrated capacity to make a broader contribution to the school by undertaking whole-school performing and creative arts programs, including sport, dance, STEM, music and/or drama.

My commitment, experience and enthusiasm in coordinating whole school sporting programs, whilst working collaboratively with the wider school community, including parents and other professionals will ensure the best possible education for the students I teach. I have been extensively involved in facilitating programs to a teaching and learning community which help to build a healthy self-esteem in students and are a valuable component of education as this cultivates positive attitudes, motivation and creative expression.

As a Stage 1 teacher, I have introduced Dance Troupe to Beecroft Public School across Year 1-6 to harness student’s creativity through dance and music. I have collaboratively planned Stage group auditions for students that were interested in Dance Troupe over a few days. During this time, each Stage learned a dance routine. Students auditioned in groups following the dance routine taught and assessed by volunteered teachers with a rubric. From this the students that were selected to join the Dance Troupe groups were given a letter for parents sign. Each Dance Troupe group practices each week and rehearses different routines. Students have been given the opportunity to perform at the Epping Music Festival, Beecroft PS Multicultural Fair and School assemblies. Students are highly motivated and engaged and the ability to cater for each individual’s learning style and development is maximised. The involvement of parents and other teachers have found the experience rewarding as they have contributed to the introduction and implementation of Dance Troupe across the school.

In my teaching experience, I have successfully contributed to the establishment of a dynamic, technology rich learning environment particularly in Stage 2. Through my professional learning, I have demonstrated my ability to lead and support staff, as well as provide one to one assistance in the development of engaging SMART Notebook lessons and using iPads as a tool to extend learning. I have developed more confidence in delivering quality teaching and learning programs that meaningfully integrated technology and improved student learning outcomes. This has promoted student engagement, assisted in student assessment and allowed subsequent programming of teaching and learning activities to cater for the individual needs of all students.

5. Highly developed communication, organisational and interpersonal skills with demonstrated ability to work collaboratively with students, staff, parents and the wider community.

A confident and experienced communicator with strong interpersonal skills, I regularly liaise with internal and external stakeholders both verbally and in writing on a daily basis including students, parents, colleagues and community representatives. I consistently seek to understand the audience and tailor my communication style and message accordingly, whilst listening carefully to others and checking to ensure their views have been understood. I adjust my presentation style on the basis of subtle non-verbal cues whilst gaining a clear understanding of others' comments by listening, asking clarifying questions and reflecting back, ensuring their own views are understood. Something I always keep in mind is that communication between a teacher and students can never be taken for granted. Communication in any setting and especially in a learning environment involves sending symbols that have no intrinsic meaning. Of course as a Teacher, I have a specific meaning in mind and the student will infer some type of meaning.

However each student may infer a different meaning depending on assumptions, pre-existing expectations or many other factors.

As a result regardless of how clearly I may view my explanations of key elements in teaching, I always strive to keep in mind that the students may miss the meaning which requires a need to continuously “close the loop” of communication, having students relate to me exactly what they understand or don’t understand.

‘Partnerships between students, parents, carers and families, the broader community, businesses, schools and other education providers brings mutual benefits, and maximises students engagement and achievement’ (Melbourne Declaration on Educational Goals, 2008). I believe in building and fostering positive relationships with all school community members and I endeavoured to do so. I believe quality education is dependent on the partnership between school, home and the community via effective communication. In order to develop meaningful relationships with parents, students and colleagues it is important for teachers to actively contribute to school programs and activities, allowing teachers, parents and colleagues to become involved in the student’s education. This is highly beneficial as students gain the opportunity to interact with their teachers in a different social context. It helps to develop and promote a sense of community within the school and can lead to the development of new skills and the pursuit of different interests. It can assist students to achieve higher test scores and grades, better attendance, more completion of homework, improved positive attitudes and behaviour, higher graduation rates together with increased enrolment in higher education. Collaboratively planning, assisting and promoting the school in many whole-school events.

As a teacher I am expected to write meaningful and informative reports including comments to parents regarding the progress of their child. I have also written letters of concern and commendations as required, liaising with parents via phone and email to address issues and resolve concerns regarding academic progress and classroom behaviour. Having held positions of leadership in schools, I have communicated with the wider community as a representative of the school on numerous occasions. Utilising my effective communication capabilities in the delivery of lessons, feedback and advice to students, I have developed the proven ability to tailor my communication style and delivery to suit the needs of my audience. As a result, I have earned the confidence of my current Leadership Team and received commendation from colleagues, students and parents for my effective communication.

I pride myself on the relationship and positive rapport that I am able to establish and maintain with parents and the wider community.

I strongly value the relationship between school and home life. I have formed sound relationships in the community by supporting and encouraging parents to be involved in their child’s schooling experience which is evident with the parent participation in the classroom. As an experienced leader, I have attended and contributed to meetings and liaised with the P&C, class parents and staff on events such as Beecroft Athletics carnival, school excursions, Charities Day and the Beecroft PS Multicultural Fair. As a quality teacher, I believe it can have a positive impact on a student’s school life and hence as a lifelong learner.

Selection Criteria Lecturer, Law (Academic Level A), Faculty of Business and Law QUALIFICATIONS •

Earned or substantial progress towards a doctoral qualification in the relevant discipline or a related field.

I enrolled as a part-time PhD student in 2017 at Victoria University College of Justice and Law due to full-time teaching commitments and have participated in weekly advocacy in Community Legal Centres. I was admitted to legal practice on 18 July 2017 as a Barrister and Solicitor of the Supreme Court and High Court of Australia Current Practising Certificate via the Law Institute of Victoria.

Committed to professional development, academic achievement and lifelong learning, I have completed a wide array of qualifications including a Diploma of Teaching, Certificate IV in Workplace Assessment and Training and a wide range of ongoing professional development in 21st Century Learning Pedagogy and Methodology over the past 26 years. I am qualified and experienced in teaching a range of disciplines including: Criminal Law, Human Rights, Commercial Law, Company Law, International Law and Torts with a strong background in law, accounting and commerce.

EXPERIENCE/KNOWLEDGE/ATTRIBUTES •

Demonstrated experience in tertiary teaching in the law discipline.

I am a highly experienced tertiary tutor in the School of Law in all Victorian universities, an experienced Marker in the School of Law Faculty of Business and Law Latrobe University and have been offered sessional teaching work at the College of Law and Justice Victoria University commencing 2019. Furthermore I am actively involved as a VCAA State Examiner - Legal Studies and have gained previous experience as a Certificate IV Community Services Lecturer. Having taught Criminal Law, Human Rights, Commercial Law, Company Law, International Law and Torts with a strong background in law, accounting and commerce, I am confident that my experience and extensive training would prove valuable in this Lecturer, Law role at Swinburne University.

My passion for teaching derives from my own life experience where I have learned how education can change people’s lives. I have seen first-hand how education lifts people out of poverty, out of ignorance and offers a future with unlimited hope and expectation.

Throughout my professional career I have been passionate about imparting knowledge and experience I have gained to the others and creating opportunities to enhance learning experiences by involving expertise from wherever I could find them.

My commitment to excellence in teaching practice is clearly evident with the meaningful and engaging learning experiences I have provided to all students throughout my career to date spanning 17 years. I ensure that students understand what is expected of them in the classroom and I encourage them to work to the best of their ability. In order to develop meaningful relationships with students it is important to actively contribute to school programs and activities, promoting a sense of community and can lead to the development of new skills and the pursuit of different interests. It can assist students to achieve higher grades, better attendance, more completion of work, improved positive attitudes and behaviour and higher graduation rates.

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Ability to contribute to teaching, associated administrative duties, coordination and curriculum development at both the undergraduate and postgraduate levels. In particular, demonstrated capacity to teach in at least two of the key areas of law offered by the faculty.

I have gained a wealth of Level Coordination Experience - Middle School/VCE at Werribee Secondary College together with leadership experience with the Head of Faculty - Commerce and Humanities for 3 years. Furthermore I have been involved in Legal Curriculum Development and Induction: Human Rights/Crime and Punishment - Criminal Law ; Middle School Commerce Electives Family Violence as a Course Writer and Facilitator. Additionally as a VCAA State of Victoria Examiner - VCE Legal Studies, I have contributed to the VCE external assessment process in accordance with the advice and procedures, following assessment practices and procedures as required by the VCAA, maintaining the security and confidentiality of all assessment information and materials.

A large proportion of students who attend my classes have derived from different countries and cultural backgrounds, hence I understand the cross-cultural factors involving cultural sensitivities, language barriers and different learning experiences they have experienced in the past. I have helped numerous overseas students to overcome numerous education related issues successfully such as presentation skills, writing skills and understanding of complex academic and professional content.

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Demonstrated commitment to leading edge/best practice education, including flexible delivery formats, online teaching and the use of case studies, role-plays and/or simulations in the learning environment.

As a staff member I work to further enhance student engagement and learning through the implementation of the Engage Model Differentiation and 21st Century Learning Models. Through using explicit teaching tools such as the use of PowerPoints, modelling of examples through videos role-plays and simulations on online such as Kahoot to stimulate and engage students. I have always given unlimited access to students who want to approach me for any assistance, consultation or anything that impact on their studies. In every course I convene, I have established a system so that student get an opportunity to provide feedback on the course.

I regularly embed student formative assessment tools to gage student understanding of coursework and assessment tasks such as exit cards. I incorporate ONLINE tools such as ONENOTE and TEAMS to facilitate daily lessons and assessment tasks.

I believe that quality teaching motivates, engages and prompts students to learn and achieve to their full potential. Some of the best practices which I uphold include: (i) teaching a balanced curriculum, (ii) teaching an integrated curriculum, (iii) differentiating instruction to meet individual student needs and (iv) providing active learning opportunities for students to internalise learning.

In addition, I actively augmented my materials and lessons with industry related examples, including my own experiences and anecdotes gathered throughout the years from positive collaborations and engagements with various groups, organisations and institutes. In using these techniques, I have found that I have created lively and stimulating teaching environments which encourage student interaction and engagement.

The excellent teacher ratings I have received are testament to my success in reaching out to students. The courses I have taught have given them the edge to become more competitive in the industry and have secured professional positions. A number of students have sent thank you notes to inform me that how they secured placements due to their learnings from the courses I taught and also due to the professional connections they established via course related events. •

Demonstrated understanding of research in the university context, a capacity in the use of a variety of research methods and a demonstrated capacity to undertake research in the law discipline. Demonstrated research outputs are preferable.

As a current PhD research student, I am using the following qualitative approach using Reported Homicide and Case Law; Statistical Data; Legislation and Government Report Review; Documentary Reviews: Scholarly Articles and Texts. Throughout my extensive academic career, I have demonstrated the ability to self-direct my research, actively identifying and pursuing emerging initiatives.

Having contributed to numerous research projects throughout my academic career, I have successfully written professional publications and papers with strong external connections within the industry. As a teaching focused academic, I have held a heavy teaching workload since the beginning of my employment, however I have been contributing to research and writing articles. •

High level of oral and written communication skills in dealing with students, university staff and contacts in the outside business environment.

As an articulate, confident and highly experienced communicator with strong interpersonal skills, I regularly liaise with internal and external stakeholders both verbally and in writing on a daily basis including clients, management, team members, government and external corporate organisations. I consistently seek to understand the audience and tailor my communication style and message accordingly, whilst listening carefully to others and checking to ensure their views have been understood. I adjust my presentation style on the basis of subtle non-verbal cues whilst gaining a clear understanding of others' comments by listening, asking clarifying questions and reflecting back, ensuring their own views are understood. I respect people as individuals and value their differences with a commitment to creating a working environment that is fair and flexible, promotes personal and professional growth and benefits from the capabilities of a diverse workforce.

I work closely with a range of stakeholders whilst undertaking Student Teacher Interviews, Reporting in Markbook and One Note (blackboard) and Compass Online Communication tools. I also undertake university collaborations when involved in tutoring of students at both Monash and Melbourne University. As an Accomplished Expert Educator for 26 years I have demonstrated a high level of professional written and verbal communication using a range of communication styles when working and dealing with students, colleagues clients and managing administration tasks. I have integrated e-communication professionally and appropriately when dealing with students, staff and clients, maintaining positive tones.

I exchange e-communications which reflect professional practice and in accordance to the professional standards of the Uniform Law and Victorian Institute of Teaching. As an Advocate, my community advocacy over the past four years has enabled me to write and orally discuss professionally and in a timely manner legal issues on a weekly basis at Southport Legal Service at both Port Melbourne and South Melbourne locations. I have demonstrated a strong capacity to express ideas, concepts and facts clearly and concisely with information presented lucidly and in a timely manner. Using my high level written communication skills, I have accurately produced a diverse array of documents across a variety of styles as may be required or appropriate.

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Demonstrated ability to work productively and cooperatively with others in a team environment and a capacity to assist in the management of the teaching team.

I have constantly sought opportunities to develop and maintain relationships with internal and external stakeholders in pursuit of positive outcomes whilst anticipating and ensuring responsiveness to stakeholder needs. As an articulate, confident and highly experienced communicator with strong interpersonal skills, I regularly liaise with internal and external stakeholders both verbally and in writing on a daily basis including students, management, colleagues and external organisations. Focused on students’ needs, I maintain a clear understanding of their needs and also assess current market trends and needs. Furthermore I keep up to date with current teaching methods and undertake numerous industry visits which have assisted me in getting involved in the latest technology, which I share with students.

Persuasive, confident and capable, I have held numerous leadership responsibilities with a high level of competency in leading, managing, training, mentoring and coaching teaching and administration personnel to achieve optimal results and service standards.

I possess strong leadership skills with proven expertise in staff leadership, training, motivation and performance appraisal with the capacity to oversee and coordinate efficient day to day operations. Whilst managing multi-disciplinary teams, I have dealt with people from a diverse range of cultural backgrounds on a daily basis. As the Head of Faculty of Law and Commerce and Humanities including Student Management, I have maintained a strong professional work ethic, collaborating and assisting teams colleagues and staff including the development and induction/delegation of curriculum courses assessment tasks, sharing of resources and student management issues and presentations in a co-operative and collegial manner.

Each year have always received excellent feedback from my Principal and Peer Reviewer that I have successfully completed my annual professional development goals, particularly to further enhance my knowledge and skills in the implementation of the ENGAGE Model, Differentiation and 21st century Learning Surveys and Administration in regards to my teaching practice and performance. I successfully use online communication in a team environment with staff and students in all subject areas, always assisting in the management of teams with heads of department, teachers and students. Keen to inspire a sense of direction, I support shared purpose and direction, practice sound judgement and decision making with an awareness of implications and contribute to solutions and future strategies, having designed business plans and operational procedures.

As a faculty member, I collaborate in the sharing of ideas resources assessment materials and course outlines with staff, supporting organisational objectives and recognise how my work contributes to the achievement of goals, contributing to organisational purpose and direction. Furthermore I attend and contribute to two learning teams, Teaching and Learning Community, providing assessment samples ideas and feedback to further enhance knowledge and skills along with student engagement and learning for ENGAGE MODEL, Differentiation and 21st Century Learning. Additionally I use Edumail to write in a professional tone to all stakeholders free from inappropriate language and tone.

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Demonstrated industry or consulting experience including established links with relevant industries and organisations.

Throughout my career in law and education, I have established links with relevant industries and organisations which can be evidenced in the following organisations including: • • • • • • •

Active Member of the Western Region Lawyers Association Active Member of Later Lawyers Association of the Law Institute of Victoria Active Member of the Young Lawyers Association of Law Institute of Victoria Active Member of Liberty Victoria Active Member of Victorian Women’s Lawyers Association Active Member of the Federation of Community Legal Centres Active network with VIC BAR barristers (Con Heliotis; Peter Condliffe; David Goodwin; John Glover (Professor)

Furthermore I readily attend and participate in gazetted network evenings, comprising of meetings professional development sessions, social activities and I continue to forge positive links and networks with these professional organisations.

OTHER •

A valid working with children’s check card.

I hold a Victorian Institute of Teaching Registration (Teacher No 165056 2018/2019) and have a current National Police History Check and Exempt from the Working with Children Check.

Selection Criteria P-2 Initiatives Officer | Department of Education ►

Teaching qualifications and recent school based experiences K-12 range.

Committed to professional development and lifelong learning, I have completed a Diploma of Teaching (Early Childhood), Certificate IV in Training & Assessment and a range of ongoing training. I take personal responsibility for continual professional development and seek opportunities to develop capabilities to the highest level. Possessing in excess of 20+ years experience as an educator and teaching professional, I have demonstrated a high level of classroom teaching skills with the ability to work collaboratively with colleagues to foster an environment dedicated to ongoing improvement. Whilst contributing to the development, implementation and evaluation of curriculum, I have the proven ability to utilise effective strategies relevant to the learning areas I teach and have gained a wealth of experience as demonstrated in my current employment at Annandale Public School since 1993 including my current role as Relieving Assistant Principal and previously as Classroom Teacher: Early Stage 1, Reading Recovery Teacher, Learning Support Teacher (LaST): K-6 and Preschool Teacher.

I am a passionate and experienced relieving Assistant Principal with expertise in Early Childhood Education. As a leader and advocate of the early years, I implement early intervention programs for students ‘at risk’ and provide research- based professional development for staff, parents and the community.

I have gained approval to teach Preschool, Infants and Primary (P-6) and I am accredited at Proficient level by the NSW Education Standards Authority (NESA) with extensive experience in the Preschool and K-2 setting. I am currently working towards accreditation as a Highly Accomplished Teacher (HAT) and I have approval to teach Reading Recovery, recently trained in Language, Learning and Literacy (L3) and have been a Learning and Support Teacher (LaST) and the Learning & Wellbeing Co-ordinator.

I am currently working in the Early Action for Success Initiative within a self-nominated school and possess a strong understanding of and commitment to the Educational Reforms that are shaping the current education landscape. My professional practice is informed by Early Action for Success; Local Schools, Local Decisions; Great Teaching Inspired Learning and Every Student, Every School. In addition I am implementing the pedagogy and routines of L3 (Language, Learning and Literacy) program in Early Stage 1(ES1) and use an explicit teaching approach that monitors and tracks students against the Literacy Progressions, enabling learning to be student centred and allowing students to monitor their progress and future learning goals. The school has exceeded reading expectations and 80% have reached end of year benchmarks in term 3 which is an excellent achievement.

I am currently designing quality assessments including administering and analysing SENA, to place all students on the K-2 Numeracy Data Wall to identify any student who is not meeting expected benchmarks. I am working collaboratively with my Early Stage 1 team to design differentiated learning experiences in the classroom and effectively group students according to their learning needs. I am using quality DEC numeracy resources such as Targeting Early Numeracy (TEN) numeracy program which recognises that quality numeracy teaching includes short, sharp and frequent numeracy sessions that are differentiated to personalise the learning and monitors student progress against the National Numeracy Learning Progressions. Students requiring tier 2 intervention after a term demonstrated numeracy gains and could successfully access the mathematical curricula without tier 2 intervention.

I proactively support the expansion and direction of learning support processes across the whole school so that they are strategically targeted, data-driven and aligned to Every Student, Every School reform and the School Excellence Framework (SEF) that expects every student to achieve a year’s worth of learning from every year’s teaching, a strategic direction of the school. Within the school, I led along-side the Principal the reintroduction of PreLit and MiniLit powerful, research-based suite of programs designed to improve the performance of students who are below stage expectations in reading and writing. In the process of gradual handover, I built the capacity of the Learning and Support Teacher (LaST) and two School Learning Support Officers (SLSOs) all of whom deliver or manage the programs.

I modelled how to deliver the lessons over a period of weeks, as well as how to provide prompts and structured, explicit feedback.

The lessons were viewed by a number of teachers and school learning support officers with some filmed and then shown at stage meetings and for further training to ensure consistency. The result has been that our Learning and Wellbeing team, the LaST and SLSOs feel empowered and are affecting change. Students are experiencing success, parents are highly engaged individually, and through the Parents and Citizens (P&C) Association who assist with funding, and current data shows that some children have jumped 24 months in reading age in an 11 month period. The average reading age growth across all cohorts is 9 months annually, and in 2 years, the school has had a 7% reduction in students in the bottom two bands of NAPLAN. The school has now rolled out MacqLit in the older years and has school-wide targeted, tiered reading intervention for all students in Kindergarten to Year 6 for the first time. Individual parental support and support for the programs are significant and positive comments have been collected through P&C meetings, PLP meetings and survey data.

As P-2 Initiatives Officer, I will promote shared aspirations amongst schools and communities in order to enhance student’s learning and wellbeing. I will advocate for the development and implementation of policies that promote high-quality early childhood programs for all students with a focus on early intervention.

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Demonstrated commitment to participating in accreditation processes.

I understand that the Australian Professional Standards for Teachers are a public statement of what constitutes quality teaching and they define the work of teachers and make explicit the elements of high-quality, effective teaching in 21st century early childhood services that result in improved educational outcomes for children. The Standards provide a framework that describes the knowledge, practice and professional engagement required at stages across teachers’ careers. In NSW, accreditation is the structured process through which teachers are recognised as meeting the Standards. Accreditation ensures the integrity and accountability of the profession. In addition it recognises the significance of teaching as a profession, and the position of trust and responsibility that teachers have within society. In my current role as a Relieving Assistant Principal at Annandale Public School, I demonstrate my commitment to participate in the accreditation process by: •

Managing the performance of ten individuals which includes the Preschool Team, Early Intervention Team and Reading Programs across the school K-6. This occurs during the Professional Development Plan (PDP) process through observations of classroom practice, the provision of constructive feedback and scheduling regular opportunities to engage in conversations about whether individuals are on track to meet set goals. I apply the Performance and Development Framework and collaboratively develop individual Professional Development Plans (PDPs) for the teachers and School Learning Support Officers (SLSO) that are linked to the Australian Professional Standards for Teachers, School Plan targets and milestone priorities and the School Excellence Framework. I formally meet with every teacher and SLSO on a termly basis, reflecting on progress towards PDP targets and identifying areas of strength and opportunities for further professional development. PDP’s are focused on teacher improvements with SMART (specific, measurable, attainable, realistic, timely) goals and I support teachers and SLSOs in achieving their goals by providing explicit feedback, support and coaching as well as celebrating strengths. I am committed to all staff working towards their individual and group goals to build staff capacity and leadership skills ensuring students participate in quality programs for all students. This effective leadership and management of the PDP process builds the capacity of all staff through mentoring, coaching and informal and formal professional learning to strengthen the capacity of the school to deliver on its priorities.

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I am currently providing support and intensive professional development to an underperforming teacher by broaching difficult conversations to support and manage an implementation plan. I worked shoulder-to-shoulder with this teacher to build the capacity of this teacher by outlining clear and explicit expectations, developing a positive rapport based on mutual trust and providing intensive professional development. I continue to provide support by observing lessons, providing constructive feedback, sharing and planning programming options and problem solving classroom management and behaviour management scenarios. My effective leadership is visible, supportive, respectful, honest and dignified as I continue to mentor and provide feedback.

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I manage, support, coach and mentor preservice teachers, early career teacher to build capacity and sustain Quality Teaching programs, employing Helen Timperley’s model of ‘shoulder to shoulder’ support and the AITSL Classroom Practice Continuum which brings the Australian Professional Standards for teachers to life. These standards also guide my coaching conversations with teachers and together we negotiate starting points for their professional learning. Furthermore I model teaching, observation cycles, team teaching, collaborative planning, written feedback linked to professional standards and developing and refining behaviour management strategies. I scaffold their learning appropriately to ensure they achieve success. This has resulted in teacher’s expertise and confidence increasing impacting positively on student’s learning.

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I work systematically and collaboratively in leading staff in critical self-evaluation of the Preschool Quality Improvement Plan (QIP) in preparation for assessment and quality rating process. An extensive review process under the 7 quality areas (Educational program and practice; Children’s health and safety; Physical environment; Staffing arrangements; Relationships with children; Collaborative partnerships with families and children and Governance and leadership) was undertaken which involved inviting the P-2 Initiatives Officer to attend on numerous occasions to ensure that the Preschool team were supported and ready for this assessment. The Preschool was rated as ‘Working Towards Quality National Standards.’ This caused unrest as the staff felt this rating was unfair. A collaborative decision was then made to apply to the regulatory authority for a review of the service’s quality rating. This review involved a collection of extensive data by a specified time. This process allowed the Preschool rating to change from ‘Working Towards National Quality Standards’ to ‘Meeting National Quality Standards’. This was a highly emotional time and required my strong and collaborative leadership so that morale was restored and future directions could be conceived and achieved with a positive mindset. When reviewing the assessment and quality rating process as a team areas of need were identified. After researching best practice in early childhood settings I lead the transformation of the indoor preschool environment to make fluid and flexible learning spaces across the two preschool classes. This included the inclusion of the Early Intervention team attending weekly meetings to build stronger relationships in both settings. This created a unity across both settings to harness opportunities for inclusivity breaking down previous barriers.

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As part of this process, I also lead the introduction of daily reflection meetings in the preschool to refine documentation processes, planning and programming formats and ways of supporting children to become successful and self-driven learners. The Principal then included the QIP into the school strategic directions of the School Plan 2018-2020. The Principal was invited to speak at the Early Childhood Conference about the authentic marriage of the QIP and the school plan. As a result, P-2 Initiatives Officers are distributing the School Plan and QIP as an example and model of best practice across the state and the learning environment is visited by many educators and P-2 Initiatives Officers as an example of the physical environment that is inclusive and sustainable that maximises and promotes student’s learning.

I am confident in my ability to strengthen the quality of teacher education by my commitment in the accreditation process by inspiring others with my demonstrated passion for life-long learning as P-2 Initiatives Officer. I will identify issues and research P-2 Initiatives relating to Early Childhood Education and Care including preschool education to provide advice to senior officers. ►

High level written and oral communication and interpersonal skills and the ability to maintain accurate and comprehensive written records.

As a confident and experienced communicator with strong interpersonal skills, I regularly liaise with internal and external stakeholders both verbally and in writing on a daily basis including students, parents, colleagues and community representatives. As a teacher I am expected to write meaningful and informative reports including comments to parents regarding the progress of their child. I have also written letters of concern and commendations as required, liaising with parents via phone and email to address issues and resolve concerns regarding academic progress and classroom behaviour. Having held positions of leadership in schools, I have communicated with the wider community as a representative of the school on numerous occasions. Utilising my effective communication capabilities in the delivery of lessons, feedback and advice to students, I have developed the proven ability to tailor my communication style and delivery to suit the needs of my audience. As a result, I have earned the confidence of my current Leadership Team and received commendation from colleagues, students and parents for my effective communication. Something I always keep in mind is that communication between a teacher and students can never be taken for granted. Communication in any setting and especially in a learning environment involves sending symbols that have no intrinsic meaning. I have a very high level of emotional intelligence which allows me to negotiate skillfully with people, enhancing partnerships, problem solving conflicts and creating a win-win situation on most occasions. I have applied these skills as the Relieving Assistant Principal of Annandale Public School by: •

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Promoting an open door policy for all in a diverse community by listening to their concerns ensuring confidentiality at all times, which has resulted in a more positive and proactive culture with a focus on a team solution rather than a reactive and negative outcome. By creating an inclusive and welcoming school environment I was able to utilise the skills and talents of wider school community in supporting the school. As a relieving Assistant Principal, I have been successful in encouraging parents to become partners in their child’s education and enhance relationships through the Parent Cafe, parent forums, feedback sessions and orientation days.

Leading the development of the Early Intervention Preschool (EIP) Philosophy and the updating of the Preschool Philosophy in collaboration with colleagues and teams to guide curriculum decision making and promote effective management within the service.

The EI Preschool is inclusive of the Preschool Educational Program so the core values and beliefs are in both philosophies. The EI Preschool and Preschool team have regular combined meetings to discuss many aspects of the program such as the indoor and outdoor spaces. I led discussions by asking questions to stimulate open discussions and reflections on the EI Preschool practice. Examples of questions asked at the staff reflection meeting were: ‘How is EI Preschool different to other services?’; ‘What might your ideal EI Preschool look like, sound like, feel like?’; ‘What is unique about our the EI Preschool?’ and ‘What role do children, families and educators play in the EI Preschool?’ Key areas and guiding principles of the National Quality Framework (NQF) as well as the core elements of the Early Years Learning Framework (EYLF) with the consideration of specific aims of the EI Preschool were all considered during the teams discussions. Once the discussions had been concluded an initial draft of the philosophy statement was written. The draft was given to all staff including the preschool team for feedback. The document was then edited and a second draft was produced. The EI Preschool families were consulted during their initial Individual Family Service Plan (IFSP) meeting at the beginning of the year. During this family meeting the draft philosophy was discussed and feedback from each of the families was recorded with children’s ‘voice’ incorporated through parental feedback and teacher observations. All this feedback was considered when the EI Preschool philosophy was developed.

Building a collaborative and inclusive school culture, leading professional learning for parents/carers and the broader education community. Delivering Parent and Community Capacity workshops and information sessions related to supporting literacy at home and at school. Examples of workshops and information sessions that I have led include ‘How to Support an Early Reader/Writer Workshop’, ‘Early Literacy in Kindergarten Workshop’, ‘Read Aloud Workshop’, ‘Parent Tips to Help Children Read and Write’. I have created films using Filmpond as my platform. Filmpond allows teachers across the state to share practice and success stories with each other and their communities. These included mentoring the student’s leaders in producing ‘Annandale Public School Loose Parts’; ‘Annandale Public School Early Intervention’ and ‘Our First Year in KC’. I have run Preschool Orientation Program; assisted and presented at Kindergarten Orientation Meetings; trained, assisted and been a liaison for the Stephanie Alexander Kitchen Garden program. This has resulted a cohesive, cooperative and engaged community.

Engaging in the review and assessment of communication procedures in the Preschool with a focus on continued improvement.

The Preschool have been trialling various ways to document to provide effective communication to the families and the children.

At Annandale Public School Preschool, a variety of communication methods - verbal, written and electronic have been initiated to improve communication with all stakeholders. Some of these communication methods include signage and learning stories around the room, learning journals and bulletins. The documentation such as learning stories, daily photos, ongoing reflection drive the Preschool curriculum. We are presently trialling the See-saw app as a way to communicate with families. Teachers post weekly updates reflecting on the learning. Our Parent ‘Daily Blurp’ supports family connections allowing parents to reflect on their child’s learning weekly. The aim is to foster an inclusive and authentic partnership with our children and families by capturing the voice of the child, the educator and the parent which ultimately brings out the best learning outcomes for the children. Each story or bulletin uses a holistic approach to deeply analyse children’s learning with expert knowledge of child development, the Early Years Learning Framework (EYLF) and the connections between theory and practice.

“Providers who have extensive knowledge about child development have a more positive relationship with parents” (Swartz & Esterbrooks,2014). Children often go to wall documentation and reflect on their learning and this conveys to them that there is someone who cares and is listening closely to what they are thinking, feeling, saying and doing.

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Our learning stories illustrate how Annandale Public School Preschool promotes a love of learning in our young learners. The success of documentation has been observed by the children who are actively involved with the documentation as it is displayed at their level and positive feedback from the families. The preschool has also had many teachers visit accompanied by a P-2 Initiatives Officer to view documentation and the transformed preschool environment.

As P-2 Initiatives Officer, I have the capacity to work side-by-side with all stakeholders and will commit to open and transparent communication that is focused on developing systems, policies and processes that proactively respond to P-2 initiatives relating to Early Childhood Education and Care including preschool education. ►

Proven ability to work independently and as part of a team.

Demonstrating myself to be an active team member, I have been instrumental in contributing to exceptional teams working in fast-paced environments. I have superseded previous performance levels with a track history of cultivating relationships, strong teamwork skills, and removing obstacles to build trust and enhance productivity through various avenues, including improved workplace communication and relationships. I pride myself on the relationship and positive rapport that I establish and maintain with parents and the wider community.

I strongly value the relationship between school and home life.

I have formed sound relationships in the community by supporting and encouraging parents to be involved in their child’s schooling experience which is evident with the parent participation in the classroom. I continually create, modify and search for all possible opportunities to invest in staff. I maintain high expectations for professional growth, which I balance with trust, support and encouragement. I model this as a leader by learning from, learning with and learning through the success of others. I have worked without direct supervision, organising my day and work tasks independently, working overtime, remaining dedicated and adaptable. My performance, motivational levels and high level of initiative can be verified in positive feedback received from management that reflect my abilities and commitment.

Persuasive, confident and capable, I have held numerous leadership responsibilities with a high level of competency in leading, managing, training, mentoring and coaching team members to achieve optimal results and service standards. Whilst managing multi-disciplinary teams, I have dealt with people from a diverse range of cultural backgrounds on a daily basis. I led the Learning and Wellbeing Team consisting of nine staff members to review learning and support systems and processes so that the school continually improves educational outcomes for students with identified learning needs.

I worked collaboratively with the Learning and Wellbeing Team to update the Learning and Wellbeing Policy to ensure it complied with DoE Assisting Students with Learning Difficulties Policy (2014), as part of Every Student Every School. This involved updating role statements for every member of the Learning and Wellbeing Team and providing classroom observation checklists to streamline the referral process and increase classroom teacher participation and accountability. As a result, Learning and Wellbeing Team processes have been streamlined with the review of the school’s Learning and Wellbeing Policy and by strategically placing support based on emerging trends in the data.

Students were receiving immediate support and were making learning gains.

Currently as a Relieving Assistant Principal, I work within a large executive team to drive the implementation of our School Plan 2018-2020, negotiate the development of the strategic directions and milestones of our School Plan, assess our school’s practices against the School Excellence Framework and make informed decisions to improve whole school systems and structures to benefit students, staff and our parent community. During the development of the current School Plan it was important to have high level discussions with the community and other external stakeholders, and make changes to be inclusive and reflect the fact that Annandale Public School is a P-6 school.

Throughout 2017 I had been working with departmental P-2 Initiatives Officers on a pilot project that included Annandale Public School, Punchbowl Public School and Bankstown West Infants School on how we could map the annual Preschool Quality Improvement plan (QIP) across to the Early Intervention Unit so that we were producing one document that was inclusive of the whole preschool cohort of students.

This was a success and is being considered for a state-wide roll out. It is often the case in schools with preschools that the QIP sits in isolation from the School Plan and I worked collaboratively with my Principal and the Annandale Public School community and the entire preschool and early intervention team to ensure that the School Plan was not only reflected in the QIP but that vice versa was true. This was widely appreciated by the whole school community, is inclusive of every stakeholder and is truly a document that bonds all students and families to the schools three strategic directions. The end result is that we are contributing to system capacity as P-2 Initiatives Officers are distributing the School Plan and QIP as an example and model of best practice across the state.

Furthermore I build a collaborative community culture by involving the community in decision making, I am experienced in community consultation processes and have led a group of parents and community stakeholders through the evaluation of our school against the School Excellence Framework. This process allowed our executive team to identify community views regarding processes in our school that were considered to be delivering and collect information about how we can strengthen school practices, particularly in areas relating to reporting, learning culture, wellbeing and community satisfaction. This process informed the development of our 2018-2020 school plan.

As P-2 Initiatives Officer, I will manage projects that contribute to the development and implementation of P-2 initiatives in NSW public schools relating to preschool and/or early childhood education. Furthermore I am excited at the opportunity to assist, advise and support classroom teachers to achieve enhanced literacy and numeracy outcomes.

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Demonstrated ability to develop and deliver professional development programs for teachers.

As an educational leader, I take responsibility for developing capability in a team environment by coaching others and encouraging career development. Encouraging and motivating others, I create opportunities for personnel to engage in continuous learning and development.

Recognising and developing talent in people, I am adept in managing both team and individual underperformance effectively. Undertaking performance management responsibilities in a constructive manner, I foster active participation in performance management processes.

The work of visionary researchers such as John Hattie, Helen Timperley and Dylan William as well as the Department of Education (DoE) Great Teaching, Inspired Learning blueprint for action continually reminds me as a school leader that great teaching doesn’t just happen.

Hence for transformation to occur, teachers need to be developed, supported and rewarded to create the inspired learning that will develop lifelong capacities in students. Teachers need to see their leader as an inspiring and highly capable, visible, Instructional Leader who teaches, leads, learns, reflects, makes mistakes and adjusts practice while striving for improved student and staff outcomes in every decision they make. High expectations and continually seeking to improve ourselves and our work are embedded in the value of excellence within the Department of Education (DoE) Strategic Plan 2018-2022.

As Relieving Assistant Principal, I have led action research ‘Supporting Emergent Writing’ that mapped the development of writing across the Preschool and Early Stage 1. Analysis of school based and NAPLAN data highlighted writing as an area for improvement and while the school is above state average in both writing and spelling in years 3 and 5, the value-added growth between the years to include matched students in year 7 is not what would be expected. I led the Preschool team to produce preschool observation collection forms that identified each student’s pencil grip and developmental stage of writing. These documents were passed onto Early Stage 1 teachers and used to create a ‘Bump it up Wall’ on pencil grip in term 1. A key to the success of this initiative was that I provided professional learning on developing a student’s pencil grip and the importance of providing fine motor activities in the early years to support emergent writing. These activities were also shared on our website under ‘Connecting with Parents’ enhancing community understanding of emergent writing. As a result of this project Preschool programs incorporated planning of emergent writing which included individual observations of student’s writing.

This data was used for planning and contributed to a greater ownership of, and buy-in to the school plan in the P-6 context we work in.

Staff raised their expectation in the area of writing, providing differentiated writing activities in a play-based setting and this enhanced the quality of writing in the early years.

Additionally as a Relieving Assistant Principal, I led the professional learning for teachers and School Learning Support Officers (SLSOs) by delivering ‘hands-on’ instructional leadership in literacy, including establishing systems for data collection and early identification of students who are at risk of not meeting stage expectations; delivering demonstration lessons to showcase explicit quality literacy teaching strategies delivering tailored learning and support for target students (tiered intervention) as well as building the capacity of Student Learning Support Officers (SLSOs) with professional learning and resources to best support target students. My support included coordinating collaborative planning with each teacher/SLSO to design differentiated learning experiences, including ‘short, sharp’ lessons in literacy, team teaching - including demonstration lessons to showcase quality literacy teaching strategies (Modelled, Guided and Independent Teaching) and guided reflection, to allow teachers/SLSO to set professional learning goals. I have coached and mentored teachers and SLSOs in Tier 1 and Tier 2 intervention to build their capacity to best support all learners in their classroom.

Whole school intervention programs included Reading Recovery, PreLit, MiniLit, MacqLit, MultiLit, Readers Theatre and Read Aloud programs which aim to support students to meet literacy benchmarks. The following data highlights the impact of these programs on the learning outcomes of high risk, Tier 2 and Tier 3 learning support students 80% of students who attended Reading Recovery needed no additional intervention and are independent readers and 20% of students are continually monitored and are placed on additional programs to continue their support. Students in the MiniLit program have made improvements of up to 8 reading levels within 2-3 months of being on this program. Reading ages for these students increased from one month to a year. An important factor in ensuring these programs success is the ongoing supervision and support of the School Learning Support Officers (SLSO). I celebrate the achievements of my team at the school’s communication meeting and this has increased their capacity to better support the students in their portfolios. This has successfully contributed to developing a whole school culture of high expectations, data informed planning, and student- centered lesson designs and a focus on ongoing assessment and evidence-collection. I led Professional Learning at school level and for the Community of Leichhardt Area Schools (CoLAS) and forged strong relationships, trust bonds and professional links with other Principals, executives and teachers. Examples of school professional learning include: ‘Record, Assess and Plan Explicit Differentiated Instruction for Guided Reading’ and ‘A Balanced Literacy Program.’ CoLAS examples include: Engage, Opening Doors Conference presented with a colleague ‘Making Learning Visible’ and ‘Women in Leadership.’ Over the past three years this event has grown, changed and been value added. Across the CoLAS expertise is being identified and celebrated, thus providing opportunities for sharing of knowledge, undertaking lesson observations and combining for twilight and other professional learning opportunities in addition to the conference format. Barriers are successfully being broken down, trust relationships are being built and there is a focus on powerful instructional leadership and moving student learning outcomes forward.

Across my leadership and education career I have utilised my effective communication skills to develop positive relationships with those I work with, including those under my supervision and representatives from diverse agencies, ensuring effective outcomes are achieved from all stakeholders involved. As P-2 Initiatives Officer I will provide a commitment to ongoing, collaborative professional learning, aligned to the Australian Professional Standards for Teachers, that fosters positive relationships and builds the capacity of all staff across many schools. I will partner with and between schools to implement and evaluate professional learning strategies for school staff in the delivery of P-2 initiatives and assist, advise and support classroom teachers to achieve enhanced literacy and numeracy outcomes.

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Proven successful experience in the planning, design, development, budgeting and evaluation of quality programs.

During my tenure as a leader within the education sector, I have utilised high level project/program management skills with proven ability to creatively problem solve and think strategically whilst coordinating major projects from project conception through to the implementation phase, consistently implementing solutions on time and budget whilst meeting project specifications. I have prepared project plans, schedules, documentation and tracked progress through all stages to ensure on time delivery whilst meeting project objectives. Through my inclusive leadership style based on the development of respectful relationships, mentoring, and high expectations, I inspire staff to achieve whole school goals and initiatives.

As Relieving Assistant Principal, I have managed and equitably distributed a range of human and financial resources for a variety of purposes to support successful teaching and learning outcomes across the whole school. This has been evidenced by leading and managing whole school reflective practice by surveying staff, students and the community. Working collaboratively across the school community using a model of distributed leadership, I have led staff in establishing the parameters of inquiry, allocating human and financial resources, and then implementing surveys to determine community opinion. Tools such as Tell Them from Me (TTFM), the preschool Quality Improvement Plan (QIP), staff satisfaction surveys, student focus groups and the Nationally Consistent Collection of Data on School Students with Disability (NCCD) has provided the school with invaluable data that is driving collegial discussion and reflection against achievement of the school’s strategic directions. I participated in an audit of the NCCD data collection roll-out which provided even further clarity and led to adjustments to the School Plan and increased SBaR funding (low level adjustment for disability) for students.

In addition I have led and coordinated the ‘Supporting Emergent Writing’ project in the Preschool and Early Stage 1 which encompassed Strategic Direction 1 in the Annandale Public School 2015-2017 School Plan and close analysis of school based and NAPLAN data highlighted writing as an area for improvement. While the school was above state average in both writing and spelling in years 3 and 5, the value-added growth between the years to include matched students in year 7, was not what should be expected. As the Assistant Principal in charge of both the preschool and leader of learning initiatives at the school the leadership team identified that our preschool and early stage 1 needed to develop joint expertise in considering evidence of children’s writing and knowledge and understanding of early writing. I led the project Supporting Emergent Writing that mapped the development of writing across preschool/early stage 1 from the earliest stages (Stage 1: Exploration… Scribbles, marks on paper; Stage 2: Pre-Conventional…Drawing, random letters and Stage 3: Emergent…Pictures, letter/sound connection, attempts words, directionality). I led the teaching team to produce a document aligned with the Early Years Learning Framework (EYLF) Outcomes 3 & 5 to the literacy continuum clusters (1-4) and the NSW Syllabus for the Australian Curriculum so that data collection and differentiation in writing could occur from preschool aged children in a play-based curriculum context. I led the teaching team to produce preschool observation collection forms that clearly identified each student’s pencil grip and their developmental writing stage.

This included a drawing/writing and producing a written version of their name. The data was collected twice a year to demonstrate writing growth in the preschool and critically analysed by stakeholders. The documents were passed onto Early Stage 1 teachers used this documentation to produce a ‘Bump it Up Wall’ on pencil grip in term 1. In addition, I led professional learning for teachers across Preschool into the Primary school that was designed to strengthen sustained shared thinking regarding emergent writing and intentional practice in the early year’s settings. Research clearly demonstrates that early childhood professionals who encourage and value drawing and talking can build a bridge between children’s prior-to-school experiences, current systems of meaning making and the new system of writing. This supports children to build on what they know and can do. (Mackenzie, 2011). A key to the success of this initiative was that I led the team in developing pencil grip and fine motor developmental activities for the classroom and wider community that was also accessible on the school website under ‘Connecting with Parents. I led professional learning for staff and provided mentoring for the implementation of emergent writing. Data collection, analysis and evaluation of student growth over time was shared at leadership team meeting, whole school staff meetings and at the learning and wellbeing support team meeting. Staff engagement in this reflective practice allowed staff to work collaboratively, using the data to reflect on the impact of their teaching. As a result, the teacher’s program incorporated planning of emergent writing which included individual observations of student’s writing. Staff and community understanding about the different levels of emergent writing included the stages and development of pencil grip.

Staff raised their expectation, provided differentiated writing activities and this enhanced the quality of writing in the early years and this project opened up discussions between preschool and kindergarten teachers leading to changes in practice to support emergent writing.

The Principal, Dace Elletson, shared this document with Janice Farmer Hailey (Leader, Literacy Leader Early Learning & Primary Education).

It was favourably received and forwarded as a resource to Tanya Neal, Coordinator Early Years whose team supported the Department’s Preschool and Early Years Literacy Programs.

Furthermore I managed and monitored the timetables, budget, staff, student selection, assessment and organisation for PreLit, MiniLit and MacqLit to ensure the efficient and effective acquisition and programs is maximised. As a member of the Learning and Wellbeing Team, I present data on a weekly basis at the Learning and Wellbeing Meeting. I have also provide specialist assistance to all learning and support team members on student learning, behaviour, literacy, and language needs in a timely manner. I recommended and provide resources which include: visual aids, social stories, and literacy strategies support teachers P-6. I manage budgets across K-6 including successful procurement of funding from the P&C, purchasing reading resources for whole school use and ensuring that staff have adequate opportunities to attend professional learning in line with their PDP goals and our school strategic directions. Reading programs across the school are running smoothly and identified students are accessing these programs improving reading and writing skills.

As P-2 Initiatives Officer, I will use my highly developed organisational and leadership skills to plan, design, develop, budget and evaluate quality programs that contribute to the development and implementation of P-2 initiatives in NSW public schools relating to preschool and/or early childhood education. Furthermore I will plan and manage resources effectively and equitably, ensuring that every student has fair and equitable access to quality, well-resourced and appropriate educational programs that nurture their personal growth as they strive to succeed. ►

Capacity to innovate, problem solve and develop creative solutions to emerging issues.

I provide and promote innovative, future focused leadership and develop creative solutions to emerging issues. Furthermore I embrace change and strive to be a transformational leader that inspires others to be creative problem solvers, explore and adapt to the needs of their students, families and community. As a Relieving Assistant Principal, I demonstrate the capacity to resolve emerging issues, led the transformation of the preschool indoor learning environment with the addition of daily reflection meetings. As the leader of the Preschool, I understand the culture and its impact on learning. This is essential when providing innovative solutions to complex problems. I always endeavour to find a solution that is beneficial to all stakeholders involved. The preschool operated as a two unit Preschool and each Preschool class had a separate indoor program run by a teacher and School Learning Support Officer (SLSO). Even though the outdoor area was shared collaboration amongst the staff was minimal. The two separate indoor programs did not reflect a professional collaboration that promotes inclusion and communication amongst all the preschool and early intervention staff. The importance of providing inclusive and sustainable learning environments that maximise and promote student’s learning is reflected under Quality Area 3 of the National Quality (NQS).

I led the transformation of the two preschool classrooms to create a unified learning environment with learning spaces that would span across the two rooms. The design of the learning spaces promoted collaboration, student voice and student choice in learning. This new learning environment in the preschool is perceived as the third teacher, therefore the environment has a role in enhancing the children’s learning and growth (Gandini, 2011). This change with the physical environment and addition of daily critical reflection meetings allowed staff to analyse and identify children’s learning and development to better inform ongoing planning. Research has shown how deliberate and critical reflection on teaching practices contributes to excellence in teaching and improved educational outcomes for all children. The Preschool has celebrated success with this indoor environment transformation with visits from P-2 Initiatives Officers and other Preschool teachers. The feedback from visitors, families, and the community has been positive. The students are active contributors of this environment and the spaces are respectful of student’s emerging skills and competencies providing opportunities for them to make their own decisions and act independently. The teachers plan using the cycle of learning and their confidence has been built as they see the benefits of change.

Developing a Positive ‘Growth Mindset’ in the Preschool and Early Intervention Preschool to improve student engagement and learning outcomes and to develop a culture of collaboration promoting continuous improvement. I am driving and overseeing a positive culture change. Feedback from the previous supervisor and Principal was for the preschool staff to focus on developing a ‘Growth Mindset’ and to work collaboratively as a team. This related to an identified need for the Preschool to build effective communication skills that are inclusive of all. This goal would also assist the Preschool and Early Intervention team to explore possibilities for different ways of working collaboratively and building relationships. (Dweck, 2006). When staff developed the Preschool Quality Improvement Plan (QIP) they added developing a ‘positive mindset’ under Quality Area 4 (Staffing Arrangements) and this was also linked to, and incorporated in the School Plan, specifically, Strategic Direction 2 ‘Team Improvement.’

Annandale Public School is a two unit Preschool and with a team of two teachers and two School Learning Support Officers (SLSO). The change required that the SLSOs not be allocated to an individual room or a teacher. The teachers would also not be allocated a room and would be working as a unified team to plan for all the students attending the preschool. To achieve this goal, I engaged staff during the planning phase of these changes allowing clear points for discussions and input. We discussed research on best practice e.g. ‘What works best: evidence based practices to help improve NSW student performance’ (CESE) that outlines collaboration as one of the key themes for improving student performance. The National Quality Standards (NQS) and National Learning Framework ‘Being, Belonging and Becoming’ were used to guide and clearly identify reasons for decision making around the changes.

During this process one staff member was finding the change extremely difficult. I managed her loss of familiar processes and elements of her role by building her confidence and security with the changes. I did this by scheduling one-to-one meeting with her personally to have discussion sessions to allow her to share her feelings about the changes. During the changes I stayed focussed on the reasons for change and repeated this whenever I could as well as backed it up with current research. This assisted the staff in making sense of the change process. After the team changes were implemented I focused on effective communication processes. I provided opportunities for collegiality and collaboration so that communication was open, honest and solution based. I did this by: Building the rapport and developing trust amongst the Preschool and Early Intervention team and myself as their leader. The staff were given a feedback form and staff who completed the feedback form provided insightful and valuable information. This included that they wanted to be provided with opportunities for conflict resolution and team building activities.

The staff also indicated that they wanted roles and responsibilities clarified. I invited the P-2 Initiatives Officer to visit and organised a breakfast meeting. During this meeting the P-2 Initiatives Officer discussed roles and responsibilities and provided the team with guidelines and ideas for conflict resolution. I introduced ‘Bug Bears’ a forum for staff to air their concerns. Staff provide a concern with a possible solution and this is discussed until a consensus on a way forward is reached. I also established communication and effective meeting protocols.

This included developing an Action Item Minute Meeting Plan and a meeting agenda that is emailed so that it gives staff time to pre-empt and plan what may arise. It was also decided that administration items be emailed so meetings focus only on professional learning and preschool planning. The staff are improving their practice with daily reflection meetings and these meetings capture and recognise the team’s input. As a team we share successes and celebrate these on a regular basis. This has helped the staff recognise change as a positive part of driving continuous improvement and has built staff morale ‘positive mindset.’ Personal Development Plans (PDP) reflect current needs and there is a culture of collaboration and cooperation amongst all the team.

As P-2 Initiatives Officer, I will practice sound judgement and decision making with an awareness of implications and contribute to solutions and future strategies. I will identify issues relating to Early Childhood Education and Care including preschool education and develop creative solutions to emerging issues with best practice being at the forefront driving continuous improvement for all children in the early years of education. I am adept in addressing emerging challenges and risks whilst embracing and implementing change initiatives. ►

Demonstrated knowledge of relevant early childhood frameworks, curriculum content and understanding of current trends in teaching, learning and student wellbeing.

I am a passionate, innovative and visionary educator with a commitment to excellence and the provision of a balanced holistic education for students at all ages and levels, working in close collaboration with all members of the community in implementing and evaluating the school’s strategic direction, seeking innovative and progressive processes to support the existing and lead the future development of the school. In addition I develop a strategic approach to improvement in Learning and Teaching across the school, working with the leadership team and staff to ensure improved learning outcomes for all students in an environment of innovative and progressive learning and teaching. As a leader in both Preschool, Early Intervention Preschool and member of the Learning and Wellbeing team who leads the reading programs across the school, I possess an extensive knowledge of relevant early childhood frameworks, curriculum content and understanding of current trends in teaching, learning and student wellbeing.

I led the Annandale Public School Preschool in critical reflective practice using the cycle of learning (Observe; Analyse; Plan; Act/Do; Reflect) in order to maximise positive working relationships, collegiality and cohesion. The Early Years Learning Framework (EYLF p. 13) identifies ‘ongoing learning and reflective practice’ as one of the five principles that underpin effective childhood pedagogy. This outlines the complexity and holistic vision of reflective practice for continual improvement and ensures our reflection is consistent with our beliefs, philosophy and vision. Research shows that reflective practice makes a positive difference for children, families and communities by improving the overall quality of the educators’ work (Marbina et al; 2010).

Furthermore I played a key role in guided staff in demonstrating the cycle of learning using Filmpond as a way to document a café project.

Annandale has a café culture and many children visit cafes on a regular basis and a group of students were observed role playing a café visit in the home corner. After having conversations with the children about cafes a menu, real crockery and cash registers were incorporated in the home corner to extend the play. The following week children were given roles and were guided by the teachers. The parents were also involved by filling in a survey about what cafes they visit and a parent came to talk to the children about her role as a waitress in the local café. The children then went to visit a local café where a custom menu was made so that the children could order independently. A thank you present was made by the children as a gift to the café. This café project was a great success as it clearly demonstrates students ongoing engagement throughout the project and the continuous reflective planning.

I work systematically and collaboratively in leading successful transitions and embedding formative assessment in all teaching and learning programs across P-6 and the community of schools. As Early Action for success school, I have led a shift within school practice to build a school culture of data-driven conversations, reflective practice and continuous learning that empowers teachers by using the research of John Hattie, Helen Timperley, Dylan Wiliam, and Michael Fullan. This shift in classroom practice has been recognised and commented upon by a steady stream of visits from teachers in my community of schools. I am effectively leading, supporting and mentoring teachers through this change. This includes coaching and mentoring teachers to embed formative assessment strategies into their daily practice. For e.g.

Encouraging students to be instructional resources for one another; providing feedback that moves learning forward; engineering effective classroom discussions, questions and learning and clarifying and sharing learning intentions and success criteria with the students (Australian Professional Standards for Teachers - Standards 4 & 5).

As a result, teaching teams have investigated innovative learning environments (Heppell 2013) for student directed learning, including designing and using regularly formative assessment strategies such as ‘Bump it up walls’ and teacher-student/student-student feedback.

I have led the Preschool transition to school ensuring a continuity of learning. Transition to School Statements are authentic and provide relevant and informative information that support children’s transition and ensures Kindergarten teachers use this information to meet the needs of the children in their class. The majority of Preschool students continue into Annandale Public School and it is important to cultivate a sense of belonging to their school community. We do this by scheduling kindergarten teachers to do preschool duties to get to know our children as unique learners; the preschool regularly takes part in whole school programs throughout the year such as Kitchen/Garden Program, Easter Hat Parade, Book Parade, Gymnastics all contributing to the children’s sense of belonging to the school; community invited to open days and workshops on various topics such as ‘Early Reading and Writing.’ In term 4 there are Primary buddies that visit the Preschool. Our buddy program occurs during lunch time when selected students come down and interact socially with the Preschool students during outdoor play. Preschool educators have a strong voice and collaboratively work along-side the Kindergarten teachers to create the Kindergarten classes considering children’s individual needs, friendships and teacher expertise.

The Preschool staff have structured opportunities to engage in quality dialogue with the Kindergarten teachers regarding Transition to School statements, Individual Learning Plans and other crucial information about the children. I have partnered with local preschools and led workshops and parent information sessions on a ‘Kindergarten Program’ as well as ‘Early Literacy in Kindergarten’. Positive feedback by local preschools identified that families found the range of information, resources and learning opportunities so they can be partners in helping transition to school. This builds strong connections between the school and home as well as regular volunteers in our school programs such as reading and kitchen/garden program. As a result, our youngest learners enter their first years of formal schooling full of confidence and enthusiasm as well as feeling safe, secure and supported as their individual needs and interests are recognised and planned for. This promotes a smooth transition from preschool to school and a positive start to school for students, families and the school team.

As P-2 Initiatives Officer, I will coordinate assessment processes and deliver professional learning to support the implementation of Best Start in schools and collaborate with schools to develop effective transition programs for schools while supporting Departmental preschools in implementing relevant regulatory requirements for prior to school services. ►

Knowledge of and commitment to the Department’s Aboriginal education policies.

I possess a sound understanding of cultural awareness which can be demonstrated in my experience working with people from diverse cultural backgrounds including Aboriginal and Torres Strait Islander people. Aboriginal education is everyone's business and it is the role of the Principal to deliver this key message while working to close the gap in opportunity and achievement between Aboriginal people and their fellow Australians. The Aboriginal Education and Training Policy, The Aboriginal Human Resources Development Plan (2012-2017), the Partnership Agreement (2010-2020) between the NSW AECG and DoE, and the National Aboriginal and Torres Strait Islander Education Action Plan: 2010-2014, must guide decisions being made. My understanding, commitment and actions can be evidenced in my experience below: •

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Assisting in leading the Learning & Wellbeing Support Team at Annandale Public School in unpacking the Premier’s Improving Aboriginal Education Outcomes priority which aims for a 30% increase in the number of Aboriginal students in the top two NAPLAN bands in reading and numeracy by 2019.

As a school we have identified all Aboriginal students, analysed baseline data, developed personalised learning pathways (PLPs), and used data to target our additional LaST support purchased through SBaR Aboriginal funding. Progress is being monitored over time with improved outcomes evident in the area of writing, reading and spelling.

Assisted in unpacking the Premier’s Improving Aboriginal Education Outcomes priority which aims for a 30% increase in the number of Aboriginal students in the top two NAPLAN bands in reading and numeracy by 2019. As an avid member of the Learning and Wellbeing Support Team we identified all Aboriginal students, analysed baseline data, developed personalised learning pathways (PLPs), and used data to target our additional Learning and Support Teacher (LaST) support. Progress is monitored over time with improved outcomes evident in the area of writing, reading and spelling.

Commitment to closing the gap in literacy and numeracy achievement for Aboriginal and Torres Strait Islander students. I work in consultation with parents and the Learning Support Team to develop Personalised Learning Plans (PLPs) for Aboriginal and Torres Strait Islander students to promote equitable outcomes and enhance self-esteem and cultural identity. I provide training to all staff on how to develop their PLPs. I used inclusive quality teaching and assessment practices that are informed by current research to collect, analyse and track data, ensuring that the individual learning needs of Aboriginal students were met and targets and goals were achieved. As a result, supportive learning environments, where Aboriginal students can improve their skills, knowledge, and application of appropriate levels of education. Progress is continually monitored and target intervention is being implemented across the school. The progress demonstrated that students with PLPs and targeted support made better than predicted progress in writing, reading and spelling.

Provide a supportive and culturally inclusive environment that values and acknowledges the identities of Aboriginal students in my classroom and the school and provide a supportive and culturally inclusive learning environment. I plan and develop units of work in English that include rich quality texts written by Aboriginal and Torres Strait Islander authors. Including Indigenous perspectives across the curriculum has been a key component to engaging Indigenous students in learning therefore with better outcomes. I aim to positively influence Indigenous and non-Indigenous understanding and appreciation of Indigenous culture contributing to a more positive school culture and Indigenous students’ sense of belonging at school.

Commitment to increasing knowledge and understanding of the histories, cultures and experiences of Aboriginal and Torres Strait Islander people. Working collaboratively with teachers to ensure the Aboriginal Education and Training strategy 2009-2012 and Aboriginal perspectives are embedded into teaching programs to allow Aboriginal students to connect with curriculum and feel valued at school. As a result, Indigenous perspectives have been integrated as cross-curriculum priorities into my teaching and learning across all curriculum areas.

Assisted in the organisation of NAIDOC week celebrations for the whole school (Preschool- Year 6) an annual cultural school event that celebrates Aboriginal and Torres Strait Islanders culture and history. All members of the wider school community are invited to attend and students from K-6 partake in a number of diverse Aboriginal and Torres Strait Islanders cultural experiences including dancing/singing and art/craft. As a result, all students were immersed in the local Aboriginal culture, music and stories.

I am confident that my relevant knowledge and experience would be well utilised as a P-2 Initiatives Officer, having developed the capacity of the educational community so that literacy and numeracy attainment for all Aboriginal students is front of mind. Enhanced life outcomes are the end target and achievable through high quality education. I have the ability to drive an agenda of shared responsibility and improved cultural understanding about Aboriginal Australia via the disbursement of meaningful and culturally relevant events and programs.

Selection Criteria Director, Off Campus Learning | Department of Education LEADS AND VALUES PEOPLE • • •

Motivates and develops people Values diversity and respects individuals Builds a culture of improving practice

Persuasive, confident and capable, I have held numerous leadership responsibilities throughout my career with a high level of competency in leading, managing, training, mentoring and coaching team members to achieve optimal results and service standards. In my current role as the Deputy Principal Network Student Engagement Team with the ACT Education Directorate, I was tasked to improve the service delivery within the Network Student Engagement Team. Determined to achieve desired outcomes, I utilised my initiative to lead a systematic review of procedures within North/Gungahlin NSET, implemented professional supervision and coaching of team members and managed underperforming staff members, modelled exemplary practice and built professional and productive relationships with all 22 schools by meeting regularly with educational leaders and responding to requests for support. Furthermore I established and instilled a positive team culture and a clear understanding of what schools need. Under my leadership and direction, excellent outcomes have been achieved. I successfully supervised a multidisciplinary team, built a credible reputation amongst the 22 schools, managed numerous incredibly volatile and complex staffing and student situations, provided advice to Senior Executive Team and led system improvements within NSET as a member of the senior executive team, which included branding and messaging, referral processes and policy improvements.

As an accomplished and innovative educational leader, I take responsibility for managing efficient operations including assigning workloads, monitoring resources, work flows and standards and ensuring workplace and the department’s objectives are delivered within deadlines, promoting and supporting a culture of achievement and excellence with an extensive background in alternative education and Future Focused Learning spaces. I possess a an-depth understanding of the CES Project and I am an active member of the planning team. In my current NSET work as a Deputy Principal Network Student Engagement Team as a leader of a multidisciplinary team, has provided me with an opportunity to expand my experience by enabling me to work across early childhood, primary and specialist settings. Additionally, it has allowed me to grow as a leader by gaining an authentic system perspective. I have the secondary educational experience, the organisational and leadership skill set and the vision and courage required to lead the next stage in the development of the Off Campus Flexible Learning Program.

I have utilised high level project management skills with proven ability to creatively problem solve and think strategically whilst coordinating major projects from project conception through to the implementation phase, consistently implementing solutions on time and budget whilst meeting project specifications. I have prepared project plans, schedules, documentation and tracked progress through all stages to ensure on time delivery whilst meeting project objectives. I was assigned the role as Project Leader of the Engaging Schools Summit 2017 and my leadership and organisation of this event initiated positive feedback from principals and colleagues, demonstrating my ability to lead system change and manage successful projects. Future Focused Learning Contexts require a sophisticated understanding of the FFL Standards and there is a complex interplay between them in practice. I have access to contemporary assessment models and I am well placed to continue the work that is now needed in the educational design of the Off Campus Program Model.

My links to Dusseldorp Forum, The Snow Foundation, Big Picture Education Australia and Lee Watanabe-Crockett ensure that the educational integrity and high expectations of the design is translated into practice. Learners need to ‘leave the classroom to learn’ and the community becomes another teacher in a Future Focused Learning context. As I have undertaken throughout my career, I will establish strong partnerships with the community to enhance the educational programs of learners, ensuring that teachers employ contemporary pedagogies that promote 21st Century skills. Furthermore I will lead the multidisciplinary team to develop effective wrap around approaches for all learners.

Over the past thirteen years in management roles, I have led teams through systems that organise and support students and have stewarded three schools through the development of accountabilities, structures and processes and financial planning that makes these systems work.

Maintaining accountability systems, quality assurance systems linked to the School Plan are central to my work as a school leader. Whilst leading Student Services teams in three different school settings, I have delivered student environments that are orderly, trained staff to rely on best practice processes and procedures and always centred on best outcomes. In assuring quality systems as an NSET SLA, I have highly developed skills and abilities in systems management and project planning that are supported by new technological focuses and grounded in human capital.

I have gained experience in Place-based Initiatives, managing and initiating various programs designed and delivered with the intention of targeting a specific geographical location and population group in order to respond to complex social problems. I have had discussions with senior managers currently leading new projects to ensure alignment of our collective projects, hence I am confident in continuing to lead the development of these place based initiatives as part of the Director’s role.

SHAPES STRATEGIC THINKING Inspires a sense of purpose and direction • • •

Encourages innovation and engages with risk Thinks broadly and develops solutions

I consistently provide vision and meaningful direction, working with staff to translate strategic themes and priorities into business processes and outcomes. My approach to educational and strategic decision-making is consistently proactive and student-centred. I actively provide input into the formulation of strategic direction and promote the department’s priorities and business directions. Strategic decisions I have set are based on best practice models and my own experience, values and vision. I am clearly capable of making unpopular decisions if they ultimately lead to tangible, long term and positive outcomes for students. Executive Teachers have commented on the high level of support I have offered staff whilst proceeding through these periods of improvement. I have utilised a strategic approach to select particular projects that have positive outcomes for student engagement.

Leading improvement, innovation and change as an educational leader, I have a proven track record of courage to innovate, reflection to improve and determined leadership to change. I have recently been acknowledged by two Not-for-Profit-Organisation Boards for my leadership and innovative management of a national project. The entire focus of this work with universities was in establishing academic standards for students through portfolio preparation and by ensuring that universities understand the rigour of the students’ preparation to exhibit work in a portfolio. The learning I have derived from this extensive level of public consultation and development has been immense. As Project Leader of the BPEA Portfolio Entry to University Project, I have changed university processes to enhance educational opportunities for students. I coordinated all communications, negotiated MoUs, wrote a National Standards Document using the Australian Core Skills and Australian Qualifications Frameworks and trained principals and teachers to develop curriculum for senior students on how to prepare university level Graduation Portfolios. This was a large-scale project involving numerous stakeholders and is current evidence of my capacity to engage national educational leaders to work together to achieve a common goal. In 2017, the pilot year, students utilised this pathway and commenced their degree courses at The University of Newcastle, ANU and Murdoch University. Feedback regarding my leadership of this fundamental innovation has been very positive. I have worked autonomously, collaboratively I have been persistent and have consistently maintained a focus on the student at the centre in all my decision making.

My contributions in transforming the Connect 10 space and my dedication to Future Focused Learning contexts led to my appointment as Project Leader of a National Project working with Big Picture Education Australia and Dusseldorp Forum. My approach to educational and strategic decision making is consistently proactive and student-centred. I am capable of making difficult decisions when they ultimately lead to tangible, long term and positive outcomes for students. I understand the internal and external factors influencing the department and align organisational operations accordingly, giving consideration to the varying perspectives, interests and needs of stakeholders. Senior executives have commented on the high level of support I have offered staff whilst proceeding through periods of improvement.

As the Deputy Principal of the North/Gungahlin NSET, I managed a multidisciplinary team of 22 staff. Upon my commencement, it was evident that NSET did not enjoy a positive reputation, processes and procedures lacked detail and clarity and morale was quite low.

In 2016, I was tasked to improve the relationship between school and NSET and manage staff to include Allied Health members and implement a stronger multidisciplinary approach. I worked closely with my team to ensure communication and instructions were clear, then introduced protocols at team meetings and senior executive meetings, promoting a solutions focused approach. I worked diligently to build string relationships with all the principals in my network, regularly attending network meetings and ensured that my role was primarily out in schools not only in the office. I devised strategies to manage underperformance, ensured all staff attended good quality professional learning and every professional group had access to clinical supervision. Under my leadership, we led a pilot process to collaboratively design a robust referral process using the Solution Fluency. In addition we reviewed the professional learning programs with a Project Team.

I routinely managed some extremely difficult situations and always ensured that the interests of the student were the highest priority. I left my team as a cohesive cohort who were very supportive of my leadership. Senior executives commended me for my inspirational leadership of the team, my relationships with schools and my ability to manage challenging cases and situations.

My Director stated that “I have been operating way above a Deputy level” and was very appreciative of my support and humour during difficult and challenging times.

In numerous roles undertaken which include acting SLB positions, I have led strategic and operational processes in staffing that supports the agenda set by the Strategic Plan and the SLA. People should know that “the trains run on time here” (Linda Bendikson) when speaking about your educational institution. My mentors and members of my team, often tell me they value my attention to detail and my ability to write and oversee procedures and policies focused on school improvement.

I am aware that coordinating effective Distance Education involves strategic thinking to establish an organised, well-functioning process and team to restructure the way that EDU offers distance education to students. I am keen to work with the Director of Student, Engagement and NSW Distance Education and relevant EDU branches to restructure and significantly improve this service offering for young people. I am committed to ensuring that case management principles are met and that all relevant policies and procedures in relation to student safety are applied and high quality educational outcomes are delivered to students and families. I have commenced discussions with NSW Distance Education, Director of Student Engagement and I am confident in my ability to design a robust and efficient set of procedures that will ensure a high quality distance education service for young people who need this provision.

ACHIEVES RESULTS WITH INTEGRITY • • • •

Develops organisational capability to deliver results Manages resources wisely and with probity Progresses evidence-based policies and procedures Shows sound judgement, is responsive and ethical

Supporting a culture of achievement and excellence within my area of responsibility, I provide sufficient support to enable others to deliver on objectives. I actively encourage a positive work culture that is committed to the efficient, effective and lawful use of the department resources and optimal business processes, supporting high levels of responsiveness to changing demands and high standards of work performance. As a dedicated and efficient manager, I readily undertake reviews of business functions and remain alert to opportunities for continuous business process improvement.

As the Deputy Principal Network Student Engagement Team, the Department were securing the Smith Family Building with a mission to use a single select procurement process in order to utilise public resources ethically. I was tasked to analyse feedback from Community Workshops and make data informed decisions to find a suitable physical location for the program instead of a virtual hub. Embracing this challenge, I proceeded to conduct site visits to a range of potential sites after consulting with ACT Property Group. After locating a suitable site, I arranged a DDG (Deputy Director General) site visit, worked with Infrastructure and Capital Works (ICW) to investigate viability of site, wrote brief for DDG to seek permission to proceed then worked with ICW and ACT Property Group and Smith Family to conduct a single select procurement process. I oversee the negotiation of the lease through to securing of the property and signing of the lease. I am currently overseeing fitout which involved working with an interior designer to implement the Minister’s future focused vision for the learning space and now ICW and ICT Shared Services to implement the plans such as furniture, internet access and IT requirements. Despite setbacks and a longer timeframe to sign the lease, the site will be ready on time as I have persisted and led the process with all stakeholders including the ACT Property Group, Smith Family and ICW. This is a unique situation as it is rare to implement government infrastructure into a non-government building so the processes have been complex to navigate as it is all new.

During my involvement in the design of the Off Campus Flexible Learning Program, I have been tasked to liaise closely with community agencies to develop a best practice model. I greatly value cross directorate collaboration and have sought numerous opportunities to engage productively with the community to ensure that I design a program that truly engages young people and their families by utilising all available supports in the community. I have engaged community representatives on the Working Group to gain their insights on major design elements, particularly the case management framework. My role enabled me to liaise with all Community Network Partners to obtain their feedback on the program and their opinions and ideas have influenced my decision making. I researched numerous sites for the Off Campus Flexible Learning Program and worked with The Smith Family Building to secure a site on Woden. We are now leasing this site and co-locating with The Smith Family. I have formally secured a partnership agreement with the Messengers Program so the students can access a diverse range of the arts curriculum on a weekly basis. I have engaged PCYC to provide a Youth Worker with access to a bus and programs to work as a part of the Off Campus multidisciplinary team. These examples are symbolic of my ability to authentically partner with the community to create meaningful opportunities and positive outcomes for students. Feedback gained from my leadership of a recent community workshop outlined the community’s positive response to being authentically involved in decision making and working together with the Education Directorate to design future focused and holistic education for students. Community participants stated that this was one of the first times they felt they were genuinely involved in the design process and believed that their opinions mattered.

Themes from this workshop were collated and I have led the project team to address each theme as we continue and finalise the design phase of the Off Campus Flexible Learning Program.

I have consistently used a process-driven approach which is a hallmark of my management style. I hold myself accountable as a school leader for the use of the collective time of staff, providing leadership in ethical behaviour and ensures that the department’s goals, priorities and standards are met regardless of personal views or agenda. Teams under my guidance, initiate systems that minimise time which can detract from teaching, learning and student outcomes. In creatively managing task reallocation, systems design and automation and in refining communication strategies, I have successfully developed a streamlined school structure that supports teachers. Members of my team have provided me with positive feedback for the manner in which I have introduced the use of collaborative tools such as the GAFE platform, Trello, Asana, Pinterest and other cloud based communication tools. Whilst working with the Global Digital Citizen’s Foundation, I facilitate skill sets in my teams that are efficacious and long lasting. Students are aware that my teams work well together to resolve problems and share the same philosophy, thus resulting in a harmonious and respectful work environment for young people. I worked diligently to build an efficient, compassionate and professional team culture within all of the Student Services Teams and the N/G NSET I have led. Hence many staff have complimented me on my ability to act professionally, ethically and impartially.

I am keen to contribute to the Murrumbidgee Education and Training Centre and I am confident in strengthening practice, providing support and leadership to the team and the Deputy Principal, who performs the role of site manager, writing Annual Action Plans and setting strategic direction of the centre. Furthermore my expertise would be well utilised in working with Bimberi staff, overseeing staffing and budgets, exploring innovative opportunities for young people to connect with community, programs and vocational education. I have worked with METC senior executive on exploring links to the Off Campus Program and considering about how we can further support students transition back to their PEA schools. Furthermore I have explored vocational educational opportunities that consider the restricted nature of the young people, represented EDU at the Blueprint for Youth Justice Workshop Series and I am currently providing support to the Deputy Principal whilst the current principal has retired.

FOSTERS COLLABORATION • • •

Listens and communicates with influence Engages effectively across government Builds and maintains key relationships

I readily seek opportunities to develop and maintain relationships within the department and with external stakeholders in pursuit of positive outcomes, student and community interests, I anticipate and ensure responsiveness to stakeholder needs. Promoting an environment of teamwork and cooperation, I encourage, contribute towards and support an environment where the contributions of others are recognised and achievements acknowledged. Communicating with influence, I present information with a high level of proficiency and for maximum effect both orally and in writing.

In employment in the ACT Education Directorate, I collaborate and develop partnerships with stakeholders on a regular basis including Directorate Executives, NSET staff and strong working relationships with Principals in order to achieve positive results for all students.

I am committed to ensuring that modelling and developing a strong focus on connecting the family into the school community and listening carefully to parents will continue to be a focus with all Network Teams. I have long maintained a strong community focus that engages family with the school as a community and a culture. Furthermore I initiate and successfully maintain productive partnerships with students and their families and I am extremely dedicated to achieving improved outcomes for students, families and the community of teachers. This is the template upon which I will build authentic teaching and learning colloquiums with all stakeholders at NSET. Leading by example, I set goals within my team based on being measured, authentic and entrenched improvements in classroom practice. We worked together through a data driven process when implementing changes to Connect 10 at LTC in 2013 and it has been essential to have a strong methodology to demonstrate the progression of learning and engagement with school. This assists the NSET SLB’s material to provide teachers with rich data on positive changes that their work is developing. Furthermore, it enables me to utilise this data for Directors School improvement and Senior Executive from the Education Support Office when providing feedback to the Minister.

A conceptual model of service delivery was the foundation for the Partnering for Future Focused Learning workshop that I led and organised in June 2017. The workshop was an opportunity for key community stakeholders to test the conceptual service offering and further explore the importance of cross agency collaboration in delivering the program. Additionally the workshop was useful in identifying the structural elements required to ensure that productive collaboration is achieved at the individual, family and system levels. Several themes were raised at the workshop, including formalising collaboration, clear and transparent communication and the importance of bringing together representatives from government agencies and non-government services, local people and communities to create a strong authorising structure. Determined to achieve positive outcomes, I designed a governance model for the CES Initiative based on feedback from the Workshop. I wrote a Minister’s Brief outlining the governance structure. It outlines the roles and objective of each governing body, and has been tested with and agreed to by the Off Campus Working Group, Dusseldorp Forum and Community Services Representatives. A comprehensive CES Governance Model has been designed, tested and refined and provided to the Minister. Critical Friend feedback on the model was very positive and community representatives noted that they felt their voices and opinions were valued.

I have followed my own interests and volunteered to be a part of the CES Project since its inception, establishing positive and professional relationships with members of the CES Core Project Team. Through this work I have developed an in-depth understanding of the CES Model, the research from Griffith University and how the four Tiers connect. I am already extensively invested in this work. As the Deputy Principal in charge of the CES Coaches, they have commented upon my in-depth FFL knowledge and collaborative and authentic leadership style.

The Continuum of Educational Supports (CES) Project is a system wide initiative designed to strengthen the supports on place for all students in the ACT high school sector. I was successful in securing the Project Manager position at the end of Term 1, 2018 and currently lead a team of executive teachers who coach and support leadership team in high schools to implement the CES Framework. I have also designed an Off Campus Flexible Learning Program for students with challenging and complex needs. The program will be running by Term 4 this year. In my capacity as Project Manager, I have designed the educational program, referral process, governance model, secured the site, organised the fitout and I am currently finalising recruitment of the multidisciplinary team.

Concurrently, I am leading the CES Coaches to build capacity of the high school leadership teams to provide alternative onsite provisions for disenfranchised students whilst ensuring that their universal practices are greatly enhanced. Firstly I worked with the previous Policy and Projects Senior Manager to identify a clear project plan and introduced new efficiencies i.e. Trello to promote a contemporary, collaborative and productive approach. I then led the Project Team to manage timelines and all related tasks, identifying more efficient ways to approach the task and introduce an educational lens to the work. Furthermore I collaborated with other Directorates including CSD, JACS, Health together with community agencies and national and international critical friends. Communicating with influence and gaining the perspectives of others, I liaised with internal stakeholders such as Strategic Finance, Infrastructure and Capital Works and Planning and Analytics to ensure that budget requirements were met, fitout deadlines would be managed and data informed decisions could be made. In addition, I have ensured that all major decisions have been presented to a Working Group such as CSD representatives, Directors and Principals. I have successfully briefed up to the Deputy Director General, the Minister of Education and the Director General about this Project. Additionally, I have worked closely with the Future of Education Team and the Strategic Plan Team to ensure that our work is closely aligned. Under my leadership, the Off Campus Flexible Learning Program is on track to open its doors in Term 4.

I have found innovative ways to manage delays and have worked effectively with Strategic Finance to carefully manage the budget.

As Panel Chair for all positions, I have met all deadlines for staffing and staff will complete training and induction prior to the Program commences. For my contributions I have received positive commendations from senior executives, community stakeholders, colleagues and critical friends.

EXEMPLIFIES CITIZEN, COMMUNITY AND SERVICE FOCUS • • •

Understands, anticipates and evaluates client needs Creates partnerships and co-operation Works to improve outcomes

In my current and previous roles, I have maintained a strong focus on quality service delivery and community service, effectively liaising, negotiating and resolving conflict with colleagues and clients from a range of backgrounds and cultures with a sound appreciation of differences. Actively managing client expectations, I anticipate the impact of changing environments on client requirements whilst promoting a strong client service focus and a commitment among others to providing quality client service. I ensure that managing a high level customer service delivery and ensures stakeholder satisfaction and expectations are taken seriously as a high priority. I have successfully and effectively led the CES initiative at the On Campus and Off Campus level. The Off Campus Flexible Learning Program is one of the first representations under the ACT Minister’s Future of Education Strategy and has been designed to be a future focused learning program for young people in Years 7 - 10 that will deliver holistic, trauma informed education, particularly for those students with complex needs. The Program will commence in Term 4, 2018 and I am leading Student Engagement to recruit team members this term so they can join the Project Team and assist in final stages of the establishment phase. My role in the Off Campus Flexible Learning Program will involve liaising with high school principals about referrals, leading the multidisciplinary team, ensuring a high quality, trauma informed, holistic educational service offering. I have designed the educational program, recruited the team, led the student referral process to select students, secured the site, led fitout and led the CES framework implementation in the ACT high school sector.

The On Campus work as part of the CES initiative, I am required to deliver a clear message to high schools and both aspects of the initiative require clarity of message and service alignment, service commitment and service improvement of student engagement and the ways that we include secondary students in their own education, particularly disenfranchised youth. I have played a key role in aligning the service delivery with Planning and Analytics, Strategic Finance, Future of Education Team, Strategic Plan Team, Learning and Teaching, Directors of School Improvement. Additionally I have actively sought collaborative opportunities and met with all EDU stakeholders throughout the life of the project. Since joining the CES Project Team upon securing the Manager position, I have led the operationalisation of all significant elements of the Off Campus Program. I designed components for the students who will be enrolled in the Off Campus Flexible Learning Program including: Service Offer; Learning Framework; Referral System; Governance Model; Vision, Values and Mission; Evaluation Framework for the CES Project. All components have been presented to the CES Working Group, workshopped then refined, included in briefs then included in presentations and publications. At the commencement of the project, I advised and informed the Director Student Engagement on strategies to prepare for the Minister’s Presentation. Furthermore I have delivered presentations to CORPEX (Senior Executive Meeting) and answered all questions from Directors and Deputy Director General capably, Lunchtime Policy Group; cross branch meeting, Whole of NSET presentation and SPI Division Meetings. Under my leadership, the Off Campus Flexible Learning Program will commence operation on schedule and within budget guidelines at the beginning of Term 4. I have recruited quality staff to work as members of the multidisciplinary team, procured the site, overseen the fitout, led the student referral procedures, designed and implemented the educational framework and philosophy.

I was assigned to manage and coordinate the High School Improvement Agenda with an in-depth understanding of the CES Project, having established and led a Connect 10 Program at Lake Tuggeranong College in 2013 - 2015. I have led a team of 4 Network Coaches and a series of 8 Future Focused Educator Forums with high school leaders which comprised a face to face and online component. In addition I have led a Professional Learning session with high school principals on how to measure student engagement and aligned this work with the School Improvement Team, meet regularly with high school principals to oversee development and provide support and advice in relation to this project. When it came time to reconsolidate the funds from other ACT alternative education programs, I have worked with Youth Engagement Program staff and the existing Connect 10 Programs to transition students back to their PEA high school. By undertaking this action, I have demonstrated a sound understanding of system reform, relevant policies and my commitment to deliver positive outcomes for students impacted by system changes. Excellent results have been achieved as I have led this continuous service improvement agenda with all 19 high schools who have committed to constructing their own CES goals. I have capably led this change management journey with the ACT high school sector and have gained the confidence of the secondary educational leaders by offering quality Professional Learning, meeting regularly and leading a professional team of coaches who provide support to high schools. By undertaking this approach, I have built capacity of the high school sector to strengthen and deliver contemporary pedagogies and universal, selected and targeted approaches to all students, particularly those with complex and challenging needs.

As an NSET Deputy Principal, I was requested to manage a sensitive situation in a primary school which involved a complex health situation.

Relationships between parent and school staff was volatile and I was asked to build a relationship with the parent, assess the students health requirements and build capacity of the school leadership team. I undertook observations of the students, met with the leadership team to discuss Behaviour Support Plans and associated Health Plans, undertook home visits with my senior psychologist, briefed the Deputy Director General and Directors regularly, studied related Health Policy, liaised with health professionals, provided onsite support and direction. I ensured my advice back to my senior executives was honest and detailed. I worked with the school to develop best practice plans that had regular review dates and facilitated difficult meetings with parents and school. I applied a solutions focused approach to the entire situation and reminded both parties that, even when the situation became even more complex that it was essential to work together to find an outcome that was going to work for everyone. In addition, I ensured all possible options were explored including transfers to other schools, I organised and attended numerous transition visits. I negotiated with all stakeholders to ensure a positive outcome for students on a daily basis whilst still attending to other duties as a Deputy Principal of NSET. A review of this case was held by an external reviewer. He commended me on my ability to retain the confidence of the parent after all other parties had lost theirs. This year, the parent thanked me for my work with her family and informed me that for the first time ever, her children enjoyed attending school.

John Smith  0439 999 777  john.smith@live.com.au 31 May 2019

Re:

Business Manager | Job Ad Ref: 000064TK

Dear Sir/Madam, As a community-focused and results-driven administration and management professional with diverse experience in the public service, I write with interest to be considered for the above position at Rutherford Technology High School with the Department of Education as recently advertised on www.iworkfor.nsw.gov.au.

Throughout my career over the past 18 years, I have gained a wealth of experience which can be demonstrated in my current role as General Administration Officer and previously as General Administration Support Officer with the NSW Police Force and in my early career with the Department of Defence as Medical Board Confirmations Officer, Hospital Officer Administrator and Vehicle Parts & Transport Officer. As a dedicated and contributing team member, I consistently share innovative ideas and strive to improve efficiency in the workplace, driving continuous improvement and optimal service delivery. I have held numerous leadership responsibilities with a high level of competency in leading, managing, training, mentoring and coaching team members to achieve optimal results and service standards.

Well organised, efficient and achievement orientated, I have demonstrated a proven track record of accomplishment in business administrative and support functions using electronic systems including records management budget, workers compensation and auditing functions to meet business requirements and ensure information is accurate, stored correctly and accurate. Having acquired a proven track record of achievement throughout my career as a valued team member and self-driven individual, I am positive that I would make a valuable contribution as Business Manager with the ability to efficiently manage the school’s business functions including administration, asset management, procurement, finance and work health and safety. I have consistently demonstrated a highly flexible approach with the ability to work on multiple tasks simultaneously, handle interruptions, competing deadlines and changing work priorities.

I possess a sound knowledge of and commitment to the Department's Aboriginal education policies and I am aware that despite the many education initiatives implemented by the Commonwealth and NSW Governments over the past 20 years, Aboriginal students continue to be the most educationally disadvantaged student group in Australia. As a dedicated teaching professional and leader, I lead staff in adhering to The Aboriginal Education and Training Policy which was introduced in November 2008 and was developed to be a living, organic and dynamic document to underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

In my current employment with NSW Police Force, I work with Aboriginal staff daily and work with all staff to meet the management requirements. We have strategies or approaches that we all can complete with the daily working environment. At Redfern Police I deal with the NSW Police Force aboriginal coordination team for sponsorship requirements. I am tasked to facilitate a grant from $10,000 to $50,000 from the Aboriginal Coordination Team and we organise Aboriginal community events to be sponsored around Redfern. I also commit and fund and budget for community meeting with the Aboriginal community located at Redfern Police Station. As the Project Manager, I manage all payment and billing requirements, making sure that it is planned and managed smoothly through all stages from grants, sponsorship and payment. An application had to be written up with a clear project plan, so I facilitated a meeting with the Aboriginal Coordination Team to discuss objectives and sponsorship commitment moneys. I was assigned to facilitate and maintain all documents for the grant throughout the project, negotiating sponsorship payments for aboriginal events and Invoices were maintained and pay for. As one of the project teams we achieved law and order with community and achieved excellent results in crime results, reducing aboriginal involvement in crime statistics and we achieved excellent community engagement. As result in sponsorship and organising community events we has a team received positive feedback from the Region (Central Metropolitan Region) Assistant Commissioner.

As an articulate, confident and highly experienced communicator with strong interpersonal skills, I regularly liaise with internal and external stakeholders both verbally and in writing on a daily basis including clients, management, team members, government and external corporate organisations. I consistently seek to understand the audience and tailor my communication style and message accordingly, whilst listening carefully to others and checking to ensure their views have been understood. As a GAO I prepare reports, emails and forms relating to leave entitlements, workers compensation, sick leave and it is essential that the information relayed is clearly and accurately.

I have attended HR meetings in relation to Injury Management. Using my high level written communication skills, I have accurately produced a diverse array of documents across a variety of styles as may be required or appropriate. Throughout my career I have constantly sought opportunities to develop and maintain relationships with internal and external stakeholders in pursuit of positive outcomes. I develop and sustain productive internal and external networks relevant to the business area and seek to develop mutually beneficial relationships whilst anticipating and ensuring responsiveness to stakeholder needs.

In my substantive position as GAO, I am required to communicate with police within the Command and with members of the public.

In this regard I provide a fair and equitable approach to all customers of the NSW Police Force who come to the police station seeking advice and assistance to ensure the high standards of the NSWPF of ethics and professionalism is maintained. While relieving as Executive Officer I communicated daily with the Commander and other senior police to discuss issues relating to police complaints, disciplinary matters and other current issues at the time. I liaised with the NSW Ombudsman, Professional Standards Command, Region Professional Standards Manager and investigators in respect to police complaint investigations, disciplinary matters and current investigations on hand. As I was a member of the Complaint Management Team I provided advice on current complaints and any issues arising requiring attention, and provided input into the decision making process.

I have in the past I have designed and implemented a spreadsheet which assists with asset management, by extracting data from the Asset Audit Report from SAP. This enables me to use formulas to pin point the location of the asset within the Command. I also assisted the Central Metropolitan Region Office with the Recreational Leave Matrix that has been utilised within the Region. This matrix incorporates additional leave and all types of leave, for sworn and unsworn officers, which enables the Region and Commands to forecast leave balances.

I have demonstrated the ability to optimise department operations, projects, policies and processes, remaining accountable for the achievement of desired outcomes and driving continuous improvement. I always ensure that I keep up to date and am aware of any changes in policies and procedures that would affect the administration of the duties involved. I have a thorough understanding of purchasing procedures and I am proficient in the process of raising and receipting Purchase Orders. I am aware of the Purchase Card usage up to $5000 in any one transaction and utilising the Read Soft programme within SAP for Direct Invoices. As part of my responsibilities I check and monitor finance transactions and ensure these are costed and coded correctly and without discrepancies.

This has included checking actual line items report and monthly expenditure reports for auditing.

Throughout my career I have a demonstrated track record of confidentiality and discretion with a practical understanding of legislation and statutory guidelines such as the Privacy Act and Code of Conduct. I always maintain paperwork, departmental records and correspondence consistent with departmental protocols with an understanding of access obligations and restrictions in relation to systems, electronic records in line with staff access levels and appropriate delegations. I have maintained a clear and consistent work ethic that respects inherently confidential records including financial records, demographic information and otherwise personal information whereby I am legally bound to not disseminate such information to another party including work colleagues and external organisations.

I have gained advanced computer skills which have been enhanced in the workplace with a high level of proficiency using various systems on a daily basis including SAP, MS Word, MS Excel, MS PowerPoint, MS Access, in-house systems, email and internet. I am confident with these skills and have experience with SAP for all HR & Finance Transactions and reports and Incident and support database (Critical Incident reporting), Excel for Spreadsheets, IBM Notes for Emails, Kronos for rostering and the NSW intranet including the FBT System (Vehicle Maintenance), ICMS System for Credit Card processing, Command Management Framework for monthly auditing, NSW Police Shared P Drive, RMS for records management to maintain record and files, Microsoft Word for Letters/reports, SAP Portal for Plain Clothes Allowance and various other programs.

Committed to professional development and continuous improvement, I have successfully completed a broad range of qualifications and training with the NSW Police Force and Department of Defence, including Applied Leadership Program, Worker Compensation, Executive Officer Training Workshop, Excel Advanced, 4 Day IBR Training Rosters, Time Management, Management Fundamentals and various others. I take responsibility for my own training and development, keeping up to date with new policies and procedures as a dedicated and contributing team member. Dedicated to upholding your vision, I understand that Rutherford Technology High School has taken a lead role with the local learning community to increase interaction between schools and has developed excellent engagement with local industry whilst promoting the ethos of quality teaching and learning, wellbeing and community connections.

I am keen to undertake new challenges with the Department of Education where I can expand my experience working in a team of professionals, whilst adhering to the NSW Public Service Values and Code of Conduct that shape the way we think, react and behave.

Find attached my rĂŠsumĂŠ that details my relevant experience and key accomplishments together with my response to the targeted questions. I welcome the opportunity to attend an interview where I would be pleased to elaborate regarding my potential contributions and suitability. Feel welcome to contact me on phone or email should you have any questions.

Yours sincerely, John Smith

Jane Smith  0438 888 777  Jane.Smith@education.wa.edu.au 1 August 2019 Quinns Rocks Primary School 6 Rees Drive QUINNS ROCKS WA 6030

Attn:

John Nowicki, Principal

Re:

Teacher - Primary

Advertised Vacancy No:

IPS/TCH563624

Dear Mr Nowicki, Having demonstrated a proven track record of achievement as a professional and dedicated teacher with the ability to inspire students to develop a passion for learning in vibrant, engaging and supportive classrooms, I write with great interest to be considered for the above position at Quinns Rocks Primary School as recently advertised on www.jobs.wa.gov.au.

As a nurturing and inspirational teacher, I motivate students by providing a positive learning environment that caters for a variety of ability levels and encourages all students to reach their full potential. Over the past 10 years, I have contributed as a Primary Teacher at various Western Australian schools including my current employment at Goollelal Primary School and previously as Greenwood Primary School, Joondalup Primary School and Karratha Primary School with a strong commitment to developing a child’s confidence and self-esteem and leading them towards their goals. As a versatile educator, I have had the opportunity to instruct a wide variety of students including those challenged by autism, ADHD, developmental delays, learning difficulties and other health related afflictions. Moreover I have taught children who function below and above their grade level. As a result, I am able to accurately assess a student’s unique needs, tailor lesson plans to accommodate diverse interests, develop and adhere to IEPs and provide individualised support.

Additionally I utilise a number of approaches and teaching techniques to ensure that each student is able to comprehend the presented information, enhance their own personal; skills and have fun and socialise. One of my strengths is the ability to keep students motivated and encourage them to participate in the learning process while showing the utmost sportsmanship. I provide individualised praise and positive encouragement to boost all students confidence and self-esteem while developing an excellent rapport with students. I have developed activities which improve the physical, social and emotional development of children in primary school environments and gained artistic and computer skills which are an asset when developing class projects and teaching children. My potential contributions can be further evidenced in my response to the competencies against the following domains: PROFESSIONAL KNOWLEDGE I possess an in-depth understanding of contemporary trends in society and education, coupled with a clear articulation of what this means for an education that prepares girls for their life beyond school. Among contemporary trends, technology advances at light speed. Market style competition and globalisation have brought higher education services into a new era of competition. I believe it is highly important to provide an environment that is stimulating for the students to work in, which in turn stimulates their desire to learn.

In order to optimise the motivation and engagement of students to learn, it is important to use hands-on teaching strategies and move from the concrete to the abstract. To achieve positive results, I implement group rotation activities in literacy and numeracy that target different aspects of a teaching element and allow the students to perform theoretical and practical activities to consolidate learning. In mathematics I provide the students with teaching sessions based on the content, hands on activities and numerical problems. In literacy I differentiate tasks by creating three spelling groups that are based on ability level and cater for this with separate lists and worksheets. During group rotation activities in reading and literacy the students are mixed to allow for peer tutoring and for the teacher to provide target practice with a remedial group so therefore all student’s needs are accommodated.

Instilling a fun yet educational environment, I provide a reading and games corner that enables students to read in a relaxed environment and games are utilised as a reward system once core activities are completed, which has enhanced the student’s communication skills and provided them with a zone in the classroom that is safe and comfortable. I have also found this has worked

extremely well in catering for my special needs and autistic children by providing them with an outlet they can work towards. I have created several reward systems such as group points, an Easter extravaganza and an opportunity to meet a superhero who happened to be an Eagles football player. The student’s had to achieve a certain amount of class points to participate in these activities which they filled out into a class grid chart that was highly visual and competitive.

To aid student learning and enjoyment at Goollelal Primary School, I create a classroom that is highly motivating and inviting for the students and appreciated by the parents and class visitors. My classroom consists of several charts to aid the students learning, an enlarged map of Australia that I have drawn and artwork that relates to particular themes we are studying in class. For example, my current classroom has been transformed into a ‘jungle’ as the students have been learning about Tarzan for drama and rainforests for research, which has enhanced the student’s creativity and imagination and as a result, they have written detailed narratives and transformed themselves into role playing certain characters from Tarzan during drama lessons. This term at Goollelal Primary School, I am required to conduct a whole school assembly for Harmony Day on the 22nd of March. This involves putting together an item for 8 classes that range from pre-primary to year 6. Each class is representing a certain country and are currently learning a dance. When I conduct my lessons I combine the 2 elements of Dance and Drama. The outline of my lessons is as follows: -

Opening ritual: Introduce yourself and state your favourite colour (favourite number for upper primary students).

Warm-up: Each student is given an animal card that matches a partner and they need to pretend to be that animal to find their partner.

Activity: Practice how to meet and greet someone in partners.

Item practice: Students learn their dance for Harmony Day. Closing ritual: Line up single file according to height without speaking.

Additionally, the lower primary students are learning dances that have less steps and more repetitions than upper primary students.

The songs I selected relate to each classes specified country and are hip, have a good beat and inspire students. I have selected countries and cultures that students can identify with and fit in with the curriculum i.e. England/Explorers, New Zealand/Maori and Australia/indigenous. Furthermore students need to feel proud of their achievements, hence I readily pin work up in the classroom and like to link work to items and show case it at assemblies in the form of art and writing samples. The student’s then have the opportunity to share their knowledge with the school and feel good about it and it also gives feedback to the parents in the audience.

For example, students in my class have read out aloud a modelled writing recount of Tarzan, a research summary on Vikings and a report on native American Indians and displayed their head dress art and god’s eyes.

To add value to my lessons and to ensure all student’s needs are being met, I incorporate other materials into the broader school programs. For example, I implement the Australian Curriculum resources, Mathematics Today Series, Primary Maths, Studyladder, New Wave Mental Maths and Ninja Maths into my numeracy program in addition to Stepping Stones which is utilised by the school.

In literacy I develop my own spelling activities to strengthen the Words Their Way program along with accessing activities from Primary Literacy, Scholastic Spelling and Jolly Phonics.

I am proficient in using technology to support student learning. The Smart Board is frequently used as an extra tool in my class during group rotations, whole class activities on Studyladder, research projects, art lessons, drama, class Dojo and to focus the students attention on the latest discussion posted onto Connect. I incorporate the iPads during maths and reading lessons. I recently conducted a media activity in which the students took a photo of a flower within the school grounds with the iPads and created their own calendar by inserting their photo onto a calendar template within the computer. Additionally I am familiar with coding apps such as Scratch Junior, Hour of Code and the usage of the Bee - Bots for developing problem solving skills.

PROFESSIONAL PRACTICE My success as a dedicated teacher is central to my ability to communicate effectively and work collaboratively, utilising my interpersonal skills throughout to achieve positive outcomes for key stakeholders including the department, community members and students. To begin the year, I conduct a parent meeting to introduce myself to parents and to outline classroom procedures and expectations, providing a class information booklet and laminated log-in cards for Study-Ladder and Reading Eggs programs. I politely ask for the parents email addresses and contact phone numbers to regularly inform parents of any concerns, behavioural issues and homework along with excellent behaviours and efforts that were noted in class and in the playground. In 2015, I conducted a meeting with a student’s parents to curb his behaviour. I offered to send the parents weekly updates of this student’s efforts in class and as a result, improvements were noted towards the end of the year. At one stage this year I was informed that this student received the second highest mark in his maths test. I conduct meetings for parents of SAER students at the beginning of the year to set goals, write IEP’s and also regularly speak to parents before and after school about their student’s progress and issues that may be of a concern and treat it as a priority.

As the Dance and Drama specialist, I am conducting my lessons in a hot environment as it is the only option available for the space required. I am using the assembly pavilion which has a tin roof and no air conditioning. Roller doors can be lifted up and 3 fans can be turned on, however the temperature can still reach 35 degrees on a hot day. To address these issues, I ensure all students have a water bottle and give them breaks throughout the lesson.

I demonstrate and show the students how to perform their dance in segments and then we practice to the music. The drama is similar in that I always demonstrate, show examples to engage the students and question them, for example: Is this how we do it?

Or do we do it this way? What am I doing wrong here? How do I greet someone with courtesy? I give constant feedback to my students for concentrating hard, not complaining about the heat, getting on with performing the dance, cooperating with others and doing their best to speak out in front of others and share something vital about themselves.

I am proficient with utilising the data from on entry testing along with my own assessment methods to report on my students. I use strategies such as observing, questioning, recording in checklists, writing anecdotal notes, conducting fortnightly spelling tests, quarterly tests in mathematics and providing work sample books. The students are required to conduct oral presentations, complete research assignments using power point and to self - reflect by setting their own goals for each semester and commenting on these at completion.

I currently attend senior collaborative meetings with teaching colleagues on a regular basis and am I happy to share my ideas and contributions. I have been actively involved with planning the curriculum content of the school business plan, implementing moderation and assessment tasks in writing and HASS, creating a research and report writing rubric, giving my class strategies on mental computation and streamed problem solving initiatives along with analysing student achievement data. I participate in cocoaching as a performance management strategy. A teaching colleague and I mutually agreed to observe elements from the Professional Standards for Teachers during our team teaching sessions. This practice worked well, as through our observations we became familiar with each other’s teaching methods and worked the classroom to ensure all student’s needs were being met.

PROFESSIONAL ENGAGEMENT Committed to professional development, I have completed a Graduate Diploma of Education - Primary, Bachelor of Arts in Justice/Police Studies and minor in Addiction Studies and Bachelor of Education - Primary. I take personal responsibility for continual professional development and seek out opportunities to develop my skills and capabilities to the highest level. I maintain my professional development by attending all sessions coordinated by the school during regular hours and after hours. I have attended other clinics at my own accord, such as the Jolly Phonics workshop and courses such as Teaching Reading Comprehension Strategies, Behavioural Strategies for Beginning Teachers and the Meet the Principals Event all coordinated by the State School Teachers Union.

As a result of my interest and attendance, I am kept well informed of upcoming events by Kevlynn Annandale who is the Education and Training Centre Coordinator for the State School Teachers Union. I take an active interest in my daughter’s education at St Stephens School, Duncraig by volunteering to be a parent helper in the classroom and at special events which has provided additional ideas and an awareness of various learning programs that I have implemented into my own classroom.

This year I have been allocated the role of Dance and Drama specialist at Goollelal Primary School, which I initially found a little daunting as I have been a classroom teacher for the last 15 years and drama is not my major. However, since beginning the role I have learnt to adapt and use my teaching experience to demonstrate and engage the students in my lessons. I requested some Professional Development from the administrators prior to taking on this position. I spent the day with a drama specialist at the local high school and spoke to another primary school drama specialist. I have watched productions at my daughters school for inspiration and ideas, subscribed to a popular drama program online and have downloaded documents on how to teach drama, how to conduct lessons and games to play during drama lessons. I have supplied some art/craft activities for the students that relate to the country they will represent and these will be put up and used as part of my Harmony Day display on the assembly day. Parents will be notified of the assembly day and are welcome to attend. They will be informed of what country their child will be representing and the type of costume, accessories and props required for their child's item.

I am dedicated to upholding your vision, I understand that Quinns Rocks Primary School has a well-founded sense of community and family with an enrolment intake area which comprises the long established 'Old Quinns' development which provides a diverse population range and is characterised by a relatively low transient rate. Moreover I understand that Quinns Rocks Primary School is committed to providing a holistic, inclusive and relevant education for each child that will provide a strong foundation for future learning in a rapidly changing and diverse society with school programs underpinned by a set of values complementary to the school and local community.

Find attached my résumé which further details my skills, experience and accomplishments together with referees will verify my key strengths and competencies. I welcome the opportunity to attend an interview where I would be pleased to elaborate regarding my suitability for this exciting opportunity.

Yours sincerely,

Jane Smith

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