Abigail Preethi Bose
Summary
- Dynamic education leader with extensive experience in fostering academic excellence and a solid foundation in best practices across all content areas.
- Proven expertise in team guidance, project management, and achieving strategic objectives while developing efficient processes that uphold high standards and align with organizational goals.
- Recognized for a collaborative approach and unwavering commitment to excellence, dedicated to the academic and social development of every student.
- Adept at cultivating positive relationships with parents, students, administrators, and the community to create a supportive educational environment that empowers all stakeholders.
Overview
15
15
years of professional experience
1
1
Certification
Work History
Acting Deputy Head of School (Middle School)
Aitken College
07.2025 - Current
- Upskilled staff on how to implement school-wide systems and processes utilising the School Wide Positive Behaviour Matrix.
- Managed assemblies to recognize student achievement.
- Established and enforced clear school-wide disciplinary procedures to protect students and staff.
- Organized individualized behaviour improvement plans for students struggling with compliance.
- Established positive, stimulating learning environment for students and exciting education-focused setting for teachers.
- Maintained school focus on learning by enforcing rules related to academics, student discipline and class attendance.
- Communicated with parents to encourage active parental participation in education.
- Mentored teachers on effective teaching techniques, classroom management strategies, and behaviour modification.
- Coordinated staff and student activities to promote a safe and productive learning environment.
- Monitored student progress and implemented intervention strategies to support student success.
Head of Year 7
Aitken College
01.2024 - 07.2025
- Led and managed the Year 7 HRT/subject teacher team to implement and streamline high quality, effective pastoral care and behaviour management techniques to support and assist students. This resulted in a reduction of disciplinary incidents.
- Fostered a collaborative environment among faculty and staff, leading to better communication, encouraging staff to discuss student progress, behavioural concerns, and curriculum adjustments, ensuring consistent communication and alignment with school goals.
- Provided strong leadership to HRTs to help support them with management of student behaviour and tracking student wellbeing identifying at risk students and referrals to wellbeing.
- Cultivated a culture of academic excellence: Led the development and implementation of 'Learner’s Toolkit' which resulted in significant improvement in study skills.
- Year 7 students felt that they were overall prepared for the end of year examination.
- Developed strategic partnerships with Director of Wellbeing as well as Head of Learning Support; initiated and coordinated the 'Wellness Wednesdays' transition program.
- Built strong relationships with parents, teachers, and community partners to improve student engagement.
- Led a staff Professional development workshop on 'Holding Restorative conversations with students'.
- Collaborated with parents, staff, and community stakeholders to foster a strong school culture and address student needs effectively.
- Managed student wellbeing initiatives, including counselling, mentoring, and conflict resolution programs.
- Advocated for student interests and actively participated in school-wide initiatives, contributing to a positive and inclusive learning environment. E.G Year 7 Social and Orientation.
- Led and organised the Year 7 Camp, coordinating logistics, safety protocols, activities for 156 students and 17 staff members.
- Maintained a high level of adherence to child safety standards.
- Assisted in conducting entrance interviews and assessments for prospective students, ensuring appropriate placement and support upon enrolment.
- Played a key role in marketing initiatives, including Open Days and promotional school tours, increasing student enrolment and community engagement.
Curriculum Leader (Middle Years)
Kolbe Catholic College
01.2020 - 01.2022
- Expertise in Middle Years Education – initiated the Masterclass for teachers at Years 7-9 to showcase best practice, leading PAT/Allwell and NAPLAN data analysing sessions, cross curriculum initiatives, promoting professional reading at Learning Leaders Meetings and promotion of High Impact Teaching Strategies (HITS) and application of Visible Learning practices across the curriculum.
- Consistent improvement of student outcomes using evidence informed strategies and practices.
- For example, data collected from formative/pretesting, student feedback, summative assessment, NAPLAN, peer feedback etc.
- Employment of collaborative learning strategies – Constant development of student focused teaching strategies through Close and Critical Reading strategies, learning intervention strategies, Super Six Reading Strategies, Seven Steps to Writing success, Literacy circles and emphasized reading and writing strategies in conjunction with the new Victorian Curriculum.
- Initiated and designed the VCE English Language curriculum for Units 1-4 in accordance with the new study design from 2016-2020.
- Active leadership presence – Impact Coach (Literacy), Whole school staff presentations, Upskilling of staff during remote learning (online PD sessions), Professional Learning Day Staff presentation on High Impact Teaching Strategies, Part of the ARM process for teaching staff.
- Managing subject selection process and developing the Curriculum Handbook for Years 7-9.
- Upskilling of teaching staff – Conducted whole school staff workshops on various topics including John Hattie’s Visible Learning strategies, Marzano’s High Impact Teaching Strategies, EAL teaching strategies and Improving Literacy strategies.
- Tracking student growth and development – Formalising the academic support process to improve academic performance, developing a program to help early identification of students who are at risk academically and strategies to support their learning and engagement.
- Reviewed and implemented changes to the Lit/Num withdrawal lessons, designing and coordinating the college tuition pathway programs for 7-9 students, summer school program 2021 and promotion of Lit/Num activities across the college.
- Selection of students based on data from in-class work as well as standardised testing.
- Co-ordinated and implemented the running of the College-Based Tuition Program to support high needs students.
- Co-ordinating the college tutors to specific classrooms and allocating their timetables.
- Liaising and seeking feedback from them about implementation of programs and best practices.
- Administered national standardised tests such as NAPLAN and PISA as well as school semester examinations.
- Organised examination timetables for staff and students.
- Consistently exhibited personal and professional leadership to work towards and achieving goals set by myself and the Deputy Principal.
- Co-ordinated the supervision and evaluation of staff members in conjunction with the Deputy Principal during the Annual Review Process.
- Collaborated with English & Literacy Learning Leader to revamp the English Curriculum in anticipation for the introduction of the new changes in the curriculum.
- Developed a close working relationship with Learning Support Coordinator to ensure differentiation is catered for within the curriculum to ensure student engagement.
- Supported NCCD practices in the curriculum framework is met.
- Worked together with Learning Leader (English & Literacy) and Learning Leader (Mathematics and Numeracy) to build student capacity in Literacy and Numeracy.
- Built strong partnerships with Director of Students (Middle Years) and Deputy Principal to assist with the transition of Year 7 students and co-ordinate the Steppingstones program.
- Formed positive partnerships with Curriculum Leader (Senior Years) and the College Timetabler to ensure the subject selections process were effectively carried out.
- Planned, organised, and supervised and evaluated curriculum programs to assess their effectiveness and engagement for students.
- Supervised and mentored new Learning Leaders and teachers.
- Managed strict adherence to curriculum timelines by utilizing effective time management skills.
- Individual goal setting to ensure productivity and continual achievement.
- Manage team members to pre-empts problems by having regular catch-up sessions.
English as Additional Language (EAL) Learning Leader
Kolbe Catholic College
01.2014 - 01.2019
- Targeting student learning – As the EAL Learning Leader, implemented the creation of Individual Learning Plans for EAL students, hence instilling accountability among teachers for their role in improving the outcomes of these students.
- Data profiling of EAL students using their socio-linguistic and background information.
- This provided teachers with a better understanding of their students’ needs and how to best support their learning.
- Implemented the EAL/Literacy withdrawal program to provide additional assistance for EAL students during the LOTE periods.
- Implemented EAL PD for staff during Curriculum PL day on High Impact Teaching strategies and the new EAL curriculum to be implemented in 2021.
- Worked with Year 7-10 English teachers to develop their understanding of the EAL continuum and how to better facilitate their EAL students’ learning.
- Held moderating sessions to help teachers identify areas of progress and needs.
- Created an ‘EAL Teaching Toolkit’ for teachers to have effective strategies readily available to assist EAL students.
- This Toolkit was created specifically for Kolbe staff due to the high number of refugee/EAL student population.
- In 2015, in a joint effort with Margaret Nutbean from the CEM, I organized TESMIC course for teachers of the Northern Region to be held at Kolbe Catholic College.
- 6 Kolbe staff were involved in this training and developed Kolbe Catholic College’s reputation as a leading and innovative school for EAL learners.
- In 2014, I completed a Professional Certificate in EAL at Melbourne University and I was invited back to the university to present my case study to the new cohort.
- My case study was pivotal in helping the other teachers use the 'backwards mapping model' with the EAL students in their schools.
- Reviewed and implemented changes to the Lit/Num withdrawal lessons, designing and coordinating the college tuition pathway programs for 7-9 students, summer school program 2021 and promotion of Lit/Num activities across the college.
- Selection of students based on data from in-class work as well as standardised testing.
- Collaborated with Mercy Connect to have volunteers help with our refugee students.
- Partnered with Foundation House and the Centre for Multicultural Youth, to implement after school English support classes for EAL students and iPad classes for parents.
- Applied and received a grant from Australian Community Fund (ACF) to implement an after-school hours EAL literacy Program to improve literacy outcomes.
- Liaised with CEM to organise and host TESMIC course for schools in the Northern Region.
- Worked with staff to create Individual Learning Programs for their EAL students.
- Co-ordinated and collaborated with Director of Faith and Community to promote Refugee and Languages Week activities.
Head of Department - English
Notre Dame College
01.2011 - 01.2013
- Documented, reviewed, and distributed all available literacy data to English staff (NAPLAN Testing, On – Demand Testing, Previous English-Domain Reports, CARS data, VCE results and student Self Examinations)
- Encouraged and helped English staff use the above data to raise student learning and differentiated teaching
- Presented at the Sandhurst Catholic Schools Conference in Bendigo 2012 on Assessment and Moderation
- Incorporated consistency in assessment throughout the various year levels
- Focused on pupils’ achievement, using data and benchmarks to monitor their progress
- Involved in the recruitment and selection of teaching and support staff
- Monitoring the performance of all staff
- Kept in regular contact with the local community to promote the school’s ethos and ensure good a relationship
- Consistently encouraged new developments in the curriculum in the context of local and national initiatives
- Updated all curriculum documents to adhere to the Australian Curriculum in line with the General Capabilities - Literacy, Language and Literature strands
- Held bi-weekly meetings with administration teams to shape school policies, plan faculty meetings, and disseminate information to the English dept
- Coordinated budget and ordering for department
- Administered monthly department meetings to encourage collaboration
- Planning, managing, and monitoring the curriculum within the agreed budget
- Making sure that financial regulations are adhered to
- Organised KLA meetings, ICAS competitions, Ursula Frayne Speech Festival, Writing competitions, various English Department Displays, Open- Day English Booth, Year 7 and 10 Information nights, Debating Competitions and extension programs for high achieving students
- Supervised and Mentored new English teachers by encouraging peer teaching, lesson observation and feedback and curriculum support
- Encouraged an environment of collaborated planning and shared ownership of course content
- Promoted team teaching and voluntary collegiate classroom visits
- Strong advocate of the authentic use of ICT in teaching and assessment
Education
Master of Education - Literacy
The University of Melbourne
07.2007
Post Graduate Certificate in English as Additional Language (EAL) -
The University of Melbourne
07.2014
Postgraduate Diploma in Education -
National Institute of Education (Singapore)
07.2002
Bachelor of Arts and Social Science - English Literature & Mathematics
National University of Singapore
07.2001
Skills
- Curriculum design and development
- Staff development
- Student engagement
- Relationship building
- Innovation management
- Effective communication
Professional Development
- VATE VCE English Language Day – 2023
- Mastering Literacy Pedagogy - Evidence-based High Impact Teaching Strategies for Reading and Writing (2019)
- Using Data for Differentiation and Individualised Learning (2019)
- Understanding Hattie's Model of Learning (2019)
- The Behaviour Ambulance - Greg Mitchell (2019)
- Impact Coaching - Blooms Taxonomy (2022)
- Establishing a Mindful Foundation (2021)
- Boosting Literacy Post Lockdown (2020)
- Acceleration and Enrichment (2021)
- Melbourne Writer's Festival (2019)
- VCE Exams for English, VCAA (2022)
- Respectful Relationships (2020)
- Data Analytics (2022)
- VATE VCE English Conference 2018 & 2019
- VATE Meet the Assessors (2016 -2019)
- Evidence into Action – Collaborative Impact Program, Visible Learning (2017)
- Behaviour Management in the Classroom by Jenny Mackay (2016)
Certification
MACS Religious Education Accreditation program for Faith Formation, 2021, University of Dayton (Online)
Penleigh and Essendon Grammar School Adaptive Leadership Program 2024
QUELI Certificate in Leadership for Middle Leaders program, 2019
Queensland Education Leadership Institute (QELi)
Timeline
Acting Deputy Head of School (Middle School)
Aitken College
07.2025 - Current
Head of Year 7
Aitken College
01.2024 - 07.2025
Curriculum Leader (Middle Years)
Kolbe Catholic College
01.2020 - 01.2022
English as Additional Language (EAL) Learning Leader
Kolbe Catholic College
01.2014 - 01.2019
Head of Department - English
Notre Dame College
01.2011 - 01.2013
Postgraduate Diploma in Education -
National Institute of Education (Singapore)
Bachelor of Arts and Social Science - English Literature & Mathematics
National University of Singapore
Master of Education - Literacy
The University of Melbourne
Post Graduate Certificate in English as Additional Language (EAL) -
The University of Melbourne
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