Adriana Bermudez

• Year 7 to 12 High School Teacher of all Key Learning Areas at Outreach Hub and Project facilities in Ballina, Casino and Alstonville.
• Casual Teacher at Southern Cross Distance Education School in the Creative and Performing Arts faculty.
• Collaborate closely with staff and teachers at Southern Cross Distance Education School to ensure best possible practice for online instruction and assessment strategies.
• Highly efficient at executing lessons, learning experiences and feedback using distance education technologies and online learning tools, such as DEMS, CANAS, Microsoft Teams with regular communication via telephone and email.
• Implement and monitor programs as well as evaluated learning experiences in the Creative and Performing Arts discipline.
• Evaluate students' understanding of course material through examinations and in-depth essay writing.
• Facilitate learning materials and resources to suit individual needs of student
• Implement innovative teaching methods for diverse learning styles, leading to increased student engagement and academic success.
• Formulate clear and concise instructions so as Supervisor can implement program to student and or student can complete tasks independently.
• Integrate multimedia resources into lessons for enhanced visual appeal and better comprehension of complex concepts by students.
• Establish a rapport with students, parents and Distance Education Supervisors through open communication channels, contributing to a supportive educational community.
• Assess student progress through regular formative evaluations, adjusting instructional strategies to accommodate individual needs.
• Support and liaise with mainstream schools, supervisors and teachers at various Learning Hubs and outreach Projects to ensure best possible academic and creative outcome is achieved.
• Communicate with parents, Supervisors, teachers, Youth Justice Workers, Case Workers and other department agencies to discuss and offer support for students with specific needs to increase engagement and foster an equitable learning environment for all.
• Provide constructive feedback on assignments and assessments, guiding students toward academic improvement and goal achievement.
• Integrate multimedia resources into lessons for enhanced visual appeal and better comprehension of complex concepts by students.

Classroom Teacher

• Classroom teacher of students with emotional and behavioural support in a high school setting.
• Teach students across multiple classifications and degrees of support needs.
• Develop, implement and evaluate individual academic, behavioural and vocational education programs for students in stages 4, 5 and 6.
• Monitor programs and student progress as well as evaluate learning experiences in all Key Learning Areas then make educational decisions for program direction.
• Liaise with community and other agencies regarding vocational and work experience programs.
• Develop, implement and monitor student welfare programs.
• Individual learning styles and capabilities are catered for by effective use of all resources and formulating or modifying learning materials.
• Implement the School Behaviour Management System to create a consistency in learning and behavioural outcomes.
• Develop a variety of strategies to engage and manage students’ behaviours across the range from passive through to aggressive behaviours.
• Classroom management remains flexible and able to work well within a fluid environment maintaining a steady focus and an understanding of the unpredictable nature of working in a school for specific purposes.
• Able to incorporate multicultural values and issues across various subject areas to assist students integrating into a multicultural society and meet the needs of students with language backgrounds other than English.
• Develop IEPs tailored to individual student needs, ensuring their academic success and personal growth.
• Modify general education curriculum for special-needs students using various instructional techniques and technologies.
• Promote a positive learning environment through the use of differentiated instruction and individualized support for diverse learners.
• Improve student behaviour management by implementing consistent routines, clear expectations, and positive reinforcement strategies.
• Participate in ongoing professional development opportunities focused on evidence-based practices in special education teaching methodologies.
• Evaluate student progress regularly using various assessment methods, ensuring accurate measurement of skill development and areas requiring additional support.
• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Redirected students using Positive Behaviour Support (PBS).
• Organise field trips and community-based experiences that enriched students' understanding of real-world applications for their skills.
• Integrate social skills training into curriculum, facilitating improved peer interactions and social integration.
• Develop and execute behavioural intervention plans, leading to decrease in disruptive behaviours and increase in classroom participation.
• Conduct assessments to identify students' strengths and areas for improvement, informing instructional strategies.
• Utilise data from student assessments to tailor instruction, resulting in more effective learning outcomes.
• Enhance students' understanding of complex topics by incorporating interactive technologies and hands-on learning experiences.
• Promote self-advocacy and independence in students with emotional needs by teaching self-management and decision-making skills.
• Facilitate small group instruction to address individual learning needs.
• Improve behaviour by modelling positive choices and teaching socially-acceptable options.

Visual Arts Coordinator and Visual Arts RFF

• Develop and implement the Visual Arts program into the whole school curriculum consisting of ceramics, painting, drawing, sculpture, printmaking and digital media
• Ordering of resources
• Design, implement and organise multiple murals, mosaics and sculptures throughout the school with whole school participation

• Casual and Relief Face to Face Teacher for students from Kindergarten to Year 6 in all Key Learning Areas
• Plan, organise and deliver lessons to support the curriculum and the learning needs of students
• Assess and observe children's development and behaviour to identify needs and provide tailored support.
• Plan and deliver structured and unstructured learning activities that are appropriate for each child's developmental stage
• Systematically observe and assess children's behaviour and development to identify needs and provide tailored support
• Implement teaching methods that promote the development of literacy and numeracy
• Improved reading comprehension and writing skills by implementing a literature-based curriculum.
• Develop students' critical thinking abilities through project-based learning activities.
• Enhance student engagement with hands-on science experiments and interactive math lessons. Increased overall student achievement by differentiating instruction to meet diverse learning needs.
• Utilise various assessment tools to monitor student progress and adjust instruction accordingly.
• Promote a positive classroom environment by establishing clear expectations and fostering open communication between students, parents, and staff.
• Establish open communication and positive relationships with students, parents, peers, and administrative staff.
• Maintain knowledge of school curricula, standards and policies to correctly prepare students for higher grade levels.

• Classroom Teacher of students from kindergarten to year 6 who have intellectually mild, moderate and physical support needs
• Develop, implement, and monitor programs as well as evaluate learning experiences in all Key Learning Areas
• Individual learning styles and capabilities are catered for by effective use of all resources and formulating or modifying learning materials
• Participate in providing students with community access programs, excursions and activities
• Caring for students on an emotional, physical and intellectual level, performing daily personal care and hygiene routines, feeding students and preparing special meals as well as ensuring all students are happy and safe
• Manage and implement IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Promote a positive learning environment through the use of differentiated instruction and individualised support for diverse learners.
• Modify general education curriculum for special-needs students using various instructional techniques and technologies.
• Foster strong relationships with parents and guardians, maintaining open lines of communication to ensure student progress.
• Improve student behaviour management by implementing consistent routines, clear expectations, and positive reinforcement strategies.
• Participate in ongoing professional development opportunities focused on evidence-based practices in special education teaching methodologies.
• Evaluate student progress regularly using various assessment methods, ensuring accurate measurement of skill development and areas requiring additional support.
• Provide targeted instructional support to struggling learners, identifying specific areas for improvement and designing effective intervention plans.
• Collaborate with multidisciplinary teams to provide comprehensive support for students with special needs.
• Lead activities that developed students' physical, emotional, and social growth.
• Redirect students using Positive Behaviour Support (PBS).

• Specialist in Education for Kindergarten to Year 12 home students who have physical and/or intellectually mild, moderate and severe support needs, most of which live in isolated rural areas of NSW
• Responsible for formulating assessment materials and providing in full, Individual Education Programs and Individual Transition Programs for all students
• Support and liaise with mainstream schools on student management issues and home to school transition
• Design, implement and monitor programs as well as evaluate learning experiences in all Key Learning Areas
• Formulate learning materials and resources to suit individual needs of students
• Execute lessons, learning experiences and feedback via online, telephone and email.
• Participate in field trips, making home visits to each student twice a year. Meeting with students, parents tutors and other departmental agencies
• Cater for the needs of students and communities living in isolated rural areas by providing them with resources and information about various public and private agencies available to them in their community
• Work closely with parents, tutors, counsellors, child psychologists, as well as other department agencies including Disabilities Consultant Officers via teleconference, online and face to face meetings to ensure best possible program for student
• Formulate clear and concise instructions so as tutor at home can implement program to student
• Monitor student progress, interpret and evaluate data this includes students written work, audio and online work, check lists, data collection sheets, records of tutor observation and feedback then make educational decisions for program direction
• Develop and implement innovative teaching methods for diverse learning styles, leading to an increase in student engagement and academic success.
• Integrate multimedia resources into lessons for enhanced visual appeal and better comprehension of complex concepts by students.
• Coordinate with special education staff to create inclusive lesson plans that accommodated the needs of students with disabilities, fostering an equitable learning environment for all.
• Create lessons and online testing materials to facilitate remote learning.
• Design detailed learning plans nd programs for struggling students based on test, homework and assignment records.