ALICIA GOULD

• Maintaining an inclusive and diverse team culture, promoting respect and understanding among all members.
• Working with Learning Specialist to develop CIA meeting agendas, and chairing said meetings when the Learning Specialist is absent.
• Facilitating team meetings to develop CAT assessment tasks and moderate student work samples.
• Empowering team members by delegating responsibilities according to individual strengths and areas of expertise.
• Collaborating with other school leaders to work towards shared goals and ensure alignment across teams.
• Utilising curriculum documentation in the planning process.
• Camp leader and primary point of contact on 5/6 City Experience Camp.
• Primary point of contact for behaviour management in the Grade 5/6 cohort.
• Managing year level budget with the Business Manager.
• Organising excursions, camps and special events (e.g. Graduations)

• Creating supportive and inclusive learning environments, fostering positive classroom atmospheres that support student growth and learning.
• Assessing and improving lesson plans through implementation and experimentation.
• Utilising formative and summative assessment data to inform planning and instructional practice.
• Fostering a positive and pleasant classroom culture while maintaining learning development goals.
• Developing positive rapport with students of various and diverse backgrounds.
• Assessing student performance using various assessment tools, providing constructive feedback for improvement.
• Establishing goals for student achievement supported by guaranteed and viable curriculum documentation.
• Developing learning objectives for each subject area to quantify learning and set benchmarks.
• Maintaining knowledge of school curriculum, standards and policies.
• Designing engaging and personalised instruction to nurture and empower students, resulting in positive learning outcomes and student achievement.
• Utilising differentiated instruction strategies to accommodate diverse learning styles and abilities in the classroom.
• Engaging in professional development to learn best practices and improve processes.
• Establishing positive relationships with parents through regular communication, fostering a supportive home-school partnership.
• Acting as a mentor to two pre-service teachers undertaking university studies.

- Maintained an inclusive and diverse team culture, promoting respect and understanding among all members.

- Developed meeting agendas and chaired Professional Learning Teams (PLT's).

- Empowered team members by delegating responsibilities according to individual strengths and areas of expertise

- Collaborated with other school leaders to establish shared goals and ensure alignment across teams.

- Utilised Curriculum Documentation in the planning process.

• Created supportive and inclusive learning environments, fostering positive classroom atmospheres that support student growth and learning.
• Assessed and improved lesson plans through implementation and experimentation.
• Utilised formative and summative assessment data to inform planning and instructional practice.
• Fostered a positive and pleasant classroom culture while maintaining learning development goals.
• Developed positive rapport with students of various and diverse backgrounds.
• Assessed student performance using various assessment tools, providing constructive feedback for improvement.
• Established goals for student achievement supported by guaranteed and viable curriculum documentation.
• Developed learning objectives for each subject area to quantify learning and set benchmarks.
• Maintained knowledge of school curriculum, standards and policies.
• Designed engaging and personalised instruction to nurture and empower students, resulting in positive learning outcomes and student achievement.
• Utilised differentiated instruction strategies to accommodate diverse learning styles and abilities in the classroom.
• Engaged in professional development to learn best practices and improve processes.
• Established positive relationships with parents through regular communication, fostering a supportive home-school partnership.
• Acted as a mentor for beginning teachers completing their VIT and pre-service teachers undertaking university studies.

• Implemented effective behaviour management strategies, resulting in improved student focus and participation.
• Followed classroom plans left by the class teacher to continue student education and reinforce core concepts.
• Implemented prepared lesson plans in established classrooms.
• Supervised recess and lunchtime activities.
• Maintained day-to-day classroom management to promote student learning.

• Monitored and evaluated training performance to determine quality and cohesiveness.
• Trained new hires to perform cross-training exercises with experienced workers.
• Communicated all learning and performance objectives, schedules, and training assessments to upper management.
• Evaluated the effectiveness of training programs using various assessment tools, providing valuable feedback for continuous improvement.
• Facilitated team-building exercises that improved communication and collaboration among team members.