Corina Hembury

Driven by a commitment to excellence, I honed my skills in analytical problem-solving and effective organizational abilities at the Department For Education. A versatile team player, I excel in environments requiring the ability to manage multiple tasks and adapt swiftly. My background showcases a proven track record of enhancing team productivity and leveraging 21st-century education strategies for continual improvement.

I am organized and dependable, successful at managing multiple priorities with a positive attitude. Willingness to take on added responsibilities to meet team goals.

Detail-oriented individual with exceptional communication and project management skills. Proven ability to handle multiple tasks effectively and efficiently in fast-paced environments whilst keeping myself and others calm. Recognized for taking proactive approach to identifying and addressing issues, with focus on optimizing processes and supporting team objectives.

A willingness to learn, poised to contribute to team success and achieve positive results. Ready to tackle new challenges and advance organizational objectives with dedication and enthusiasm.

• Achieved data accuracy by introducing QR Code for signing in of students in POD, leading to streamlining the process making it more efficient for staff and students.
• Supervised team of 8 LSO's (leaning support officers).
• Achieved efficient data analysis of student incidents pulling data from DayMap and excel student sign in.
• Used Microsoft Excel to develop tracking of tutor's and LSO's
• Designed power-points and graphs showing analysis of data sharing with our executive team.
• Documented and resolved behaviour which led to fewer students being sent to POD for behaviour management.
• Through effectively analysing data I saw student and staff patterns leading to meetings with Sub School leaders and Well being team to address the patterns.
• Using data I was able to show peak times in the POD resulting in staff changes, matching teachers skills to the students needs in the POD including when we need an EL member on duty.
• Identified that 1756 students went through the POD during a term.
• The POD data also demonstrated the Qualitative not just the Quantitative. I would share data with the wellbeing team when I spotted a pattern.
• I have used Power BI to pull data this was fun as it already has graphs.
• Managing the POD it is a highly confidential role, as I would put in suspension into EDSAS generating letters to go home, well being students would attend for various reasons, again needs to be confidential that included not sharing with staff unless they were EL or Wellbeing.
• Introducing 2 reflection sheets, one when the student first arrives full of rage and being the victim, 2nd sheet is given once a coaching conversation has been had.
• Introduced templates for letters to go home for Wednesday morning detention, lunch detention, internal suspensions.

Working with children clearance

RRHAN-EC

PAC & Panel trained

Information Sharing Guidelines for Promoting Safety and Wellbeing

Code of Ethics Awareness for the South Australian Public Sector

Efficient Time Management

Safer lone working

Personal Safety and Conflict Awareness

Managing Stress for Positive Change

Suicide prevention capability suite

Building Resilience

Being Positive at Work

Applying executive functioning strategies to support student regulation

Protective practices

Preparing for Data Collections 13-7-2022

Performance and development in the Department

Using data to identify Functional Need and inform effective adjustments

Inclusion Mindset

FLO SSO Youth Worker

Sexual behaviour in young people in the secondary years: for student wellbeing leaders

Disability Adjustment Codes in NAPLAN Online

SMART Ancillary (Strategies for Managing Abuse Related Trauma)

Introduction to supporting gender diverse, intersex and sexually diverse children and young people.