Danielle Roberton

• As a Senior Education Officer-Pedagogy, I led professional development and capacity-building for educators, aligned to the professional standards, focusing on the Australian Curriculum V9 alignment with Equity and Excellence
• Fostered collaborative partnerships with school leaders, emphasising a collaborative inquiry approach and focusing on capability development to promote equitable and excellent education, as well as the development of expert teaching teams
• Empowered school leaders to effectively implement the Australian Curriculum V9, evidence-informed teaching strategies, systematic curriculum delivery, and assessment frameworks in primary and secondary settings within the Southeast Region
• I championed evidence-based instructional leadership to develop expertise in curriculum, pedagogy, and assessment
• Built capability of early career and beginning teachers and improved educators' understanding of the Australian Curriculum and quality-assured teaching practices through facilitation of capability development sessions both online and in-person
• My efforts resulted in increased confidence in assessment design and a heightened commitment among school leaders to provide equitable and excellent education, leading to systematic improvements in curriculum planning and expert teaching practices.

Vision:

• Led the English faculty as a collaborative learning team, fostering an inquiry-based mindset while developing evidence-based pedagogical practices to positively impact student engagement and learning
• Developed professional learning teams and guided them to be action-oriented and focused on improving student learning outcomes
• Promoted a collaborative approach to planning, teaching, and learning, emphasising the importance of collective efficacy
• Lead systematic curriculum delivery through setting clear expectations and fore fronting quality assessment in curriculum processes
• Provided clarity and astute leadership to support teachers in adapting to changes in the QCAA senior syllabus system through strategic actions and professional development to ensure we designed and delivered senior English subjects that forged meaningful pathways for all students
• Devised and executed strategic actions towards timetable decisions and restructuring to maximise student success
• Coached and mentored English teachers to create innovative teaching, learning, and assessment plans aligned with curriculum requirements and the three levels of planning
• Fostered shared ownership of student academic, effort and behaviour results among teachers, prioritising quality assessment and cognitive skill integration in unit planning to ensure equity and excellence in teaching was provided to all
• Led ongoing reflection and evaluation with staff to enhance student engagement and achievement based on subject data and pedagogical research

Results:

• Led the development of evidence-based pedagogical practices and proficiency scales to enhance student engagement and learning outcomes within the faculty
• Implemented robust quality assessment processes to inform inquiry cycle discussions and coaching conversations
• Identified lead learners to facilitate peer-led professional development and quality assurance processes in professional learning teams
• Ensured high-quality assessment aligned with syllabus and curriculum requirements, fostering student success
• Optimised student transition practices for year 7 students from primary to secondary school through facilitated comprehensive professional development and moderation sessions with curriculum leaders and teachers from feeder primary schools

Accountability:

• Guided a team of 23 staff in the English faculty, focusing on individualised development, mentoring and coaching to ensure all staff has a sense of belonging in the faculty
• Leveraged the MBTI to foster effective collaboration and staff relationships
• Conducted rigorous annual performance reviews and supported staff through line development coaching meetings, promoting reflection, goal-setting, and professional growth
• Mentored aspiring lead teachers and maintained productive relationships with the school community
• Prioritised and valued teacher voice, staff well-being, and embraced diversity to ensure a positive environment was fostered in the faculty
• Collaborated with other Heads of Department to ensure comprehensive development and support for all staff and students.

• Provided professional development and instructional coaching of pedagogical practices to enhance student engagement and academic success
• Offered personalised coaching to staff in alignment with school signature pedagogical practices, established connections with neighbouring Explicit Direct Instruction implementation schools, and supported program validity, fostering regional teacher expertise
• Evaluated and tailored school improvement efforts in pedagogy, ensuring alignment with school improvement agenda goals, enhancing teacher proficiency, and classroom integration of evidence aligned pedagogical strategies
• Supported Heads of Department, facilitated self-paced professional development through an online platform, and oversaw a comprehensive professional development calendar for teachers.

• Implemented and restructured a targeted reading intervention program in secondary school, aligning with ACARA standards and cross-curricular needs. Enhanced junior student literacy through multi-tiered oral and comprehension support, and reorganized Learning Support for maximum impact on student results.
• Coordinated in-class learning support and fostered collaboration between Primary and Secondary Learning Support Departments for consistent practices and seamless student transitions. Established a college-wide culture of integrated support across all learning areas.
• Utilised diagnostic data for targeted multi-tiered support systems, developing a comprehensive school-wide referral process and policies for data analysis and management in student reading behaviour. Managed the Learning Support department budget to align with school improvement goals, enhancing community satisfaction and increasing positive feedback.

• Developed and executed Australian Curriculum-aligned units and assessment to support student success
• Collaborated with colleagues, parents, and the community to enrich teaching programs
• Assessed student progress and engaged in assessment moderation
• Supported diverse needs, working with HOSES, parents, and support staff
• Committed to professional development and reflective practices.