Deborah Fitzclarence

KEY RESPONSIBILITIES

• Ensured meticulous notes were provided for the permanent teachers, including on-going email communication
• Collaborated with same year teachers to organise events, including Christmas concert in Prep, assessments in Year 5, including marking of, and supporting challenging lessons through targeted support materials
• Implemented a range of behavioural management strategies to enhance learning needs and emotional wellbeing

• Day to Day relief and short contract work, including P.E
• Main Schools: Jindalee State School, Sherwood SS and Indooroopilly SS

KEY RESPONSIBILITIES

• Supported students with diverse learning needs within the classroom.
• Liaised and coordinated with external agencies (especially OT, speech therapists and psychologists).
• Developed strong relationships with students and their families to implement strategies to help with learning, engagement, and well-being.
• Designed and delivered an interactive social skills program for students with autism.
• Developed unit plans for ICP (individual curriculum plan) students in collaboration with subject teachers.
• Active engagement with HOY (head of year), Junior Deputy Principal, HOSES (head of special education services), and guidance officer to develop responsive support strategies for students with complex needs.
• Strong collaboration with teacher aides to ensure engagement in subject learning through lesson materials.

KEY RESPONSIBILITIES

• Case managed students with learning difficulties and high complex needs to encourage participation and engagement with subject curriculum material
• Provided in-class support with Year 9 students to increase student engagement with curriculum tasks
• Interacted with families to strengthen connections between school and home by understanding reasons behind complex behaviours, in particular, absenteeism
• Liaised with subject teachers to promote maximum engagement of student learning and attendance
• Liaised with community support networks to support students in overcoming barriers in accessing the curriculum and provide support with emotional well-being
• Consulted with specialist school staff, in particular speech therapist and guidance officer, to advocate the best outcomes for students with additional needs

KEY RESPONSIBILITIES

• Ability to quickly gauge student needs for support and provide differentiated learning.
• Skilled at providing constructive, real-time feedback to sustain engagement.
• Able to implement a range of differentiation techniques and classroom management strategies to create a safe and supportive learning environment.

KEY RESPONSIBILITIES

• Ensured the delivery of quality, play-based learning programs within the Early Years Learning Framework.
• Positively guide children’s behavior to interact with others with empathy and respect.
• Employed motivational games and songs to enrich numeracy and literacy learning, and to maximize engagement.
• Encouraged sustainable practices through discussions around wise resource management.
• Ensured compliance regulations were met through intentional efforts to understand and adhere to relevant policies and procedures.
• Successfully built collaborative partnerships with support staff.

KEY RESPONSIBILITIES

• Provided intense small group and individual support to Year 2 and Year 3 students using the 'Sounds Write' program.
• Supported Year 3 students in accessing the curriculum using strong visual organizers and concrete manipulatives.
• Provided explicit instruction to help break down challenging mathematical concepts into manageable steps.
• Provided in-class Year 4 support in math to help students with learning difficulties access the curriculum.
• Administered assessments and analyzed data with colleagues using moderation processes to support judgments of ICP proposals.
• Contributed significantly to intervention strategies with support staff, aimed at meeting a diverse range of needs.