Dorothea De Leonardis

At Craigmore High School, I have worked collaboratively as part of the English team to collect and analyse data from NGRT (New Group Reading Test) assessments to inform targeted literacy support. I also completed the LETRS (Language Essentials for Teachers of Reading and Spelling) training to deepen my understanding of evidence-based reading instruction. Additionally, I support weekly data-informed decision-making by tracking and reporting student absenteeism patterns to help address barriers to learning.

• Implemented innovative teaching strategies to improve student outcomes/worked as a team gathering data from NGRT data with regular team collaboration and members of the English faculty.
• Provided mentorship for new teachers in classroom management techniques/involved in Orbis mentoring in 2022.
• Used formative and summative assessments to guide lesson planning.
• Enhanced literacy skills with targeted reading programs and modified lessons for diverse learners. PAT /NGRT testing to collect data.

• Year 9 & 10, 11 History Teacher
• Year 10 PLP & 11 Research Project
• Year 11 & 12 Stage 1 & 2 English Teacher + Year 9
• Developed engaging lesson plans aligned with curriculum standards.
• Collaborated with colleagues to design interdisciplinary projects that foster critical thinking.
• Established a positive classroom environment that encouraged student participation and collaboration.
• Maintained accurate records of student progress, attendance, and behaviour to facilitate ongoing communication with parents about their child''s educational journey.
• Collaborated with teachers to integrate library resources into classroom instruction, enhancing interdisciplinary learning opportunities.
• Ensured a safe learning environment by enforcing library rules while maintaining a welcoming atmosphere for all users.
• Improved research skills among students by providing instructional workshops on database usage and citation methods.

• Successful provision of professional teaching in a classroom setting through designed and implemented curriculum-based lessons.
• Cultivating ongoing and fruitful colleague-based relationships to work in an effective team of teachers and support staff in a professional and successful educational institution.
• Professional preparation of materials for daily program and assisting with the delivery of measurable learning outcomes via a set program
• Organising learning resources and the classroom environment to facilitate a positive learning experience.
• Assisting with parent teacher interviews, preliminary exam and assessment writing, half yearly reports and other reporting
• Identifying individual needs of students and acting upon them to ensure positive outcomes for all involved.

As a Special Education and Wellbeing teacher at the Islamic College of South Australia, I supported students with diverse needs through collaborative work with families, therapists, and external agencies. I developed individualised learning plans, implemented restorative and trauma-informed practices, and introduced Literacy Pro to enhance reading outcomes.

• As a Special Education and Wellbeing teacher, I collaborated closely with occupational therapists, speech pathologists, psychologists, hospitals, parents, students, and staff to support learners with diverse and complex needs.
• I developed and implemented individualised learning plans tailored to support the academic, social, and emotional growth of students requiring additional support.
• In my role as Science Coordinator, I successfully introduced the Primary Connections program into the middle school curriculum, enhancing student engagement through inquiry‑based learning.
• I led the implementation of Literacy Pro, a data‑driven platform that uses the Lexile Framework to assess reading comprehension and personalise reading experiences to boost student literacy outcomes.
• My wellbeing approach was grounded in restorative and trauma‑informed practices, promoting positive relationships, student voice, and long‑term resilience across the school community.
• I provided proactive support through regular check‑ins with students and parents, fostering trust and open communication around wellbeing progress and academic goals.
• Additionally, I trained staff in trauma‑informed strategies, enhancing their capacity to respond empathetically and effectively to student behaviours rooted in emotional distress.
• Organised extracurricular activities to promote student involvement in school events and foster a sense of community among classmates.
• Implemented research-based instructional strategies aimed at improving reading comprehension skills among struggling readers(Sheena Cameron Reading and Writing Strategies).
• Assessed student progress regularly through formative and summative assessments, using data to inform instruction and provide targeted interventions as needed.
• Assisted teachers in implementing individualized education plans (IEPs)
• Assisted in the implementation of effective behaviour management techniques(Restorative Practises,Reflection rooms), resulting in a more focused and positive classroom environment.
• Participated in ongoing professional development opportunities to stay current on best practices in special education instruction and support services.
• Facilitated administration and scoring of standardized tests and assessments to draw meaningful data regarding learning and growth.
• Promoted good study habits and student independence to improve quality of student outcomes(after school homework clubs and tutoring).

Facilitated practical, land-based learning experiences that connected classroom theory with real-world agricultural practices, helping students to develop skills and knowledge in the cultivation and management of vineyards.

I demonstrated a strong commitment to student engagement, applied learning, and fostering interest in sustainable agricultural practices through this program.

• Skilled at working independently and collaboratively in a team environment.
• Excellent communication skills, both verbal and written.
• Assisted with day-to-day operations, working efficiently and productively with all team members.
• Collaborated with colleagues to develop cross-curricular lessons, maximizing student understanding of interconnected concepts.
• Increased student engagement by incorporating hands-on activities and group projects into lesson plans.