Fiona McDonald

Dedicated classroom teacher with expertise in innovative curriculum implementation and lesson planning. Proven ability to enhance student engagement and academic performance through creative teaching strategies. Committed to assessing student progress and adapting instruction based on data correlation to meet diverse educational needs.

• 2024 – Cornerstones, Armidale Diocese, Tenterfield
• 2023 – Initialit Training, Armidale Diocese, Tenterfield
• 2020 – L3 Kindergarten Training OPL, The Sir Henry Parkes Memorial Public School.
• 2019 – L3 Kindergarten Teacher Training (1st Year), The Sir Henry Parkes Memorial Public School.
• 2018 – L3 Stage One Teacher Training (2 years), Fredrickton Public School.
• 2020 – Weaving Connections between writing and reading in early years (Tenterfield)
• 2020 – Lisa Mills AUSLAN (Online Training)
• 2020 – Additive Strategies (Tenterfield)
• 2019 – 8 Ways: Aboriginal Pedagogy Course (Tenterfield)
• 2019 – Planning for learning using Best Start Kindergarten & Implementing the Best Start Kindergarten (Tamworth)
• 2019 – Understanding Textual Concepts PD (Tenterfield)
• 2018 – Learning Progressions – Whole School Collaborative Training (Bowraville Central School)
• 2018 – Learning Intentions & Success Criteria (LISC)– Whole School Collaborative Training (Bowraville Central School)
• 2018 – Writers for Life – Teaching Writing K-6 course (Coffs Harbour)
• 2018 – OLT Managing Behaviour (Nambucca Heads)
• 2018 – Disability Standards for Education (Online Training)
• 2018 – ORANGES – Positive Mindset training (Camp Quality Northern New South Wales)
• 2018 – Sound Waves Implementation Workshop (Bowraville)
• 2018 – Road Safety Education: Safer Behaviour (Port Macquarie)
• 2018 – Management of Actual or Potential Aggression Foundation Course (MAPA)
• 2017 – Musical Futures PD Workshop (Sydney Girls High School)
• 2017 – MusicaViva CPL: Music Education skills for the classroom

Parkrun, Tenterfield 2024-2025, Volunteer marshal, time keeper, barcode collector, barcode scanner, tail walker

Camp Quality, Camp Quality Family Fun Day Leader, 2011 - 2023, led families through recreational and respite family fun days, provided companionship and emotional support as a companion on respite camp, collaborated with organizational and volunteer staff to coordinate fundraising events, volunteered for public events representing Camp Quality (fundraising and promotional support), Camp Companion (2012+), Committee Member (2011-2013), Fundraiser (2016-2017)

• Approval to teach K-6, with proven capacity to use data informed practice to create high quality, differentiated literacy and numeracy programs.
• NSW DET approval to teach K-6 and a Diploma in Children’s Services.
• Confidently immersed into Kindergarten teaching at TSHPMPS aligning to the schools’ strategic directions 1 & 2 with using L3 pedagogy to deliver explicit, quality teaching programs.
• Deliberate use of L3 data within the classroom to inform ongoing teaching and learning cycles.
• Exemplary ability to assess and track the data of students’ literacy and numeracy skills against the learning progressions and syllabus.
• Successfully taught classes across all K-6 stages in a variety of school settings and experiences, ranging from multi-stage classroom teaching, RFF, ESL, Multi-lit, Kindergarten Orientation, LaST, Reading Recovery, Literacy, Creative Arts, Secondary class cover and Casual appointments.
• Integrated and differentiated cross-curricula teaching units involving all or most Key Learning Areas (KLAs), using my knowledge of stage appropriate syllabus documents and student data to plan for and implement engaging programs.
• Confidently assess, adapt, innovate and reflect on teaching programs, effectively differentiating teaching and learning practices within numeracy, reading, writing and spelling groups to meet the diverse needs of students.
• Demonstrated exceptional ability to implement quality teaching and learning programs using visible learning integrated across KLA’s (8 ways of learning), incorporating music, drama, technology, school resources such as school farms, playgrounds, other classrooms, team teaching and links to physical education.
• Confidently collaborated with Instructional Leader, executive staff, colleagues, staff and supervisors to implement and incorporate current pedagogy and research into quality teaching and learning programs: 8 ways of learning (including narrative and visual learning imbedded across all KLAs), Textual Concepts, Literacy & Numeracy Progressions, Language, Learning & Literacy (L3), and the NSW Quality Teachers Framework in line with Strategic directions 1 & 2.
• High expectations of own teaching practices and of all students, consistent to their individual learning needs and progression.
• Demonstrated ability to analyse and evaluate data to inform quality teaching and learning practices: PLAN 1 & 2, L3, School initiative vocab test data; Soundwaves data assessments, Running Records, learning progressions and rubrics.
• Consciously value and share my love of learning to my students through innovative and appropriate to student experience and needs, such as the use of LISC; technology; classroom in the outdoors; latest teaching pedagogy; open ended tasks; music; multi-sensory approach to learning; gross motor and fine motor activities; and a positive growth mindset.
• Proven ability to develop creative and positive classroom learning environments with a thorough understanding of effective behaviour management strategies to enhance student wellbeing and student learning outcomes.
• Follow TSHPMPS and apply Restorative Practices as a positive way to repair the understanding of relationships for students and their behaviours, closely supported by the implementation and programming of Bounce Back and Positive Behaviour for Learning lessons co-taught and programmed with school teaching staff; along with the consistent use of a growth mindset to foster a love of learning and the resilience to persevere through challenges. Strategic Direction 3.
• Successfully collaborate with EAFS Instructional Leader, executive staff and stage teachers to plan, assess and implement quality teaching programs, including team teaching, co-teaching and learning programs and classroom buddies.
• Collaborated effectively with EAFS Instructional Leaders to observe, implement and assess the quality teaching and learning practices of small group intensive workshops and whole class teaching, through team teaching, lesson planning, analysis of data and reflection of quality teaching and learning cycles, and ongoing specific professional learning.
• Valued commitment, volunteering and engagement within outside organisations, for instance, I have developed a positive partnership with Camp Quality NNSW, by supporting children and their families as a camp companion, where I provide respite and positive experiences for children dealing with cancer in their lives, including past and present cancer patients.
• Collaborated effectively with K/1 teacher to program KLA specific scope and sequence; identified and differentiated students in targeted teaching groups through shared teaching, (K-2 writing and spelling targeted integration programs).
• Liaised productively with Occupational & Speech Therapists, and School Psychologists and Counsellors.
• Demonstrated experience in developing and using evidence-based data to implement specific and differentiated programs in line with high student expectations; encouragement of higher order thinking; originality; problem solving; and creativity/innovation.
• Identified and created learning support referrals to address academic and social-emotional wellbeing needs of individual students for example, writing interventions, phonetic and speech challenges, students suffering significant trauma or in need of specific wellbeing support programs or agencies (working with Learning Support Teams for intervention).
• Experience as a classroom teacher at BCS for 4 years, including full-time temporary contract employments as a class teacher on a multi-stage 1 & 2 and a stage 1 class. Both classes requiring exceptional behaviour management skills and a deep understanding of teaching students in need of significant wellbeing support.
• Collaborated with students, their families and teaching staff to identify the educational needs or goals of all Indigenous students for individual, tailored Personalised Learning Programs (PLPs) and students requiring an Individual Education Plan.
• Confidently liaised with executive teaching staff and the school Aboriginal Educational Officer to develop and implement teaching and learning resource kits tailored to individual student PLPs for school and home, to assist students to reach their personalised goals.
• Willingness and experience positively contributing to and/or facilitating whole school programs, roles and responsibilities, such as sport and music.
• Experience co-teaching and leading a creative and performing arts program across K-6 in two consecutive years at BCS.
• Facilitating dance performances for school and community events where students engaged with the elements of dance and drama to collaborate, innovate and present skills through a K-10 stage production, Creative Arts Evening and school items.
• Willingness and enthusiasm to contribute to school programs within the Creative Arts, Technology and Sport.
• Undertaken the role of school contact for the community of school’s art committee - 2018 (Valley 10 Art Committee).
• Effective teachers constantly evolve through developing their practice with current pedagogy and innovation.
• My teaching practice shows an ability to teach in a wide range of educational settings with emphasis towards student wellbeing at the core of all quality teaching practices. I value innovation and the implementation of researched teaching practices, underpinned by data and student learning.

• Cherie, Yates, Principal, cyates@arm.catholic.edu.au, 0466901964, St Joseph’s Primary School, Tenterfield, Tenterfield, NSW
• Bianca, Haslam, Classroom Teacher, bwickcs2@arm.catholic.edu.au, 0401841622, St Joseph’s Primary School, Tenterfield, Tenterfield, NSW
• John, O’Connor, School Performance Leader, joconnor1@arm.catholic.edu.au, 0407 855 641, Catholic Diocese, Armidale NSW, Armidale, NSW

Parkrun, Tenterfield 2024-2025, Volunteer marshal, time keeper, barcode collector, barcode scanner, tail walker

Camp Quality, Camp Quality Family Fun Day Leader, 2011 - 2023, led families through recreational and respite family fun days, provided companionship and emotional support as a companion on respite camp, collaborated with organizational and volunteer staff to coordinate fundraising events, volunteered for public events representing Camp Quality (fundraising and promotional support), Camp Companion (2012+), Committee Member (2011-2013), Fundraiser (2016-2017)

• Approval to teach K-6, with proven capacity to use data informed practice to create high quality, differentiated literacy and numeracy programs.
• NSW DET approval to teach K-6 and a Diploma in Children’s Services.
• Confidently immersed into Kindergarten teaching at TSHPMPS aligning to the schools’ strategic directions 1 & 2 with using L3 pedagogy to deliver explicit, quality teaching programs.
• Deliberate use of L3 data within the classroom to inform ongoing teaching and learning cycles.
• Exemplary ability to assess and track the data of students’ literacy and numeracy skills against the learning progressions and syllabus.
• Successfully taught classes across all K-6 stages in a variety of school settings and experiences, ranging from multi-stage classroom teaching, RFF, ESL, Multi-lit, Kindergarten Orientation, LaST, Reading Recovery, Literacy, Creative Arts, Secondary class cover and Casual appointments.
• Integrated and differentiated cross-curricula teaching units involving all or most Key Learning Areas (KLAs), using my knowledge of stage appropriate syllabus documents and student data to plan for and implement engaging programs.
• Confidently assess, adapt, innovate and reflect on teaching programs, effectively differentiating teaching and learning practices within numeracy, reading, writing and spelling groups to meet the diverse needs of students.
• Demonstrated exceptional ability to implement quality teaching and learning programs using visible learning integrated across KLA’s (8 ways of learning), incorporating music, drama, technology, school resources such as school farms, playgrounds, other classrooms, team teaching and links to physical education.
• Confidently collaborated with Instructional Leader, executive staff, colleagues, staff and supervisors to implement and incorporate current pedagogy and research into quality teaching and learning programs: 8 ways of learning (including narrative and visual learning imbedded across all KLAs), Textual Concepts, Literacy & Numeracy Progressions, Language, Learning & Literacy (L3), and the NSW Quality Teachers Framework in line with Strategic directions 1 & 2.
• High expectations of own teaching practices and of all students, consistent to their individual learning needs and progression.
• Demonstrated ability to analyse and evaluate data to inform quality teaching and learning practices: PLAN 1 & 2, L3, School initiative vocab test data; Soundwaves data assessments, Running Records, learning progressions and rubrics.
• Consciously value and share my love of learning to my students through innovative and appropriate to student experience and needs, such as the use of LISC; technology; classroom in the outdoors; latest teaching pedagogy; open ended tasks; music; multi-sensory approach to learning; gross motor and fine motor activities; and a positive growth mindset.
• Proven ability to develop creative and positive classroom learning environments with a thorough understanding of effective behaviour management strategies to enhance student wellbeing and student learning outcomes.
• Follow TSHPMPS and apply Restorative Practices as a positive way to repair the understanding of relationships for students and their behaviours, closely supported by the implementation and programming of Bounce Back and Positive Behaviour for Learning lessons co-taught and programmed with school teaching staff; along with the consistent use of a growth mindset to foster a love of learning and the resilience to persevere through challenges. Strategic Direction 3.
• Successfully collaborate with EAFS Instructional Leader, executive staff and stage teachers to plan, assess and implement quality teaching programs, including team teaching, co-teaching and learning programs and classroom buddies.
• Collaborated effectively with EAFS Instructional Leaders to observe, implement and assess the quality teaching and learning practices of small group intensive workshops and whole class teaching, through team teaching, lesson planning, analysis of data and reflection of quality teaching and learning cycles, and ongoing specific professional learning.
• Valued commitment, volunteering and engagement within outside organisations, for instance, I have developed a positive partnership with Camp Quality NNSW, by supporting children and their families as a camp companion, where I provide respite and positive experiences for children dealing with cancer in their lives, including past and present cancer patients.
• Collaborated effectively with K/1 teacher to program KLA specific scope and sequence; identified and differentiated students in targeted teaching groups through shared teaching, (K-2 writing and spelling targeted integration programs).
• Liaised productively with Occupational & Speech Therapists, and School Psychologists and Counsellors.
• Demonstrated experience in developing and using evidence-based data to implement specific and differentiated programs in line with high student expectations; encouragement of higher order thinking; originality; problem solving; and creativity/innovation.
• Identified and created learning support referrals to address academic and social-emotional wellbeing needs of individual students for example, writing interventions, phonetic and speech challenges, students suffering significant trauma or in need of specific wellbeing support programs or agencies (working with Learning Support Teams for intervention).
• Experience as a classroom teacher at BCS for 4 years, including full-time temporary contract employments as a class teacher on a multi-stage 1 & 2 and a stage 1 class. Both classes requiring exceptional behaviour management skills and a deep understanding of teaching students in need of significant wellbeing support.
• Collaborated with students, their families and teaching staff to identify the educational needs or goals of all Indigenous students for individual, tailored Personalised Learning Programs (PLPs) and students requiring an Individual Education Plan.
• Confidently liaised with executive teaching staff and the school Aboriginal Educational Officer to develop and implement teaching and learning resource kits tailored to individual student PLPs for school and home, to assist students to reach their personalised goals.
• Willingness and experience positively contributing to and/or facilitating whole school programs, roles and responsibilities, such as sport and music.
• Experience co-teaching and leading a creative and performing arts program across K-6 in two consecutive years at BCS.
• Facilitating dance performances for school and community events where students engaged with the elements of dance and drama to collaborate, innovate and present skills through a K-10 stage production, Creative Arts Evening and school items.
• Willingness and enthusiasm to contribute to school programs within the Creative Arts, Technology and Sport.
• Undertaken the role of school contact for the community of school’s art committee - 2018 (Valley 10 Art Committee).
• Effective teachers constantly evolve through developing their practice with current pedagogy and innovation.
• My teaching practice shows an ability to teach in a wide range of educational settings with emphasis towards student wellbeing at the core of all quality teaching practices. I value innovation and the implementation of researched teaching practices, underpinned by data and student learning.