Genevieve Sheehan

Shadow Head of Learning Diversity

• Gaining knowledge and understanding of role of HOSES
• Shadowing in difficult conversations with key stakeholders.

Case Manager of Students with Diverse Needs

• Maintaining caseload of 20+ students with diverse needs
• Regularly assessed and tracked progress of students in reaching their individual goals
• Collaborated with students and others to assist them into pathways to obtain their goals.
• Collaborated with teachers and therapists to develop individualized educational plans for each student, ensuring optimal progress.
• Communicated support strategies among relevant teachers to enhance engagement.

Co-Teacher

• Developed and implemented differentiated instruction strategies for students with varying learning needs.
• Utilized data-driven instruction methods to identify areas of improvement and adjust teaching strategies accordingly.
• Fostered classroom environment that encouraged open communication, respect for diversity, and personal responsibility among students.
• Implemented behaviour modification strategies, resulting in improved self-regulation and classroom participation among students.
• Established positive relationships with parents through effective communication, leading to increased involvement in their child''s education.

SEP Science, English, Math, HAS Teacher

• Instructed students in various subjects
• Developed units, lessons, assessment, marking guides that aligned with ACARA for varying ICP levels
• Consistently provided timely feedback on student progress through assessments, conferences, and written evaluations.
• Differentiating educational resources, assessments and physical environments to enhance student learning outcomes

MaqLit Teacher

• Assessed reading levels
• Adhered to lesson structures to develop students reading ability
• Built upon program to add engagement and assist in fluency of reading for learners, by adding metronome during fluency practice so students could increase reading speed
• Developed supplementary materials to assist in developing comprehension and word recognition and added this to class “Blackboard – Learning Place” for ease of access and use of IT.

Social Skills Teacher

• Redeveloped and implemented Social Skills Program, using evidence-based techniques from “Superflex,” series and mindfulness strategies for high school students
• Instructed students of effective verbal and non-verbal communication
• Instructed students in resolving conflicts peacefully including fostering empathy in perspective taking, negotiating, compromise and assertiveness
• Collaborated with HOSES and Co-teachers to develop Social Skills program

Mainstream Science and English Teacher

• Worked cooperatively with other teachers, administrators, and parents to help students reach learning objectives.
• Assisted in creating safe and nurturing classroom environment that promoted emotional well-being and academic growth for all students.
• Provided one-on-one support for students with learning disabilities, enabling them to excel in their coursework.
• Prepared lessons based on ACARA for appropriate year levels
• Consistently provided timely feedback on student progress through assessments, conferences, and written evaluations.

Form Class/Pastoral Care Teacher

• Tracked attendance data
• Assisted students in setting meaningful educational goals and owning their own learning.

Learning Support Team Leader

• Lead the Learning Support Teaching Team in developing resources, strategies and plans to guide the team in effectively supporting student learning
• Collect and collate data about students with higher needs in order to facilitate human resource support
• Timetable teacher aides into classes with the greatest need
• Arrange moderation groups for Learning Support classes
• Assisted with curriculum planning and materials selection.

Mentor Teacher

• Provide constructive feedback on lesson planning, behaviour management and pedagogy
• Observe and report on pre-service teacher development across practicum
• Model planning, management and pedagogy
• Developed strong, supportive, professional relationships with beginning and new teachers
• Engaged in difficult conversations with pre-service teachers who were at risk of failing their practicum

Differentiation Coach

• Develop resources to support teachers and students across various curriculum areas
• Communicated support strategies among relevant staff
• Collaborate with staff across Science and Arts to identify students with differentiation needs

Professional Development Presenter

• Collaborated with other Learning Support Teachers to develop a presentation based on QAR to enhance comprehension strategies for students across all subject areas
• Presented professional developments for QAR Literacy Strategies and MultiLit Program
• Assisted in the implementation of QAR in each curriculum area to support and develop student comprehension across curriculum areas.

Learning Support English Teacher

• Utilised Teacher Aide to develop literacy of Learners by arranging group rotations of learners every lesson across reading, spelling and curriculum
• Tracked student progress data
• Assisted in creating a safe and nurturing classroom environment that promoted emotional well-being and academic growth for all students.
• Fostered a classroom environment that encouraged open communication, respect for diversity, and personal responsibility among students.
• Implemented behaviour management strategies, resulting in improved self-regulation and classroom participation among students.
• Enhanced learning experiences by incorporating specialized tools and resources tailored to needs of special education students

Form/Pastoral Care Teacher

• Developed and implemented “Question Box” to support students, regarding questions of relationships, bullying, etc

Main Stream English/Literacy and Social Science Teacher

• Prepared Units and Lessons to develop student knowledge and understanding across these curriculum areas
• Differentiated for student learning
• Reported on student progress