Summary
Overview
Work History
Education
Skills
Timeline
Generic

Jo-Anne Starke

Summary

My experience both in mainstream and special needs education settings were excellent backgrounds for taking on the role an Dyslexia and Irlen Diagnostician, where I have been privileged to assist children and adults to achieve their full academic potential as well as their goals and life aspirations.

Overview

48
48
years of professional experience

Work History

Irlen Diagnostician

Self Employed
01.1999 - Current
  • Evaluated novel technologies for potential adoption into existing workflows, weighing benefits against cost-effectiveness to determine optimal solutions for enhancing service delivery.
  • Maintained strict adherence to regulatory guidelines and industry best practices, ensuring high-quality standards in all aspects of diagnostics operations.
  • Participated in quality improvement initiatives, identifying areas of potential enhancement within the diagnostic department.
  • Increased overall clinic efficiency by assisting with staff training on new diagnostic equipment and procedures.
  • Streamlined diagnostic processes by implementing efficient workflow strategies and maintaining organized records.
  • Conducted thorough medical histories and physical examinations to inform accurate diagnoses and targeted treatment plans.
  • Strengthened professional knowledge through continuous education, staying updated on the latest advancements in diagnostic methodologies.
  • Enhanced patient care by providing timely and accurate diagnoses for various medical conditions.
  • Collaborated with multidisciplinary teams to develop comprehensive treatment plans based on diagnostic findings.
  • Developed innovative approaches to challenging cases, often resulting in successful diagnosis where others had failed previously.
  • Presented research findings at industry conferences, showcasing expertise in specific areas of diagnostics while contributing to broader professional discourse.
  • Reduced patient wait times by optimizing appointment scheduling and effectively prioritizing cases based on urgency.
  • Established strong rapport with patients, alleviating anxieties surrounding the diagnostic process and promoting trust in clinical outcomes.
  • Contributed to higher patient satisfaction ratings by delivering compassionate care and clear communication throughout the diagnostic process.
  • Served as an approachable mentor for junior team members, offering guidance on best practices while encouraging continued learning opportunities within the field of diagnostics.
  • Improved diagnostic accuracy by utilizing advanced testing techniques and equipment.
  • Diagnosed and treated patients suffering from chronic conditions.
  • Re-evaluated ongoing therapy to institute changes in management plan.
  • Prepared reports and conferred with interdisciplinary team to discuss patient progress.

Special Needs Teacher

Grace Christian School
10.1997 - 12.2000
  • Delivered personalized educational, behavioural, and emotional support to individual students to enable positive learning outcomes.
  • Collaborated with multidisciplinary team members to develop comprehensive support plans for each student''s unique needs.
  • Taught multiple subjects to students with intellectual or emotional disabilities.
  • Maintained inclusive learning environment to enable students to gain maximum benefit from lessons.
  • Evaluated and revised lesson plans and course content to achieve student-centred learning.
  • Prepared instructional materials for group and one-on-one use to comply with established curriculum.
  • Enhanced students'' critical thinking skills through problem-solving activities and hands-on learning experiences.
  • Provided crisis intervention in response to emergencies, employing existing trust, and rapport to deescalate situations.
  • Assessed students'' progress regularly using formal and informal assessments, adjusting instruction based on data-driven results.
  • Developed and implemented classroom routines to address varying student needs.
  • Set up visual aids, equipment, and classroom displays to support teacher's lesson delivery.
  • Increased parent involvement through regular communication, updates on student progress, and opportunities to participate in classroom activities.
  • Developed strong rapport with parents and caregivers, fostering a supportive home-school connection for improved student outcomes.
  • Managed individualized goals and objectives for each student while maintaining accurate records of progress towards achieving them.
  • Coordinated with general education teachers to modify lessons as needed for inclusion of special needs students into mainstream classrooms when appropriate.
  • Improved student reading comprehension by incorporating diverse texts and teaching strategies in the curriculum.
  • Promoted positive behaviour management techniques, resulting in a decrease in classroom disruptions and increased engagement from students.
  • Advocated for special needs students at school-wide meetings, ensuring their voices were heard and their unique challenges were addressed.
  • Utilized research-based interventions to improve academic performance among struggling learners, closing achievement gaps over time.
  • Led activities that developed students' physical, emotional, and social growth.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
  • Partnered with standard education teachers from across academic departments.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students.
  • Instructed students with physical and cognitive disabilities.
  • Taught students across multiple classifications and degrees of special needs.
  • Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
  • Modified general education curriculum for special-needs students using various instructional techniques and technologies.
  • Encouraged students to take ownership of learning by providing choices.
  • Implemented behaviour modification techniques to improve student social and academic performance.
  • Developed Individual Education Plans for students with special needs.
  • Applied proven strategies to improve students' sensory- and perceptual-motor skills.
  • Provided emotional support to students and families.
  • Helped students with special needs integrate into general classroom environments by advocating for individual requirements and helping teachers solve problems.
  • Conducted assessments of students to determine individual needs.
  • Facilitated small group instruction to address individual learning needs.
  • Promoted memory, cognition and language development with hands-on activities and individualized instruction.
  • Maintained accurate records of student progress and attendance.
  • Monitored student performance to evaluate effectiveness of instructional strategies.

Special Needs Teacher

Marrara Christian School
04.1992 - 07.1996
  • Delivered personalized educational, behavioural, and emotional support to individual students to enable positive learning outcomes.
  • Collaborated with multidisciplinary team members to develop comprehensive support plans for each student''s unique needs.
  • Taught multiple subjects to students with intellectual or emotional disabilities.
  • Maintained inclusive learning environment to enable students to gain maximum benefit from lessons.
  • Evaluated and revised lesson plans and course content to achieve student-centred learning.
  • Prepared instructional materials for group and one-on-one use to comply with established curriculum.
  • Enhanced students'' critical thinking skills through problem-solving activities and hands-on learning experiences.
  • Provided crisis intervention in response to emergencies, employing existing trust, and rapport to deescalate situations.
  • Assessed students'' progress regularly using formal and informal assessments, adjusting instruction based on data-driven results.
  • Set up visual aids, equipment, and classroom displays to support teacher's lesson delivery.
  • Developed strong rapport with parents and caregivers, fostering a supportive home-school connection for improved student outcomes.
  • Improved student reading comprehension by incorporating diverse texts and teaching strategies in the curriculum.
  • Documented student behaviours, interventions, and outcomes to enable lead teacher to address pertinent issues.
  • Promoted positive behaviour management techniques, resulting in a decrease in classroom disruptions and increased engagement from students.
  • Advocated for special needs students at school-wide meetings, ensuring their voices were heard and their unique challenges were addressed.
  • Led activities that developed students' physical, emotional, and social growth.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students.
  • Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
  • Modified general education curriculum for special-needs students using various instructional techniques and technologies.
  • Encouraged students to take ownership of learning by providing choices.
  • Developed Individual Education Plans for students with special needs.
  • Provided emotional support to students and families.
  • Promoted memory, cognition and language development with hands-on activities and individualized instruction.

Classroom Teacher

Marrara Christian School
02.1990 - 06.1992
  • Implemented differentiated instruction strategies, ensuring all students were able to access the curriculum and make progress in their learning.
  • Participated in ongoing professional development opportunities, staying current on best practices in education and refining instructional techniques accordingly.
  • Established clear expectations for behaviour and classroom management, creating a respectful and productive learning atmosphere.
  • Boosted student confidence through consistent encouragement and positive reinforcement, fostering a supportive learning environment.
  • Conducted small group interventions for struggling learners, providing targeted support that led to increased academic achievement.
  • Developed strong relationships with parents through regular communication, promoting involvement in their child''s education.
  • Assessed student progress using various assessment tools, adjusting instruction as needed to address identified areas of need.
  • Planned lessons, activities and trips to cover all required course material.
  • Enhanced student comprehension by utilizing diverse teaching methods and adapting to individual learning styles.
  • Collaborated with colleagues to develop cross-curricular lesson plans, increasing students'' understanding of how subjects interconnect.
  • Helped students develop self-esteem and life skills by fostering healthy conflict-resolution, critical thinking, and communication.
  • Administered quizzes and tests to assess student understanding of material.
  • Championed inclusionary practices within the classroom setting by accommodating diverse needs of students with special education plans or language barriers, enabling them to succeed alongside peers in mainstream classrooms.
  • Collaborated with parents, administrators and counsellors to develop improvement plans for struggling students.
  • Participated in professional development workshops to stay current with educational best practices.
  • Created and developed lesson plans to meet students' academic needs.
  • Met with students, parents and administrators to address and resolve students' behavioural and academic issues.
  • Worked with staff members and teachers to design comprehensive and individualized plans to optimize student education.
  • Shifted between formal and informal methods of teaching to keep students engaged.
  • Modified lessons and curriculum to accommodate diverse learners by using strategies such as peer-assisted learning and group work.
  • Helped students explore concepts with engaging, learning-focused activities.
  • Implemented reading and writing workshops to increase student literacy and support school reading programs.
  • Fostered student curiosity and interest through creative hands-on activities.
  • Boosted cultural awareness by incorporating children's literature from world cultures.
  • Adapted teaching methods and materials to meet students' varying needs.

Learning Support Teacher

South Australian Education Department
02.1989 - 12.1989
  • Collaborated with colleagues to develop curriculum aligned with state standards, ensuring consistency across grade levels.
  • Monitored student classroom and outdoors activities to promote student safety.
  • Delivered personalized educational, behavioural, and emotional support to individual students to enable positive learning outcomes.
  • Documented student behaviour, interventions, and outcomes to enable lead teacher to address pertinent issues.
  • Set up visual aids, equipment, and classroom displays to support teacher's lesson delivery.
  • Prepared instructional materials for group and one-on-one use to comply with established curriculum.
  • Maintained inclusive learning environment to enable students to gain maximum benefit from lessons.
  • Promoted a positive classroom environment by establishing clear expectations and fostering open communication.
  • Implemented differentiated instruction techniques to accommodate various learning styles and abilities.
  • Assisted struggling students through targeted interventions, resulting in improved academic performance.
  • Participated in ongoing professional development opportunities, staying current on best practices in education and incorporating new ideas into the classroom.
  • Provided ongoing feedback to parents regarding their child''s academic progress, working together to create effective support plans.
  • Served as a member of the school''s intervention team, collaborating with other professionals to design targeted supports for at-risk students.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
  • Delivered effective and differentiated classroom instruction to range of neurodiverse students.
  • Coordinated special education students and teacher assistant schedules with master schedule.
  • Maintained accurate records of student progress and attendance.
  • Facilitated small group instruction to address individual learning needs.

Support Teacher (Kilparrin Teaching & Assess Unit)

South Australian Education Department
02.1981 - 12.1983
  • Established routines and procedures that maximized time spent on instruction while minimizing classroom disruptions.
  • Implemented various instructional strategies including project-based learning, inquiry-based instruction, and authentic assessment methods to engage all learners effectively.
  • Delivered personalized educational, behavioral, and emotional support to individual students to enable positive learning outcomes.
  • Supported struggling students by offering after-school tutoring sessions and additional resources for success.
  • Monitored student classroom and outdoors activities to promote student safety.
  • Documented student behaviour, interventions, and outcomes to enable lead teacher to address pertinent issues.
  • Prepared instructional materials for group and one-on-one use to comply with established curriculum.
  • Maintained inclusive learning environment to enable students to gain maximum benefit from lessons.
  • Increased parent involvement through consistent communication, establishing positive relationships with families.
  • Utilized formative assessments to monitor student progress regularly, adjusting instructional strategies as needed for optimal results.
  • Collaborated with fellow teachers to develop interdisciplinary units that connected multiple subjects, enhancing overall student understanding.
  • Mentored new teachers, providing guidance on classroom management strategies and effective teaching methods.
  • Participated in ongoing professional development opportunities to stay current on educational trends and best practices, incorporating new ideas into the curriculum accordingly.
  • Partnered with teacher to plan and implement lessons following school's curriculum, goals, and objectives.
  • Tutored struggling students individually and in small groups to reinforce learning concepts.
  • Facilitated activities in small groups to reinforce concepts taught by class teacher.
  • Worked with teacher to optimize learning plans based on student test grades and evaluations.
  • Communicated frequently with parents, students, and faculty to provide feedback and discuss instructional strategies.
  • Modified lessons and curriculum to accommodate diverse learners by using strategies such as peer-assisted learning and group work.
  • Worked with staff members and teachers to design comprehensive and individualized plans to optimize student education.
  • Adapted teaching methods and materials to meet students' varying needs.

Classroom Teacher Speech and Hearing Unit

South Australian Education Department
02.1980 - 12.1980
  • Implemented differentiated instruction strategies, ensuring all students were able to access the curriculum and make progress in their learning.
  • Participated in ongoing professional development opportunities, staying current on best practices in education and refining instructional techniques accordingly.
  • Established clear expectations for behaviour and classroom management, creating a respectful and productive learning atmosphere.
  • Boosted student confidence through consistent encouragement and positive reinforcement, fostering a supportive learning environment.
  • Conducted small group interventions for struggling learners, providing targeted support that led to increased academic achievement.
  • Assessed student progress using various assessment tools, adjusting instruction as needed to address identified areas of need.
  • Planned lessons, activities and trips to cover all required course material.
  • Enhanced student comprehension by utilizing diverse teaching methods and adapting to individual learning styles.
  • Collaborated with colleagues to develop cross-curricular lesson plans, increasing students'' understanding of how subjects interconnect.
  • Participated in professional development workshops to stay current with educational best practices.
  • Shifted between formal and informal methods of teaching to keep students engaged.
  • Helped students explore concepts with engaging, learning-focused activities.

Remedial Teacher

Cashmore Middle School
09.1978 - 05.1979
  • Established a supportive learning environment that encouraged students to take risks and ask questions during lessons.
  • Mentored colleagues on effective remedial teaching techniques, contributing to improved school-wide performance in supporting struggling learners.
  • Assessed student progress regularly using both formative and summative assessments, making data-driven adjustments to instruction as needed.
  • Integrated real-world examples into lessons to help students make connections between academic content and their everyday lives.
  • Collaborated with other educators to share best practices, refine teaching strategies, and improve overall effectiveness in the classroom.
  • Boosted standardized test scores for remedial students through focused preparation sessions and tailored test-taking strategies.
  • Improved reading comprehension for struggling students by implementing targeted remedial instruction.

Classroom Teacher

Northern Territory Department Of Education
01.1977 - 08.1978
  • Implemented differentiated instruction strategies, ensuring all students were able to access the curriculum and make progress in their learning.
  • Participated in ongoing professional development opportunities, staying current on best practices in education and refining instructional techniques accordingly.
  • Boosted student confidence through consistent encouragement and positive reinforcement, fostering a supportive learning environment.
  • Conducted small group interventions for struggling learners, providing targeted support that led to increased academic achievement.
  • Developed strong relationships with parents through regular communication, promoting involvement in their child''s education.
  • Assessed student progress using various assessment tools, adjusting instruction as needed to address identified areas of need.
  • Planned lessons, activities and trips to cover all required course material.
  • Enhanced student comprehension by utilizing diverse teaching methods and adapting to individual learning styles.
  • Participated in professional development workshops to stay current with educational best practices.
  • Created and developed lesson plans to meet students' academic needs.

Education

International Diploma of The Irlen Institute - Impact of Irlen Syndrome On Learning

International Diploma of The Irlen Institute
12-2003

Diploma in Teaching (Primary) - Teaching

Salisbury College of Advanced Education
Salisbury, SA
12-1976

Skills

  • Ethics and professionalism
  • Clinical reasoning
  • Continuing education
  • Diagnosis and treatment
  • Quality improvement
  • Maintaining privacy
  • Diagnostics
  • Research and analysis
  • Problem-solving
  • Excellent communication
  • Active listening
  • Relationship building
  • Interpersonal skills
  • Analytical thinking

Timeline

Irlen Diagnostician

Self Employed
01.1999 - Current

Special Needs Teacher

Grace Christian School
10.1997 - 12.2000

Special Needs Teacher

Marrara Christian School
04.1992 - 07.1996

Classroom Teacher

Marrara Christian School
02.1990 - 06.1992

Learning Support Teacher

South Australian Education Department
02.1989 - 12.1989

Support Teacher (Kilparrin Teaching & Assess Unit)

South Australian Education Department
02.1981 - 12.1983

Classroom Teacher Speech and Hearing Unit

South Australian Education Department
02.1980 - 12.1980

Remedial Teacher

Cashmore Middle School
09.1978 - 05.1979

Classroom Teacher

Northern Territory Department Of Education
01.1977 - 08.1978

International Diploma of The Irlen Institute - Impact of Irlen Syndrome On Learning

International Diploma of The Irlen Institute

Diploma in Teaching (Primary) - Teaching

Salisbury College of Advanced Education

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Jo-Anne Starke