JUSTINE MELIDE

· Teach zone of regulations, wellbeing and life skills programs to close identified gaps in students emotional, social and physical development.

· Form collaborative partnerships with multidisciplinary teams, families, students and the community.

· Create and manage Individual Education Plans (IEPs) to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.

· Effectively redirect students using Positive Behaviour strategies (PBS) for increased student engagement.

· Choreographed ED/BD Unit Showtime Performance

· Cultivate connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.

· Active member of the ‘R U OK DAY’ Committee with focus on creating student zone of regulations performance, whole school mindfulness activity and organising staff costumes.

· Modify education curriculum and provide students with a therapeutic, supportive and learning enriched environment tailored to their individual and developmental needs using various instructional techniques and technologies.

· Communicated nonverbally with children to provide comfort, encouragement and positive reinforcement.

• Co-ordinated, administered, and trained colleagues to utilise the National Assessment Program - Literacy and Numeracy (NAPLAN) in 2019 and 2020
• Orchestrated and facilitated the Oakdale 2020 School Cross Country
• Choreographed class marionette performance
• Facilitated major award ceremonies including Swimming Carnival awards, Cross Country awards, and term champion assembly awards
• Created positive behaviour strategies to meet the physical and emotional needs of students with a variety of abilities.
• Co-directed junior troop dance performance.
• Facilitated the Easter Hat Parade

• Worked collaboratively with service providers, the community, and staff to provide students with a meaningful and holistic education whilst also reflecting on professional skills and further developing teaching practices, policies and guidelines
• Provide students with visual learning goals and achievement by implementing Bump-It-Up- Walls and displaying lesson learning intentions with outcomes of learning
• Chaired and contributed to team meetings, communication meetings, parent-teacher meetings, and professional development opportunities
• Planned, implemented, interpreted, and assessed student learning and progress in accordance with the Australian Curriculum, NSW Board of Studies Curriculum, Literacy and Numeracy Continuum
• Effectively utilise classroom management strategies to address and support children with complex needs and behaviours
• Assisted students to reflect, identify, and implement effective expressive strategies when dealing with complex emotions
• Developed and maintained positive rapport with students, parents, and families.

• Worked with vulnerable children and
• Identified and assessed risks
• Worked efficiently within demanding time restraints
• Preparing legal documents
• Supported children and carers in Out of Home Care placements.

• Supported colleagues’ to further develop their knowledge and complete tasks by covering classroom and teacher duties during release times
• Worked collaboratively with parents, the community, and colleagues to implement hands-on learning experiences

• Provided high quality community-connected and child centred childcare that promoted a safe, therapeutic and learning enriched environment for ongoing care and support to children aged 2-6, including those with high need disabilities, located in St Marys, Sydney
• Responsibilities:
• Orchestrated and planned successful fundraising events within the community; periodically throughout the year
• Networked, developed and maintained positive rapport with students, parents, families and the community
• Reviewed, assessed and implemented service improvements utilising the Quality Improvement plan (QIP)
• Identified, documented and reported any observed or potential risk of harms against children to appropriate parties
• Assessed students individually and in groups settings, document and plan to further development their interests and stages of development
• Created high quality and professional portfolios for a minimum of 10 children
• Appropriately carried out required incident report procedures
• Planed and assessed indoor, early morning and outdoor programs that reflect children’s interest and the National Quality Standards
• Worked collaboratively with trained psychologists, occupational therapists, staff and children to implement a flexible, nurturing and age appropriate program tailored to the needs of each child
• Provided support to staff and children with challenging behaviours in a one on one and group setting
• Provided parents with information regarding activities completed and child progression along with reflective journal entries and evidence.