Mary-Jane Crutchley

• Responded to situations of Family Domestic Violence and ensured the philosophy of "Safe For Now" was applied.
• Enhanced family stability by providing comprehensive support and resources tailored to individual needs.
• Connected families with community resources such as housing assistance, financial aid programs, and educational opportunities.
• Strengthened families' resilience through crisis intervention, counselling, and referral services.
• Developed strong rapport with clients, fostering trust necessary for effective intervention.
• Policy development for the Hedland Women's Refuge.

• Led a comprehensive, progressive and innovative Student Support team.
• Facilitated regular meetings with team members to discuss progress updates, address challenges, and brainstorm solutions for ongoing success.
• Established strategic partnerships with external organisations, collaborating to improve community relationships and perspectives of the school.
• Maintained detailed records of program activities and participant data, ensuring compliance with internal policies and external regulations.
• Led training sessions for staff, fostering a knowledgeable and cohesive team environment regarding culturally responsive and trauma informed practice.
• Managed budgets and resources for successful execution of multiple programs simultaneously.
• Developed and recommended policies and procedures for improving student wellbeing, behaviour and engagement.

• Assisted children in care with daily living activities, promoting independence and dignity.
• Assisted with dressing guidance, grooming, meal preparation, and medication reminders.
• Developed recreational activities tailored to individual interests, enhancing overall quality of life for cchildren in care.
• Provided emotional support to children and their families, fostering strong relationships built on trust and empathy.
• Enhanced quality of life for children in care through personalised care plans tailored to individual needs.
• Cleaned house, ran errands, managed laundry, and completed weekly grocery shopping.

· Year 10 Student Support Leader

· Complete Functional Behaviour Assessments

· Individual SAER case management and support of identified students across the tiers of intervention.

· Year 11 and 12 pathway and subject selections

· Support early phase teachers to refine their classroom management skills and a PBS environment.

· Self-regulate and manage escalated situations with clarity and co-regulation

· Complete Gatekeeper risk assessments as required.

· Responsible for leading the roll out of the Zones of Regulation program within Hedland SHS.

· Leading the development and implementation of the Broome ‘Mabu Liyan’ Social and Emotional Wellbeing program, Project Learning Framework and On-Country Two Way Science Learning experiences.

· Implement SEN planning and reporting goals while developing effective practices to support this.

· Initiating and maintaining key relationships with key services, agencies, and institutions such as Kimberley Aboriginal Medical Service (KAMS), the University of WA (UWA) and Nyamba Buru Yawuru.

· Actively case manage students attending SALS

· Organise and lead weekly teacher meetings

• Plan, teach and assess students under the SCSA syllabus in years 5 and 6 while providing differentiated programs for a diverse range of students.
• Plan, teach and assess according to explicit instruction requirements in a whole school approach.
• Plan, coordinate, carry out and manage the cost centre and risk management the annual Year 6 camp and excursions.
• Transition Year 6 students to secondary school, Clontarf and Broome Girls Academies.
• Be You "Mabu Liyan" Team Leader
• Positive Behaviour Support Leadership Team member
• Initiated the Broome Primary School Attendance Bus in partnership with PCYC
• Relief Deputy Principal when required by the school administration team.
• SSTUWA Branch Representative 2014 – 2018.