Kendy McCauley

• K-2 Acting Assistant Principal
• Supported 7 teachers on my team from K-2. Oversaw their professional goals, checked their programs - giving written feedback, checked on their wellbeing and their understanding of new curriculums.
• Proof read and provided written feedback on 7 teacher's student reports each semester.
• Ran stage meetings on a weekly basis.
• Constructed rosters/timetables for the whole school for Playground Duties, RFF and SLSOs.
• Collaborated with other executive members to devise new school policies in Behaviour Management.
• Devised Individual Behaviour Plans, in consultation with classroom teachers, aimed at student behaviour modification.
• Wrote Risk Assessments for students from K-2 when required.
• Reported to Child Wellbeing Unit on cases of suspected abuse, neglect and/or sexualised behaviours.
• Collaborated with classroom teachers to write IEPs (Individualised Education Programs) for those students in need.
• Trained teachers on effective teaching techniques, classroom management strategies, and behaviour modification.
• Monitored student behaviour and enforced discipline policies.
• Supervised and evaluated teaching and support staff through instructional leadership and professional development.
• Built productive relationships with parents of students facing difficult situations at school or at home.
• Performed classroom evaluations to assess teacher strategies and effectiveness.
• Monitored and evaluated educational programs to maintain high-quality performance objectives and standards.
• Counselled students about rules and policies during school assemblies.
• Studied assessment information covering students, teachers and school operations to formulate improvement plans.
• Built and maintained positive relationships with diverse stakeholders, such as parents, school volunteers and outside agencies.
• Attended weekly Executive meetings outside of school hours.
• Organised individual students K-6 to attend the mobile dental van.

Provided one-on-one and group-based learning support in both Literacy and Numeracy focused on increasing student outcomes.

• Used both formal and informal diagnostic tools to determine the immediate needs of those students requiring support.
• Analysed data to develop a program tailored to the specific needs of each student on my caseload.
• Built positive relationships with students and families for safe, trusted learning support.
• Monitored student progress, recorded results and daily observations and communicated needs of students to their classroom teachers.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Integrated diverse teaching strategies to support all learning types.
• Supported establishment of safe and confidential spaces for sharing difficult experiences.
• Met with parents and guardians to assist in understanding and supporting educational objectives, learning expectations and behaviour standards.
• Provided individualized feedback to support student learning and development.
• Provided support to new and veteran teachers to maximize student learning.
• Interacted with children one-on-one and in small groups to enhance and support learning activities.
• Evaluated students with learning challenges and recommended specific support strategies.
• Made recommendations to the Learning Support Team if I felt that students on my case load would benefit from accessing external agencies.
• Supported teachers in development of individual learning strategies.

• Delivered an intensive, individualized literacy intervention to accelerate learning for students in the bottom 20% of Year 1, providing one-to- one daily instruction.
• Tracked student progress daily, making observational notes, aimed at driving future instruction.
• Interpreted student assessment data to ascertain best intervention methods.
• Conducted assessments, both formal and informal, of students to analyse individual reading difficulties.
• Participated in fortnightly professional learning and collegial discussions.
• Demonstrated effective Reading Recovery lessons behind a 2 way mirror to training teachers.
• Provided support and ideas to the classroom teachers of the students I had in the program.

• Delivered a multifaceted approach that combined high expectations with tailored support.
• Delivered explicit language instruction within the context of the curriculum, utilizing visual aids and scaffolding techniques, and acknowledging students' diverse cultural backgrounds and strengths.
• Adapted assessment tasks to accommodate different language levels and focus on assessing content knowledge alongside language development.
• Connected new concepts to students' existing knowledge and experiences, and provided opportunities to develop necessary background knowledge.
• Provided a safe and caring learning environment which valued diversity.
• Provided 1:1 teaching support, group teaching and support within the mainstream classroom.
• Assisted classroom teachers in scaffolding programs in order to best cater for individual learning needs.

• Stage 1 IT Computer Release, Music, Visual Arts and Drama at Turvey Park Public School
• K-6 New Arrivals Program and ESL at Turvey Park Public School

• Stage 1 IT Release, Music/Percussion and Drama at Turvey Park Public School
• K-6 English as a Second Language at Turvey Park Public School

• Year 2 IT Release, Music and Visual Arts
• Year 1 Library Release at Turvey Park Public School
• K-6 Release from Face to Face, Science at Turvey Park Public School

• K-6 Release from Face to Face Science and Technology and Visual Arts at Kooringal Public School

• K-6 Release from Face-to-Face Science and Technology and Visual Arts at Kooringal Public

• K-6 Casual Teaching Wagga Wagga

• Year 1 at Dubbo West Public School