Lauren Brown, 5296139

March 2022 - Present: Relief work in the Toowoomba

& Lockyer Valley regions, across all year levels at the following primary schools:

• Rockville State School
• Harristown State School
• Darling Downs State School
• Flagstone Creek State School
• Glenvale State School
• Helidon State School
• Gatton State School
• Geham State School
• Highfields State School
• Mt Whitestone State School
• Highfields State School

Experience

• Implementing daily plans set by classroom teachers and providing detailed feedback to CT & students
• Manufacturing a range of individual school policies, visions, values, missions and behaviour & learning programs daily.
• Communicating with school staff at all levels daily via phone, email and in person regarding bookings, availability, students & learning outcomes
• Being flexible and available to all booking changes, tasks, duties and expectations
• Continuing to provide support and communications to families, school leaders and students as a relief teacher in the absense of the CT
• Provides resources and meaningful lessons relevant to current curriculum in the absence of a daily plan
• Experience with Curriculum to Classroom (C2C), units, lessons, assessment & rubrics
• Exeprience with TLL based literacy blocks
• Adopting, conforming to & embracing the individual culture and expectations of each and every school like it is my own

Contract: Waterford West State School 2017 - Year 2

Permanancy: Waterford West State School 2018 - Year 2

2019 - Year 2

2020 - Year 1

2020- March 2022: Maternity/Unpaid leave

Experience

• Evidence informed practices such as: Lyn Sharratts' approach to improve critical literacy skills, Anita Archers' approach to Explicit Instruction and Sheena Camerons' approach to Reading Comprehension.
• Maintained safe and supportive learning environments across all aspects of learning.
• Working within a PBL (Positive Behavior for Learning) school with daily focus on referring to the 10 essential skills for classroom management.
• Established and enforced rules of behavior to drive social development and maintain positive interactions, in alignment to our 4 PBL rules: Be Safe, Be Respectful, Be Responsible, Be a Learner
• Adjusted curriculum when and where necessary for all students to be successful in their learning.
• Use of WALT, WILF & TIB for all lessons.
• Explicitly modelling and scaffolding content
• Attended intervention meetings with school leaders to identify children within my class in need of extra support & intervention for reading.
• SSP & Spelling Mastery Programs
• Phontas & Pinnal running records
• PM benchmark Reading assessments
• Planned and implemented daily guided reading sessions with reading rotation blocks.
• Created running records, recordings and resources for children who required intervention and analysed findings
• Creating student goals that aligned to explicit improvement agenda priority areas.
• Extensive and thorough creations of unit plans and reporting comments for A-E standards for specific subjects alongside HOC.
• Created rubrics against curriculum standards for multiple year levels.
• Daily use of ICT for learning and experiences,
• Creating, implementing and adjusting IBP's (Individual Behaviour Plans) alongside PBL leader.
• Creating, implementing and adjusting ICP'S (Individual curriculum plans) alongside designated SSP teacher & HOSES.
• Use of the Literacy Continuum to create student goals.
• Year level planning days with the year level team & school leaders.
• Coaching sessions with pedagogical coach to achieve professional goals.
• Coaching sessions with Early Years Coach to embed play based learning into day to day work.
• Participated in APDP's (Annual Performance Development Plans) yearly to self reflect and create professional goals in alignment with the Australian Professional Standards for Teachers alongside deputy Principal.
• Attendance committee: creating and implementing ideas to encourage and support low attending families
• Mission, Vision and Values committee: involved in recreating and tweaking our mission, vision and values for the school
• Excursion planning
• Built respectful relationships with students and families
• Consistent and open communication with families.
• Parent teacher interviews both in person and over the phone.
• Worked with children in care and developed programs/mini lessons to help them with their concerns both socially and academically.
• Collaborated with parents, administrators and counselors to develop improvement plans for struggling students.
• Creating spaces and time for students to give themselves feedback on their own work.
• Provided support for families with home learning during Covid-19.
• Created home learning lessons, activities and resources for each subject and assessments accordingly with year level teams during Covid-19
• Adapted curriculum for home learning during Covid-19
• Community connections through school events such: Art shows, Under 8's, Sports carnivals, Excursions, Cultural & NAIDOC week shows.
• Created and implemented adjusted curriculum and learning experiences for students with Aboriginal and Torres Strait Islander backgrounds, alongside Cultural Studies teacher and Deputy Principal.
• Embedded STEM lessons & activities into the curriculum and day to day runnings of the classroom alongside our STEM teacher

• Provides resources and meaningful lessons relevant to current curriculum in the absence of a daily plan

• Assisted with training and development of team members.
• Handled customer complaints and inquiries.
• Monitored team's performance and gave feedback when necessary.
• Updated job knowledge by attending workshops, training sessions and educational opportunities.
• Managed staff wages
• Managed cash handling for a store
• Uploading data into Woolworths programs
• Diffusing conflicts and promoting support & positive interactions between staff and customers
• Mediating between managers and staff
• Advocated for staff