Leoie Kelly

I am one of two teachers, who deliver the Literacy Program. We teach the students using Direct Instruction, using the Corrective Reading Program and Essentials for Writing.

The students who are placed in my classes are from varied backgrounds. Some students have English as a second language and a number of my students are Aboriginal students. I also have a number of students with diagnosed disabilities.

Students often get places with us (in the Litaracy Program) because of recommendations. I am involved in testing students and seeing what level they are at. Myself and the other Literacy Specialist then make the decision on what class to place the students in.

Having been at the school for so long, I've really been able to develop positive teacher/student relationships, as I've often taught, or have met older siblings or cousins. Developing strong positive teacher/student relationships is so important at the best of times but, I believe, it is even more important when teaching students who are at educational risk.

I was one of two teachers, who delivered Direct Instruction Programs for Numeracy and Literacy.

I worked cooperatively with the Intensive Learning Team to test students and place them in the most appropriate class.

Classes had had no more than fifteen students in a class. I helped support the learning of a wide range of students, from a range of different backgrounds.

This was my first teaching job after graduating. I had taught as a relief teacher for six months prior to starting at Harmony Primary.

I had to collaborate with other teachers and often with parents to help deliver the best teaching for my students.