Linh Thuy Tran

My long-term career development is to deliver high-quality, person-centred support services that promote dignity, independence and social inclusion underpinning human rights equity for older adults and vulnerable community members in diverse environment and backgrounds. I am passionate about working in line with wellness and reablement principles and contributing to continuous improvement in aged care service systems. I also aspire to grow into roles that support policy development, program coordination, and collaborative service delivery in alignment with the values and vision of the City of Unley.

I am a dedicated and compassionate advocate with over three years of experience supporting and empowering individuals from diverse backgrounds. Through my collective university experience of academic placements and hands-on volunteering and leadership experiences, I have developed strong skills in advocacy, interpersonal communication, project coordination and organisational skills. I have successfully managed multiple projects and taken various leadership advocate roles and responsibility, whether as a team member or a team leader.

Over the years at Flinders, I have had opportunities to strengthen my ability to manage complex projects and problem-solving, corporate into effective team-work to achieve common goals. The university voluntary opportunities and managing personal academic studies have strengthened my organisational skills, helping me stay on top of details while maintaining a high standard of work quality and punctuality. Along the way, I have taken on some administrative responsibility covering for my peers, including (but not limited to) keeping detailed records, managing schedule and meetings, especially careful in handling sensitive information confidentiality.

• National Police Check (2024)
• NDIS Worker Screening Clearance (2023)
• Working With Children Check (2023)
• Child safe environments “Through Their eyes” Certificate (2025)
• Positive Psychiatry and Mental Health Certificate (2023)
• Department for Education Australia: Responding to Risks of Harm, Abuse, and Neglect – Education and Care training Certificate (2025)
• First Aid and CPR Certificate (2025)
• U.S. Mission to ASEAN: Creating and Maintaining Social Enterprises Certificate (2022)

• 2024, Horizon Professional Development Award, Flinders University (Achieved Silver Level)
• 2024, OASIS Wellbeing Ambassador, Flinders University
• 2024, Club Award: Best Collaborative Event, Activity or Project

• 2020 - 2021
• English and Math Tutor, Self-employed, Hanoi
• Provided tailored academic support to secondary and high school students, enhancing learning outcomes and fostering personal growth in a virtual environment during the COVID-19 pandemic.
• Built strong rapport with students and families, ensuring open communication and trust.
• Developed individualized lesson plans to address diverse learning needs, promoting academic success and boosting students' confidence.
• Enabled 4 out of 6 students to achieve IELTS 5.5 within one year, demonstrating a results-driven approach.
• Monitored student progress through regular assessments, adjusting plans to ensure consistent improvement.
• Dec 2017 – Nov 2022
• Personal Assistant, Nhan Van Educational Center, Hanoi
• Supported students with academic challenges by providing structured and personalized tutoring in English and Math, improving their academic performance and self-confidence.
• Cultivated empathy and patience while working with students with varying academic abilities, creating a supportive learning environment.
• Designed and implemented goal-oriented learning plans, ensuring a 95% success rate of students scoring 8/10 or higher in year-end exams.
• Managed schedules and lesson content efficiently to meet the needs of multiple students, demonstrating organizational skills.
• May 2017 – Aug 2018
• Teacher – Tutor, Nhan Van Educational Center, Hanoi
• Taught English and Math to children and teenagers, fostering their academic development and life skills.
• Adapted teaching strategies to suit diverse learning styles, ensuring inclusive and engaging sessions for students aged 6–13.
• Maintained detailed progress records, demonstrating attention to detail and a commitment to tracking growth.
• Supported students in building critical thinking and problem-solving skills, helping them achieve steady academic progress.