Summary
Overview
Work History
Education
Skills
Certification
Interests
Timeline
Training
Generic
Lorraine Stevenson

Lorraine Stevenson

Melton,Victoria

Summary

Dynamic educator and leader with 25 years of experience in the primary sector, demonstrating a strong commitment to student engagement and holistic development. Proven expertise in various leadership roles, including Acting Deputy Principal and Head of Student Leadership, fosters a collaborative environment that prioritizes personalized and differentiated learning. Deep understanding of contemporary pedagogical practices aligns with MACS 2030 Vision, ensuring consistency and transparency in teaching, learning, and assessment. A passionate advocate for positive education, dedicated to enhancing academic success and the social-emotional well-being of every student within the school community.

Overview

25
25
years of professional experience
1
1
Certification

Work History

Acting Deputy Principal/Learning Diversity Leader

St Lawrence of Brindisi Catholic Primary School
01.2022 - Current
  • Administered personnel policies and procedures for school faculty and staff.
  • Cultivated positive relationships between community members, school students, and teachers.
  • Researched and incorporated new educational trends and instructional strategies to optimize education effectiveness.
  • Oversaw schedule management and protocols for orientation, registration, and related activities.
  • Trained teachers on effective teaching techniques, classroom management strategies, and behavior modification.
  • Performed classroom evaluations to assess teacher strategies and effectiveness.
  • Mentored newly hired educators and provided encouragement and feedback.
  • Communicated policies and procedures to students and parents regarding student behavior.
  • Established instructional practices driven through statistical performance data.
  • Monitored student progress and implemented intervention strategies to support student success.
  • Proven record of developing and implementing school policies to ensure compliance with state and federal regulations.
  • Communicated with parents to encourage active parental participation in education.
  • Collaborated with administration staff to develop functional budgets within allocated funds.
  • Coordinated retrieval and distribution of student records from other schools and institutions.
  • Established positive, stimulating learning environment for students and exciting education-focused setting for teachers.
  • Kept school in full compliance with established policies, legal requirements and student safety standards.
  • Observed teachers, documented activities and implemented improvement plans to optimize classrooms.
  • Coordinated staff and student activities to promote a safe and productive learning environment.
  • Applied strong leadership talents and problem-solving skills to maintain team efficiency and organize workflows.
  • Devised and implemented processes and procedures to streamline operations.

Student Wellbeing Leader/Learning Diversity Leader

St Catherine of Siena
05.2020 - 12.2021
  • Ensured record of support for all children with diverse needs was relevant and updated including Learning Support Plans
  • Supported staff to review and monitor Individual Support Plans according to the needs of the students
  • Liaise with and seek the support of MACS Learning Diversity staff; including Speech Pathologist, Educational Psychologists, Wellbeing members and other outside agencies
  • Write submissions for children who are eligible for CECV funding which is completed after working with the students support team, including student support officers, classroom teacher and principal
  • Meet regularly with student support officers (SSO) to review types of adjustments and support being provided to our students
  • Created and maintained the school’s NCCD and Wellbeing/Learning Diversity Shared Drive (ensure that staff know how to access the relevant information to support their students)
  • Created new Personalised Learning Plan and Student Adjustment and Evaluation Plan templates
  • Organise and chair all Program Support Group Meetings (PSG’s), ensure minutes are taken and documentation is signed by all PSG group members (documentation is uploaded to the relevant student folder in NCCD shared drive)
  • Complete referrals to MACS in consultation with parents, classroom teacher and principal using ROSEA to further support students with diverse learning needs
  • Liaise with the school counsellor regularly to refer or discuss issues in relation to the wellbeing of students deemed at risk
  • Monitor, support and apply for funding in support of our Aboriginal and Torres Strait Islander students
  • Create and present Professional Learning to staff on all matters related to the NCCD, school legal obligations, appropriate legislation and ensuring the Disability Standards for Education Models have been complete
  • Review school policies and update the Pastoral Care and Behaviour Management policies
  • Support the implementation of national and state initiatives linked to wellbeing, diversity including Child Safe Standards
  • Organise resources to be available for staff to access
  • Meet with teacher’s fortnightly for Wellbeing hour to discuss the needs of the students within their classroom
  • Develop transition back to school plans
  • Attended professional learning including: YARC and SPAT-R training, Berry St Training, EAL vs DLD training, MARAM, ROSAE, DSE completion, Thrive (Leadership program), Response to Intervention, Wellbeing Network including PL regarding eXcel framework, Learning Diversity Networks, ABLES, DAP (Dynamic Assessment Process), ASD and Remote Learning, Supporting Preps (requiring extensive adjustments), FNA (Functional Needs Assessment), Smiling Mind, Permission to Diverge, Dan Petro – Behaviour analyst, Aboriginal and Torres Strait Islander Funding PL, Information Sharing and Family Violence Reforms
  • Contact/Referee: Caroline Madigan 0414 803 367 Deputy Principal and REL
  • Carmel Marantelli 0415 385 186 Principal
  • Maintained team flexibility and embraced change to adapt within dynamic markets.
  • Identified team weak points and implemented corrective actions to resolve concerns.

Learning Consultant (NCCD)

Catholic Education Melbourne (now Melbourne Archdiocese Catholic Schools)
01.2020 - 05.2020
  • Worked with schools in both the WRO and NRO to help support their collection of data in regard to the NCCD
  • Provided Quality Assurance regarding school’s documentation for students on their NCCD as part of their moderation
  • Attended when requested schools Moderation to evaluate the process and ensure consistent approaches to data collection
  • Updated schools with information NCCD processes and CEM expectations
  • Regularly monitored school visits and provided information to CEM as a record of contact
  • Attend regular NCCD team meetings at James Gould House
  • Attend Professional Learning
  • Liaise with school NCCD teams, Learning Diversity Leaders and members of the leadership team to discuss current practices and modifications or adjustments that could be made to ensure a consistent approach
  • Discussed how teachers collected and provided evidence of adjustments
  • Provide templates and documents to schools to assist with their planning for NCCD, collection of data and approach to support students with diverse learning needs
  • Worked both onsite with schools and via video conferencing
  • Contact/Referee: Frieda Lai 0403 159 851 Learning Diversity – NCCD team leader MACS

Head of Student Services

Southern Cross Grammar
01.2015 - 12.2019
  • Developed the Student Services Department in 2019 which includes teaching staff, learning support staff, coordinators and a student wellbeing coordinator
  • Management and analysis of school wide data to inform teaching and learning sequences and targeted teaching practices to improve school outcomes
  • Manage, liaise and monitor allied health services (occupational therapy, speech therapy and psychologist caseloads, sessions and assessments)
  • Collaborated with team and relevant Heads of School using data (summative and formative) to determine student levels of support and levels of adjustment
  • Created staff processes for referring students for supporting and building their own teaching and learning capacities in support of engaging with learning support staff members
  • Conducted whole school professional learning about the NCCD, Student Services and planning for differentiation in the delivery of curriculum content
  • Monitoring student data and planning documentation to ensure adequate and effective differentiation in relation to individual student needs, modification of assessments and delivery of Victorian Curriculum content to meet the learning outcomes of all students
  • Attended regular Independent Schools Victoria Network meetings including professional development for Coordinators in Student Services
  • Involvement in Middle Leaders Program – individual project in relation to supporting the Neurodiverse and most vulnerable learners which was in support of our current Strategic Plan
  • Liaised with the Literacy Consultant (Primary) in coaching, mentoring and delivering best pedagogical practices for all areas of English
  • Created the assessment schedule from Foundation to Year 6
  • Conducted Individual Education Plan meetings in consultation with parents, teachers/homeroom in order to best manage and support modification or adjustments that individuals require to equitably access the curriculum
  • Participated in and assisted with Parent Teacher Information Evenings/Camp Information nights, Parent Teacher Interviews, Pre-orientation for individual students whom are neurodiverse or have diverse learning needs
  • Managed Student Services budget including staffing, allied health services, consultant services, resourcing and professional development
  • Created proposals for the Student Services department’ budgeting, staffing, presentation to the school board, education committee in alignment with the School Improvement Plan
  • Review of data from Price Waterhouse with regard to Data Validation recommendations

Classroom Teacher/Head of English (Primary School) & Head of Student Leadership (Middle School)

Southern Cross Grammar
01.2015 - 12.2019
  • Introduction of an assessment schedule for the Primary School and reading and writing overhaul to align with current research on ‘6 pillars of reading’ and professional upskilling on a variety of reading skills that students should be engaged with - worked closely with Literacy Consultant
  • Implementation and further use of Visible Thinking Routines as a practical tool to guide teaching and learning and enable learners to show their understanding in ways that suit their diverse needs
  • Created a central database for the collection of student academic data for tracking purposes
  • Introduced and implement SMART spelling as an approach to teaching spelling (Michelle Hutchison for the Primary School
  • Introduced and utilized Words Their Way as a spelling program from Year 7
  • Mentored pre-services teachers
  • Developed curriculum planning (scope and sequences) in alignment with the Victorian Curriculum (Foundation to Year 8)
  • Lead professional development for planning, assessment and moderation
  • Developed the school leadership model and conducted whole school assemblies – including fundraising for charities
  • Implemented and used best teaching practices in a 21st century classroom to enhance student learning outcomes and engaged with their community eg. Seesaw (undertook Ambassador training, Quizlet, Prodigy, Reading Eggs, Word Mania, Literacy Planet, Kahoot etc
  • Coached and modelled best teaching practices under most current pedagogical approaches and differentiation for individualised learning and the needs of neurodiverse students
  • Planned collaboratively with other teachers – created google docs, utilised google classroom, created exemplars of planning and assessment (all hyperlinked to resources and relevant curriculum information)
  • Contact/Referee: Louisa Rennie 0433 804 206 General Manager – Leadership Development MACS Previously Head of Senior School
  • Contact/Referee: Romina Pimpin 8363 2000 – Head of Junior – Southern Cross Grammar
  • Contact/Referee: Jane Plunkett – 0433 760 855 Literacy Consultant SCG (2017 – current)

Grade 5/6 Classroom Teacher, EAL/D Coordinator and Professional Learning Team Leader

Wedge Park Primary School
01.2001 - 12.2014
  • Provision of tracking of student data, planning and assessment (as, for and of)
  • Weekly collegial meetings to discuss student attainment levels, improving teacher practice, delegation of duties and moderating student learning
  • Development of English, Maths and Inquiry and 21st century learning for best teaching practices through professional development and teacher share time
  • Organisation of camps, excursions and incursions
  • Created and implemented EAL program to support students in the school with diverse language backgrounds
  • Managed a team of 8 staff within year 6 team (all part time staff)
  • Completed TESOL qualification in 2013 – developed a whole school approach to understanding EAL learnings, their teaching and learning cycle and assessment using Scope and Sequence for EAL learners
  • Mentored pre-service teachers
  • Lead whole staff professional learning with regard to departmental initiatives
  • Worked closely with departmental learning coaches to improve teacher practices
  • Involved in professional learning with regard to AITSL teaching standards
  • Contact/Referee: Shannon Harvie 0433 438 403 Classroom Teacher

Education

VIT REGISTRATION -

St Lawrence of Brindisi
Weir Views
09.2025

Virtual Learning Community Faith Formation (VLCFF) -

Dayton University – Ohio
Ohio
12.2022

Master of Education - Inclusive Practices

Australian Catholic University – Department of Education Scholarship
Melbourne, VIC
12.2020

Postgraduate Certificate in TESOL - Teaching English to Students of Other Languages

Melbourne University – Department of Education Scholarship
Parkville, VIC
12.2013

Bachelor of Teaching - Primary

Melbourne University
Parkville
12.2001

Bachelor of Arts - Criminal Justice Administration

Royal Melbourne Institute of Technology
Coburg, VIC
12.1997

Skills

  • Curriculum design and Instructional leadership
  • Staff management and educational staff supervision
  • Stakeholder communication through relationship building and networking
  • Parent-teacher relations
  • Student engagement, school culture and inclusive education
  • School event coordination, including school safety and security
  • Group facilitation and presentations
  • Technology integrations for teaching and learning assessments
  • Student performance data and standardised testing and scoring
  • Staff and educator guidance, Codes of conduct
  • School community relations, parent engagement
  • Training and mentoring
  • New student orientation, Student and parent relations
  • Teacher performance improvement
  • Curriculum development, organisational leadership and team collaboration
  • Regulatory compliance, strategic leadership
  • Verbal and written communication
  • Funding management
  • Interpersonal strengths, multitasking
  • Classroom management, education excellence

Certification

Effective Mentoring Program 2025 (VIT mentored trained)

Child Link Registered user (current)

First Aid 2025

Flourishing Learners Conference (2025)

Middle Leadership program 2023 (MACS)

Assessor Trained (HALT)

User B trained

Mandatory Reporting (Lead)

ReLATE

Response to Intervention

Teach and Lead Religious Education

OCHRE - Humanities

Instructional Coaching with Jim Knight at the Victorian Academy of Teaching and Leadership (2024)

Crucial Conversations (2024)

WRO School Improvement Network (2024)

Train the Trainer (2024)

Flourishing Learners (Western and Northern Region School Improvement Days with Simon Breakspear) 2024 - 2025

Teach Well - Literacy Masterclass (2024)

TIMS (2024)

MHiPS training (2023)

Seasons for Growth (2023)

Interests

  • Avid Reader
  • Watching Movies and TV Shows
  • Personal Development and Self-Improvement
  • Spending time with family
  • Technology and Innovation
  • Professional and competitive dancer for 25 years (competed nationally and internationally)
  • community engagement and advocacy
  • inclusive educational practices
  • supporting and working with students, colleagues and the community

Timeline

Acting Deputy Principal/Learning Diversity Leader

St Lawrence of Brindisi Catholic Primary School
01.2022 - Current

Student Wellbeing Leader/Learning Diversity Leader

St Catherine of Siena
05.2020 - 12.2021

Learning Consultant (NCCD)

Catholic Education Melbourne (now Melbourne Archdiocese Catholic Schools)
01.2020 - 05.2020

Classroom Teacher/Head of English (Primary School) & Head of Student Leadership (Middle School)

Southern Cross Grammar
01.2015 - 12.2019

Head of Student Services

Southern Cross Grammar
01.2015 - 12.2019

Grade 5/6 Classroom Teacher, EAL/D Coordinator and Professional Learning Team Leader

Wedge Park Primary School
01.2001 - 12.2014

VIT REGISTRATION -

St Lawrence of Brindisi

Virtual Learning Community Faith Formation (VLCFF) -

Dayton University – Ohio

Master of Education - Inclusive Practices

Australian Catholic University – Department of Education Scholarship

Postgraduate Certificate in TESOL - Teaching English to Students of Other Languages

Melbourne University – Department of Education Scholarship

Bachelor of Teaching - Primary

Melbourne University

Bachelor of Arts - Criminal Justice Administration

Royal Melbourne Institute of Technology

Training

  • 2020 – to present
  • YARC and SPAT-R training
  • Berry St Training
  • EAL vs DLD training
  • MARAM
  • ROSAE
  • DSE completion
  • Thrive (Leadership program)
  • Response to Intervention
  • Wellbeing Network including PL regarding eXcel framework
  • Learning Diversity Networks
  • ABLES
  • DAP (Dynamic Assessment Process)
  • ASD and Remote Learning
  • Supporting Preps (requiring extensive adjustments)
  • FNA (Functional Needs Assessment)
  • Smiling Mind
  • Permission to Diverge
  • Dan Petro – Behaviour analyst
  • Aboriginal and Torres Strait Islander Funding PL
  • Ripple
  • Information Sharing and Family Violence Reforms
  • Middle School Leaders Program (2019) Andrew Barr and Noel Thomas Development of leadership in line with SCG strategic plan
  • 101 Survival Guide for New Coordinators (03/2019–05/2019) Independent Schools Victoria 2 day conference and workshops on developing Student Services in school- new coordinators
  • John Hendry (01/2019 – 01/2019) John - a staff member at Geelong Grammar since 1980 - the Director of Student Welfare since 2004, was instrumental in the School’s development of Positive Education and founded the School’s restorative practices program.
  • Visible Thinking Routines (03/2018 – 03/2018) Internal 2 hours Best practice for visible thinking routines
  • Jane Plunkett (01/2017 – 2019) Jane Plunkett - outside literacy consultant 2 years working with Jane to upskill Primary teachers in area of reading and writing
  • Rob Vingerhoets (01/2015 – 01/2017) Presenter – Mathematics teaching consultant and author ‘Maths Doesn’t have to hurt’ Rob ran professional development days on how to plan, assess and evaluate mathematical understanding across the school Rob mentored and gave feedback on my maths lessons
  • Positive Education Schools Association Using language to intentionally improve wellbeing - Wellbeing literacy Camberwell Girls Grammar 4.30 – 7.00
  • Meeting the Needs of Diverse learners (26/8 – 27/8) 2 day National Conference Critical Agendas
  • ISV Network Meeting NDIS (22/8 – 22/8) Independent School Victoria 8.15 – 10.05
  • NCCD Moderation Network Meeting (22/7 – 22/7) Independent School Victoria 8.15 – 10.05
  • NCCD Data Validation Project (04/06/2019 – 07/06/2019) Australian Government - DET Participated in Nationally Consistent Collection of Data on Students with Disability (NCCD) Data Validation Project Price Waterhouse
  • Webinar NCCD (02/2019 – 02/2019) Independent Schools Victoria NCCD Webinar for the new portal (2 hours)
  • UMNOS (University of Melbourne Network of Schools) (05/2019 –05/2019) Southern Cross Grammar (internal) Development of collective efficacy at SCG - involvement in 3 year project

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