LUISA KERSOVANIC

With over 20 years of dedicated teaching experience, I bring a holistic approach to learning, placing student wellbeing at the forefront. The focus is on promoting a safe and inclusive learning culture, understanding the importance of fostering a sense of belonging. As a team player, professionally resolving problems and conflicts, while also enjoying the planning of engaging curricula using an inquiry-based approach. Striving to inspire creativity and instill a love of learning in each student, supporting their unique journeys towards success. Guided by integrity, empathy, and hope, the motivation lies in helping students make meaningful contributions to our ever-changing world. As an education professional, offering a wealth of experience in creating dynamic and inclusive learning experiences. Proven ability to engage students and cultivate a positive learning environment is complemented by strong collaboration skills and flexibility in adapting to evolving educational needs. Skilled in curriculum development and classroom management.

• Provide a safe, inclusive nurturing, and engaging classroom environment to support students' individual needs
• Provide students with a child-safe environment in accordance with the 11 Child Safe Standards
• Complying with the schools child-safe policy and code of conduct, and any other policies or procedures relating to child safety
• Proactively monitor and support student wellbeing
• Mentor graduate teachers
• Uphold the professional standards and legislative requirements expected of a teacher (Australian Professional Standards for Teachers)
• Develop an engaging, challenging and inclusive learning environment, using a variety of styles, approaches and effective teaching strategies which cater for individual learning needs
• Implement evidence-based, high impact teaching strategies
• Support students to develop the knowledge, understanding and skills they require in becoming lifelong learners, confident communicators, imaginative thinkers and informed citizens
• Regularly reflect on practice to determine impact and student growth
• Plan and implement lessons using the Victorian curriculum and based on data collected from students
• Solid understanding of the Victorian Curriculum 2.0, enabling effective planning, monitoring, assessing and reporting on the learning achievement of every student
• Provided students with learning intentions and success criteria
• Work collegiality with team members and leaders in the implementation of the curriculum
• Assess students' progress through formative and summative evaluations
• Provide positive and effective feedback to enable students to further their learning
• Create Personal Learning Plans and SMART goals for students on NCCD
• Attend Program Support Group (PSG) meetings and liaise with parents and relevant professionals
• Work collaboratively with Learning Support Staff
• Communicate and liaise with parents in a supportive and professional manner
• Attended school functions such as school productions, carnivals, sacraments etc.

• Berry Street
• Instruction for Learning - Literacy and Maths
• Ufli
• Science of Learning - Reading
• Behaviour Matters - (Restorative Approach) - Dave Vinegrad
• VIT mentoring PD
• SMART spelling - Michelle Hutchison
• Understanding Autism Spectrum Disorder - Sue Larkey & Dr Tony Attwood
• Current First Aid Certificate
• Asthma training
• Anaphylaxis training
• CPR training
• Protecting Children - Mandatory Reporting and other Obligations
• Certificate of Accreditation to teach Religious Education in a Catholic school
• University of Melbourne Network of Schools (UMNOS) - with a school focus on reading
• Oral Language Supporting Early Literacy (OLSEL) convened by Dr John Munro
• Behaviour Management - Bill Rogers
• Catholic Social Teaching and Social Justice