Meghan Kelleher

I have worked with ACU for just over a year in numerous roles including as an educator delivering and facilitating Early Intervention Literacy and Numeracy programs and organising and collecting data for several research projects conducted by the Institute of Positive Psychology at ACU. My roles and responsibilities included the following:

• Project Planning & Coordination – Develop project timelines, monitor progress and adjust timelines as needed while adhering to deadlines
• Stakeholder Engagement – Liaise with researchers, institutions, and other stakeholders to maintain effective communication
• Data Collection & Analysis – Oversee data-gathering processes, ensuring accuracy, confidentiality, and compliance with ethical guidelines
• Manage & Distribution- Ensure staff have the materials and tools required to conduct data collection accurately
• Progress Report & Documentation – Inform key stakeholders of progress through regular updates clearly communicating any changes to project scope, timeline or budget
• Compliance & Ethics – Ensure the project adheres to relevant policies, ethical standards, and regulatory requirements
• Team Coordination – Work closely with research teams including staff in the field to ensure successful project outcomes by maintaining open lines of communications
• Process Improvement – Identify ways to enhance project workflows, increase efficiency, and improve research methodologies
• Risk Mitigation and Resolution-Identify and resolve project issues and mitigated risks, reducing challenges and improving project results.

During my time at Wentworth Point Public School I was employed as a regular casual teacher before engaging in a full time position as a classroom teacher. I left my position as a classroom teacher in May 2023 to take maternity leave. My roles and responsibilities included but were not limited to the following:

• Collaboratively planned engaging and effective teaching programs and experiences with stage teams
• Communicated respectfully and effectively with a range of stakeholders including parents, carers, and allied health professionals
• Collected and evaluated student data used for report writing and participated and engaged in parent teacher interviews
• Planned and delivered stage based professional learning with a focus on vocabulary development
• Collaboratively collected and analysed stage data to implement a whole stage vocabulary focus and continuously tracked student learning
• Analysed and presented student data to my stage and facilitated discussions intepreting the data and processes for improving student outcomes
• Engaged in the planning and implementation of authentic Project Based Learning
• Mentored and supervised a pre-service teacher undertaking professional experience placement for the duration of 6 weeks
• Demonstrated an ability to work flexibly and collaboratively with colleagues by effectively implementing a stage-based learning approach, in a co-teaching environment

• Collaboratively planned and created lessons and assessment resources used to collect data on student progress
• Collected and evaluated student data used for report writing and participated and engaged in all parent teacher interviews collaboratively with my co teacher
• Communicated professionally and regularly with a number of stakeholders including parents and families, and allied health professionals through email and phone about student progress and wellbeing
• Creating and engaging in student online resources using Canvas, an online teaching and learning program

• Established and communicated clear learning objectives and goals to facilitate student progress, understanding and academic performance
• Maintained positive classroom environments by reinforcing expectations and boundaries for behaviour management through the implementation of a whole school behaviour system
• Provide a safe learning space where student wellbeing and self regulation was supported and nurtured
• Effectively used evidenced based teaching practices through the regular collection of student data to inform teaching practices and teaching and learning programs
• Demonstrated effective ICT implementation within the classroom across a Key Learning Areas to equip students to be responsible digital citizens
• Successfully planned, designed and delivered specialised intensive English programs to meet the language needs or new arrival and EAL/D students. This included pre assessments of students’ ability and English language skills as well as reporting on student progress against the ESL scales
• Collaboratively planned, designed and implemented a phonics program, inclusive of upskilling additional Stage 1 teachers to deliver the program effectively
• Demonstrated an ability to work flexibly and collaboratively with a colleagues by effectively implementing a stage-based learning approach, a co-teaching environment
• Made valuable contributions to programs and school culture that has enhanced and improved community and student involvement
• Worked collaboratively with teams to plan, organise and run whole school and stage based events inclusive of Remembrance Day, White Ribbon day, ANZAC day, School picnic day, Athletics carnival and excursions