Michelle Quayle

Administrative responsibilities

• maintaining student records through a centralised Learning Management System (LMS)
• online reporting of student achievement (LMS)
• maintaining evidence of reasonable adjustments for students with learning needs (LMS)
• publishing a wide range of documents such as study guides, readers, units of work, articles, promotional material
• leading and participating in staff meetings both face to face and online through platforms such as Zoom and Microsoft Teams.
• mentoring new staff as a moderator of subjects such as Legal Studies
• Managed a range of after school sports such as netball and tennis
• Coordinated a range of law/politics related activities for students such as the National Schools Constitutional Convention

Teaching responsibilities

• planning, teaching and assessing a diverse range of subjects such as Legal Studies, Business Studies and Australia in the Asia Pacific
• Monitored student growth and academic process.
• Cultivated collaborative and innovative learning environment to meet each student's unique educational needs.
• Integrated technology into classroom settings to engage students and diversify instruction.
• Engagement with various stakeholders such as parents, guardians, learning support staff, pastoral staff, academic staff, and community groups
• Establishing and maintaining a safe classroom environment

Administrative responsibilities

• maintaining student records through a centralised Learning Management System (LMS)
• online reporting of student achievement (LMS)
• publishing a wide range of documents such as study guides, readers and units of work
• participating in staff meetings
• Managed a school softball team

Teaching responsibilities

• planning, teaching and assessing a diverse range of subjects such as English, Legal Studies, Business Studies, Sociology, and Australia in the Asia Pacific
• planned and supervised a wide range of activities outside of the classroom
• Monitored student growth and academic process.
• Cultivated collaborative and innovative learning environment to meet each student's unique educational needs.
• Integrated technology into classroom settings to engage students and diversify instruction.
• Engagement with various stakeholders such as parents, guardians, learning support staff, pastoral staff, academic staff, and community groups
• Establishing and maintaining a safe classroom environment

Managed a softball team

Administrative responsibilities

• Head of Studies of Society and Environment
• Mentor staff within the department
• Facilitate meetings of department staff and other key stakeholders
• Oversee and manage the department budget
• maintain staff and student records ensuring compliance of curriculum guidelines

Teaching responsibilities

• plan, teach and assess a range of SOSE subjects to students from Years 8 - 12
• report on student progress and maintain student records
• Responding to the needs of students with diverse learning capabilities
• respond to the needs of students from English as an additional language backgrounds

Key responsibilities

• Coordinate curriculum with Chinese staff at the university
• Plan, teach and assess engaging English language lessons to improve spoken English of Chinese students in first year and second year university.
• Engage with feeder school staff and students at a regional High School as part of a bridging program
• Engage with members of the Taizhou community, such as participating in English Corner activities. This involved regular meetings with local business leaders to practice their English.

Key responsibilities

• Coordinate curriculum with Korean staff
• Plan, teach and assess engaging English language lessons to improve spoken English of Korean students. Age range of students from 8 years to 16 years.

Key responsibilities

• Year 7 Co-ordinates - assisted with the establishment of a High School that extended from the existing St Joseph’s Primary School. This was the first year of Year 7 and Year 8, then in 2001 assisted with the establishment of Year 9 and in 2002 assisted with the establishment of Year 10.
• Facilitating meetings of the SRC
• maintaining student records
• Planning, teaching, and assessing English and SOSE curriculum from grades 7 to 10
• Establishing and maintaining a safe classroom environment
• Responding to the needs of students with diverse learning capabilities and students from English as an additional language backgrounds
• Engagement with various stakeholders such as parents, guardians, Aboriginal Resource Officers, staff, various community members both indigenous and non-indigenous