Miles Stanley

• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• Managed classroom behaviour effectively by establishing clear expectations, modelling appropriate conduct, and consistently enforcing established rules and consequences.
• Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.
• Implemented classroom management plan that reduced disruptions, creating more conducive learning environment.
• Improved student engagement by incorporating interactive learning technologies into lesson plans.
• Utilized data-driven instruction to tailor lessons for improved academic performance.
• Promoted digital literacy by integrating technology into curriculum.
• Designed and implemented differentiated instruction strategy to meet diverse learning needs, enhancing educational outcomes.
• Enhanced students' critical thinking and problem-solving skills through project-based learning.
• Enhanced literacy skills with targeted reading programs.
• Developed and executed formative and summative assessments to monitor student progress, adjusting teaching strategies accordingly.
• Created and developed lesson plans to meet students' academic needs.
• Helped students explore concepts with engaging, learning-focused activities and adapted teaching methods and materials to meet students' varying needs.

I will address my capability in these roles against the Principal Standards of the Australian Institute for Teaching and School Leadership (AITSL) as below in achieving the goals of the Annual Implementation Plan.

Lead Teaching and Learning

• Led the development and implementation of senior school curriculum programs of work programs using the Inquiry Process to plan, monitor and review, and act stages, ensuring differentiation and student-centred learning approaches to maximise engagement and achievement within the program. Achieved 100% active participation in the program successfully ensuring all students, including those with diverse needs, gained practical skills and industry exposure.
• Used data-driven decision-making to track student progress, analyse outcomes, and develop targeted intervention strategies for at-risk students to improve senior school attendance and support completion rates.
• Championed the analysis of data for identified individual cohort groups and the actioning of additional supports.

I have demonstrated that leading teaching and learning is at the core of my vision. My approach centres around creating a collaborative culture where all educators feel supported and are equipped with the tools and resources they need to succeed. I believe that effective leadership involves not just setting high academic standards, but also fostering an environment where teachers feel empowered to innovate and adapt their teaching strategies to meet the diverse needs of students. In my role, I would prioritise professional development, providing ongoing training and feedback for teachers, and creating opportunities for the sharing of best practices. Teaching and learning are not limited to only the classroom and in this role, I would work closely with families, community partners, and other stakeholders to ensure that students have the resources and support systems they need both inside and outside of school. By maintaining a student-centred focus, encouraging creativity, and promoting a culture of high expectations, I am committed to ensuring that every student can succeed by maximising their learning.

Develop self and others.

• Guided teaching and support staff, creating forums to enhance pedagogical practices and improve student outcomes.
• Facilitated professional development of colleagues on supportive strategies for behaviour management, curriculum differentiation, and fostering a culture of continuous improvement. I engaged these practices in my role as Senior Cohort Leader overseeing the Work Programs curriculum resulting in a 100% participation rate of students.
• Provided performance feedback and guidance to staff, supporting the effective and timely delivery of the Work Programs curriculum at Clifford Park Special School.
• Modelled a commitment to lifelong learning, engaging in leadership training, and professional networks to stay informed of emerging educational trends.
• Led collaboration strategies, ensuring staff worked cohesively to address student learning needs and holistic development in my role as Senior Cohort Leader. My commitment to developing both my own leadership capabilities and the skills of the team are evidenced in these capabilities.

Lead improvement, innovation, and change

My commitment to lead and drive improvement, innovation and change have been evident throughout my career in both the community and education sectors. My studies in the Diploma of Leadership and Management, and the Graduate Diploma of Community Sector Management attest to the extensive knowledge and skills I execute daily as a leader in my professional and community roles. Below are relevant capabilities I have demonstrated in my leadership roles at Clifford Park Special School.

• Led the design and implementation of an alternate work experience curriculum, ensuring 100% student participation, enhancing employability skills, and expanding vocational pathways for senior school students.
• Championed data-driven school improvement initiatives, using student performance analytics to inform targeted interventions, curriculum adjustments, and personalised learning plans.
• Developed and embedded Positive Behaviour for Learning (PBL) strategies, improving student engagement, behaviour outcomes, and whole-school culture.
• Facilitated community partnerships with voluntary organisations, and sporting groups, creating authentic learning opportunities that connected students to real-world experiences.
• Actively reinforced the uptake of digital technologies for senior school teaching enhancing student engagement and future-ready skills.
• Fostered a culture of continuous improvement in the Senior Cohort of students, encouraging staff in professional learning, and reflective practice to enhance teaching and learning.

I have successfully demonstrated leadership of the Senior Cohort area of the school at Clifford Park Special School to embrace change, ensuring improvements are sustainable and aligned with our core purpose to provide a high-quality, inclusive education for all students. These initiatives demonstrate my innovation, and commitment to improvement, and the ability to lead change effectively in a school environment.

Lead the management of the school.

• As a member of the Senior Leadership Team of the school, I contributed to the strategic management of senior school operations, assisting with staff deployment of Teacher Aides returning from work experience programs daily ensuring a timely and efficient use of human resource to optimise student learning experiences.
• Managed student behaviour and welfare programs in the senior cohort, ensuring the implementation of the schools Positive Behaviour for Learning (PBL) initiatives to enhance student engagement and well-being.
• Oversaw staffing of the Work Programs for Clifford Park Special School ensuring performance management, and professional development, guaranteeing alignment with school priorities and fostering a culture of high expectations.
• Guided the implementation of risk management strategies for off-site learning experiences, work placements, and community engagement programs, ensuring student safety and success.
• Managed the budgeting and resource management for senior school Work Programs, ensuring financial accountability and effective use of school funds and donated resources.
• Led collaboration processes by facilitating meetings of leaders enabling planning to drive program improvement.

Engaging and working with the community

As the Project Lead and developer of the schools senior Work Programs, I actively engaged with the community in several ways to support the engagement of our students in both work experience, TAFE training and volunteer opportunities ensuring the department’s vision of maximizing learning for every student in the school.

• Recognised and maintained strong partnerships with local businesses, community organisations, and voluntary groups, enabling students to participate in work experience, service-learning, and vocational training programs.
• Assisted the school-to-work transition programs, collaborating with TAFE, training institutions, and industry partners to support senior students' pathways into employment, apprenticeships, and further education.
• Worked closely with parents and caregivers, facilitating communication strategies to strengthen home-school partnerships.

• Implemented differentiated instruction strategies, ensuring all students were able to access the curriculum and make progress in their learning.
• Participated in ongoing professional development opportunities, staying current on best practices in education and refining instructional techniques accordingly.
• Established clear expectations for behavior and classroom management, creating a respectful and productive learning atmosphere.
• Boosted student confidence through consistent encouragement and positive reinforcement, fostering a supportive learning environment.
• Developed strong relationships with parents through regular communication, promoting involvement in their child''s education.
• Championed inclusionary practices within the classroom setting by accommodating diverse needs of students with special education plans or language barriers, enabling them to succeed alongside peers in mainstream classrooms.
• Created and developed lesson plans to meet students' academic needs.

I have always been committed to delivering responsive services focused on the department’s vision of equity and excellence and align my actions to the vision thereby enacting the vision of Equity and Excellence in a progressive high performing education system that realises the potential of every student. I have been able to deliver not only the vision of the department but also improve the educational outcomes of students in the school, developed the quality of teaching and learning, and nurtured positive relationships between students, teachers, the community, and stakeholders. As a Head of Year, Diverse Learning Teacher, and as a Complex Case Manager, I successfully executed the following capabilities to a high standard.

Lead Teaching and Learning

• Designed and implemented individualised behaviour and learning support plans, ensuring students with diverse needs had access to quality education.
• Led case management meetings with teachers, specialists, and external agencies to develop strategic interventions supporting student learning outcomes.
• Analysed student performance and behavioural data to inform school-wide and individual teaching strategies.
• Led the development of Individual Curriculum Plans (ICPs) and worked collaboratively with families, therapists, and school leadership to ensure student success.

Develop self and others.

• Provided mentorship and guidance to new and early-career teachers, supporting them in developing effective teaching and classroom management strategies.
• Participated in professional learning networks and engaged in ongoing special education training, sharing knowledge with the broader school community.

Lead improvement, innovation, and change

• Developed and implemented individualised behaviour support plans using data-driven decision-making, improving student engagement, and learning outcomes.
• Introduced collaborative case management processes, ensuring a holistic, multi-agency approach to student support.

Lead the management of the school.

• Managed complex student cases, ensuring a coordinated approach to student support by liaising with teachers, school leaders, external agencies, and families.
• Led year-level team meetings, ensuring staff had the resources and strategies needed to support student learning and well-being.
• Coordinated student attendance and engagement initiatives, implementing early intervention strategies to improve retention. Managed individualised learning programs, collaborating with school leaders to ensure alignment with the Australian Curriculum and Individual Curriculum Plans (ICPs).

Engaging and working with the community

• Established and maintained strong partnerships with external agencies, including child safety, mental health services, and disability support organisations, to ensure holistic support for students and families.
• Led case management meetings involving parents, teachers, and external professionals, ensuring collaborative decision-making for student success.