Summary
Overview
Work History
Education
Skills
Certification
Selection Criteria
Timeline
Generic

Natalie Jay

Box Hill

Summary

I am extremely proud of my achievements to date, and it is with great anticipation that I now have the opportunity to apply for a position that will draw on all my past experiences, whilst challenging me to further my personal development and aspirations in both Special Education and Education in general. In support of my application, I would like to highlight my successful tenure as Assistant Principal Special Education for 15 years. Additionally, I have immense experience in developing and teaching programs tailored for students with special needs. Over a career spanning thirty years, I have had the opportunity to learn and teach in many diverse locations, experiencing many diverse backgrounds, cultures and learning needs. As a leader I have had the opportunity to manage and develop a cohesive, committed and professional team whilst successfully striving to build and foster an environment that provides high quality education for students with special needs in an understanding and inclusive school community. During my six years as a leader I have had the pleasure of managing staff of differing abilities, experiences and life situations. All the while remaining ever vigilant of the need to ensure that EEO principles, Departmental Workplace guidelines, etc. are maintained and that above all, quality teaching outcomes are achieved. My philosophy is that all students regardless of their abilities have a right to high quality learning. Every student deserves to learn in a caring, understanding and inclusive environment that respects their individuality and adapts to their individual needs. To help realise this goal I have introduced and developed programs where the whole school community interacts and integrates with students with special needs within WPPS Supported Classes. The result has been an enhanced learning experience for all students that demonstrates increased commitment to core values, such as respect, tolerance and mutual consideration. I strongly believe that I have demonstrated that I possess all the necessary attributes to successfully undertake the advertised position. I have the skills, experience, commitment and qualities required. Additionally, I have the desire, the drive and the dedication to succeed. I look forward to the opportunity to discuss my application further with you.

Overview

30
30
years of professional experience
1
1
Certification

Work History

Classroom Teacher

Holroyd SSP
1996.02
  • Year 5/6 ASD class

Classroom Teacher

Holroyd SSP
1996.02
  • Year 5/6 ASD class

Volunteer

Royal Institute for Deaf and Blind Students
1996.01
  • Training

Volunteer

Royal Institute for Deaf and Blind Students
1996.01
  • Training

Assistant Principal Support

Windsor Park Public School
2004.04 - 2023.05
  • Supervision of Supported Classes (IS, IO, ASD, MC)
  • Behaviour observation/ ABC/ Behaviour Plan development
  • IEP assistance

Assistant Principal Support

Windsor Park Public School
2004.04 - 2023.05
  • Supervision of Supported Classes (IS, IO, ASD, MC)
  • Behaviour observation/ ABC/ Behaviour Plan development
  • IEP assistance

Classroom Teacher

Windsor Park Public School
1997.02 - 1997.11
  • Scheduled weekly training classes at Autistic School Wetherill Park

Classroom Teacher

Windsor Park Public School
1997.02 - 1997.11
  • Scheduled weekly training classes at Autistic School Wetherill Park

Classroom Teacher – RFF

Les Powell School for Specific Purposes (SSP)
1996.03 - 1996.10
  • K-12 IO, IS, ASD classes

Classroom Teacher – RFF

Les Powell School for Specific Purposes (SSP)
1996.03 - 1996.10
  • K-12 IO, IS, ASD classes

Classroom Teacher

Mainsbridge SSP
1996.02 - 1996.03
  • K-6 IS/ ASD class

Classroom Teacher

Mainsbridge SSP
1996.02 - 1996.03
  • K-6 IS/ ASD class

Classroom Teacher - casual

Various locations
1995.06 - 1995.12
  • Bonnyrigg Heights P.S (IO/IS), Bonnyrigg P.S (IO), Cabramatta West (Autism/IO), Harrington Street (IM/IO), Bidwell (IO, ED, CD), Seven Hills (Autism), Lansvale (IO), Blackett (IM/IO), Mt. Pritchard (ESL), Heckenberg (IO), Miller (IM)

Classroom Teacher - casual

Various locations
1995.06 - 1995.12
  • Bonnyrigg Heights P.S (IO/IS), Bonnyrigg P.S (IO), Cabramatta West (Autism/IO), Harrington Street (IM/IO), Bidwell (IO, ED, CD), Seven Hills (Autism), Lansvale (IO), Blackett (IM/IO), Mt. Pritchard (ESL), Heckenberg (IO), Miller (IM)

Classroom Teacher

Busby West Public School
1995.01 - 1995.06
  • IM class
  • Team teaching with infants/primary IO and Autism classes

Classroom Teacher

Busby West Public School
1995.01 - 1995.06
  • IM class
  • Team teaching with infants/primary IO and Autism classes

Classroom Teacher

Cabramatta Public School
1994.01 - 1994.12
  • RFF K-6 mainstream
  • ESL class
  • IM, IO, Hearing, Language Disorder Classes

Classroom Teacher

Cabramatta Public School
1994.01 - 1994.12
  • RFF K-6 mainstream
  • ESL class
  • IM, IO, Hearing, Language Disorder Classes

Classroom Teacher

Karonga SSP
1993.07 - 1993.10
  • Infants class (IS)
  • Primary class (IO)
  • High School class (IO)
  • Primary Autism class (IO/IS)

Classroom Teacher

Karonga SSP
1993.07 - 1993.10
  • Infants class (IS)
  • Primary class (IO)
  • High School class (IO)
  • Primary Autism class (IO/IS)

Classroom Teacher

Macquarie University Special Education Centre
1993.03 - 1993.07
  • AIM Program (Acceleration and Integration into Mainstream) – and intensive Literacy, Numeracy, and Social Skills Program
  • Early Intervention School 0-5 years

Classroom Teacher

Macquarie University Special Education Centre
1993.03 - 1993.07
  • AIM Program (Acceleration and Integration into Mainstream) – and intensive Literacy, Numeracy, and Social Skills Program
  • Early Intervention School 0-5 years

Education

BA, Dip.Ed. (Masters Spec.Ed.) - undefined

Macquarie University/Special Education Centre
01.1993

Skills

  • Classroom management
  • Parent-teacher communication
  • Lesson planning
  • Technology integration
  • Skills development
  • Inclusive teaching
  • Special education
  • Learning disability support
  • Parent and teacher conferences
  • First aid and CPR
  • Academic record keeping
  • Parent and caregiver communication
  • Relationship building
  • Behavior management
  • Small group instruction
  • Positive role model and mentor
  • Student rapport
  • Differentiated instruction
  • Motivating students
  • Innovative lesson planning
  • Conflict resolution
  • Student-centered learning
  • Classroom instruction
  • Student engagement
  • Learning strategies
  • Cooperative learning experience
  • Group and individual instruction
  • Public speaking
  • Special needs students
  • Instructional best practices
  • Program development
  • Student needs assessment
  • Student evaluations
  • Social-emotional learning training
  • ESL- english as second language
  • Fundraising
  • Alternative learning methods
  • Community involvement
  • Positive behavior support
  • Social skills training
  • Nonviolent communication
  • Family engagement
  • De-escalation techniques
  • Behavioral health
  • Behavior modification
  • Applied behavior analysis
  • Functional behavior assessments
  • Behavioral intervention plans
  • Behavior assessment
  • Individualized education programs
  • Developmental disorders
  • Parent-child interaction therapy
  • Autism spectrum disorders
  • Problem-solving skills
  • Autism spectrum disorder
  • Team collaboration
  • Multitasking strength
  • Social skills development
  • Collaborative teamwork
  • Positive reinforcement methods
  • Teacher support
  • Documentation
  • Scheduling
  • Documentation and reporting
  • Intervention planning
  • Crisis intervention strategies
  • Progress tracking
  • Interdisciplinary meetings
  • Individualized education plans
  • Behavior modification techniques
  • Strategy development
  • Resource advocacy
  • Child abuse and neglect
  • Problem-solving
  • IEP development
  • Attention to detail
  • Reliability
  • Excellent communication
  • Active listening
  • Effective communication
  • Adaptability and flexibility
  • Personal hygiene assistance
  • Parent-teacher collaboration
  • Task prioritization
  • Interpersonal skills
  • Goal setting
  • Interpersonal communication
  • Data collection
  • Life skills training
  • Written communication
  • Progress monitoring
  • Conflict resolution techniques
  • Crisis intervention techniques

Certification

  • WWC 1483451E, 2028-09-25, HRTC06261277, 714837
  • First Aid, Emergency Care, Prescribed Medication Administration, Anaphylaxis Training (DET)
  • Epilepsy Management (Epilepsy Australia)
  • Picture Exchange Communication System (PECS Pyramid Education)
  • Applied Behaviour Analysis (ABA, Macquarie University)
  • AUSLAN (TAFE NSW)
  • Differentiated Instruction for Learning (DET)
  • Managing Challenging and Complex Behaviours (Macquarie University major)

Selection Criteria

Approval to teach Special Education and/or extensive experience teaching students with moderate to severe intellectual disability, physical needs, autism and challenging behaviours., High level organisational skills and demonstrated ability to manage classroom teaching responsibilities whilst leading and supporting a team of teachers and school learning support officers., Demonstrated leadership experience with strong interpersonal and communication skills with the ability to work collaboratively with all staff, parents, agencies, medical personnel and evaluate/lead personalised learning, extensive health care plans, behaviour plans, risk management plans and transition plans., Ability to work collaboratively as part of a team in the support unit as well as whole school and enhance the capacity of all staff to develop and implement differentiated curriculum programs for students with complex learning and support needs., Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice., Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs., Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents., Ability to plan and manage resources effectively and equitably to support teaching and learning., Knowledge of and commitment to the Department's Aboriginal education policies.

Timeline

Assistant Principal Support

Windsor Park Public School
2004.04 - 2023.05

Assistant Principal Support

Windsor Park Public School
2004.04 - 2023.05

Classroom Teacher

Windsor Park Public School
1997.02 - 1997.11

Classroom Teacher

Windsor Park Public School
1997.02 - 1997.11

Classroom Teacher – RFF

Les Powell School for Specific Purposes (SSP)
1996.03 - 1996.10

Classroom Teacher – RFF

Les Powell School for Specific Purposes (SSP)
1996.03 - 1996.10

Classroom Teacher

Holroyd SSP
1996.02

Classroom Teacher

Holroyd SSP
1996.02

Classroom Teacher

Mainsbridge SSP
1996.02 - 1996.03

Classroom Teacher

Mainsbridge SSP
1996.02 - 1996.03

Volunteer

Royal Institute for Deaf and Blind Students
1996.01

Volunteer

Royal Institute for Deaf and Blind Students
1996.01

Classroom Teacher - casual

Various locations
1995.06 - 1995.12

Classroom Teacher - casual

Various locations
1995.06 - 1995.12

Classroom Teacher

Busby West Public School
1995.01 - 1995.06

Classroom Teacher

Busby West Public School
1995.01 - 1995.06

Classroom Teacher

Cabramatta Public School
1994.01 - 1994.12

Classroom Teacher

Cabramatta Public School
1994.01 - 1994.12

Classroom Teacher

Karonga SSP
1993.07 - 1993.10

Classroom Teacher

Karonga SSP
1993.07 - 1993.10

Classroom Teacher

Macquarie University Special Education Centre
1993.03 - 1993.07

Classroom Teacher

Macquarie University Special Education Centre
1993.03 - 1993.07

BA, Dip.Ed. (Masters Spec.Ed.) - undefined

Macquarie University/Special Education Centre
Natalie Jay