Amber Davis-Saenen

In 2021 I graduated with a Bachelor of Education (Primary) with a specialisation in Science. I have a deep interest and lived experience working with Neurodiverse children across multiple years levels. Since graduating I have predominantly spent my time working as an Education Assistant (both General and Special Needs). This has allowed me to observe and absorb excellent teaching practices across cohorts. It has also allowed me to see how teaching whole school programs with fidelity positively impacts student outcomes from Kindy to Year 6. I am ready to begin my teaching career and look forward to the responsibility of creating safe and engaging learning spaces for young people. Professional Knowledge When teaching across multiple school sites I: Familiarise myself with and support whole school Social and Emotional Learning (SEL) programs including Mind Up and Zones of Regulation Use trauma informed strategies outlined to ensure that all students have the opportunity to be successful Familiarise myself with children who have IEP’s and/or are from different backgrounds and seek advice from support staff as the most appropriate accommodations to make for identified students Professional Practice Prioritise inclusive learning/accommodations within my classrooms so that all students can engage and consistently participate Equally prioritise establishing a safe and supportive learning environment with consistent expectations to ensure student feelings of security for optimal learning Consistently check in with both students and support staff for feedback in relation to my teaching (pace, content etc.) Professional Engagement Given that I work consistently in a school as both a teacher and EA I am able to: participate in using a Working in Teams (WiT) approach to create culturally responsive, high accountability teams inclusive of Education Assistants (EA’s), Aboriginal Islander Education Officers (AIEOs) and Special Needs Education Assistants (SEN) across specialist areas. Attending (as needed) team meetings with Learning Support Coordinator, EAs and teaching staff ensuring a student-centred case management approach. Successfully managing feedback from multi-disciplinary stakeholders to produce individualised goals leading to better outcomes for children Feb 2021 – Present Bunbury Primary School Education Assistant & Special Needs Education Assistant Standards Key Roles and Responsibilities Professional Knowledge As a qualified teacher working within an EA role, I co-design and implement behaviour support plans/individualised educations plans in consultation with teachers, parents and other relevant professionals I collect and collated data regarding the implementation of behaviour or academic supports in order to assess how chosen programs or approaches fit with the outcomes of the student Create engaging differentiated lessons that cater to students needs and learning foci Over several years I have utilised my knowledge and understanding of health/physical disabilities and/or behavioural challenges to support positive outcomes for students Professional Practice Intensive group focus and intervention using Letters and Sounds and Words Their Way, inclusive of assessment and keeping records of such Consistently employs a positive, growth mindset ‘can do’ attitude, creating a supportive and encouraging learning and assessment environment guaranteed for students to succeed within Professional Engagement Engaged in various professional learning opportunities with colleagues, assisting to identify issues within the learning environment (such as behaviour management) and apply professional learning (a reward system, for example) to improve student outcomes Formed professional, friendly relationships with stakeholders in students’ lives including parents/carers, occupational therapists, and tutors.