Rachael Beard

In this role, I lead curriculum, pedagogy, and professional learning across the school with a focus on clarity, consistency, and collaboration. My work is grounded in evidence-based practice and a belief that strong curriculum leadership empowers teachers and improves outcomes for all students. Key contributions include:

• Leading the development and implementation of a whole-school Literacy Block structure aligned with phonics and morphology priorities and leading staff learning around word reading
• Leading teachers in the planning of Australian Curriculum Version 9 English Units 1 and 2
• Collaboration with deputy principals to deliver and refine PLCs, using teacher feedback and student data to shape next steps
• Creating and leading the implementation of detailed, research-informed scope and sequence documents and teaching sequences for morphology in Years 3–6
• Developing and leading the implementation of orthographic lessons and resources in response to diagnostic spelling data

Outcomes:

• 100% of Prep-Year 2 teachers implementing the MHSS Literacy Block, guided by the document and professional learning I created to drive a consistent, school-wide approach to word reading
• 100% of Year 3–6 teachers supported to implement morphology lessons aligned with the school’s reading approach
• 100% of students receiving explicit instruction in word reading
• 100% of teachers implementing ACV9 English curriculum with integrity across planning, teaching, assessment, and moderation
• Term 2 PLCs designed in response to teacher feedback, strengthening collaboration and ensuring purposeful, targeted professional learning

In both roles, I built trusted, collaborative relationships to strengthen effective, high-impact teaching aligned with our shared priorities. During my time in these roles, I:

• Delivered co-teaching, modelled lessons, and PLC ‘spotlights’ focused on feedback and effective integration of iPads into teaching practice
• Supported teachers to implement on-the-spot feedback, refine reading instruction, and adopt purposeful use of technology
• Contributed to CID meetings, analysing data and planning responsive, curriculum-aligned teaching
• Led professional development and parent information sessions, and hosted site visits with staff from neighbouring schools to showcase effective practice
• Created resources and digital tools to support differentiation, inclusion, and feedback practices

Outcomes:

• Increased the frequency and precision of on-the-spot feedback provided to students with immediate next steps, lifting outcomes and fostering independence
• Strengthened teachers use of marking guides to inform lesson and task design
• 100% of students in 1:1 iPad classes received multimodal feedback and could explain how it was used to improve their work
• 100% of Years 5–6 teachers created digital learning walls for a variety of learning areas, enhancing collaboration and curriculum clarity
• Specialist teachers adopted digital learning walls for the first time, supported through coaching in iPad pedagogy and visible learning

I have experience teaching in year levels between Year 1 to Year 6. In this time, I have supervised students on practicum placement and undertaken the additional roles of Clarity Key Teacher and Year Level Coordinator. Contributions included:

• Development of ACV English unit plans for Year 5 Unit 1 & Unit 2 and guiding teachers with implementation
• Member of the Reading Working Party at BSS to develop a consistent whole-school approach to teaching reading
• Led professional learning initiatives, including book studies, whole-school staff meetings, and targeted sessions for early career & specialist teachers on visible learning & feedback
• Contributed to the creation of the Burpengary State School BIUW Phases document and its later refinement to reflect new understandings
• Regular participant in Learning Walks at CFN schools

Outcomes:

• Led staff through changes to learning wall structures and ACV9 English by sharing classroom videos that demonstrated achievable, effective practice
• Created visible learning resources adopted in 100% of Prep-Year 6 classrooms, driving consistency in BIUW implementation
• Provided consistent mentoring and co-teaching support, helping graduate teachers build confidence and exceed early career expectations