Rosemarie Gilsenan-Reed
Korunye,Australia
Summary
As an experienced educationalist, I am passionate about the importance of quality leadership in creating the cultural conditions for effective teaching and learning. Two Wells Primary School has provided unique challenges for all our adult learners despite significant work to transform our context we have had to face failure for a myriad of reasons- lack of alignment, differences in values and expectations, staff changes and unforeseen circumstances. We have been provided with a silver lining: the aftermath of failure can forge resilient leaders and a growing community.
Educational leader with strong background in administration, curriculum development, and student engagement. Proven ability to foster collaborative environment that drives academic achievement and continuous improvement. Adept at adapting to evolving educational needs and ensuring that team meets high standards. Recognized for leadership, effective communication, and strategic planning.
Experienced with educational leadership, curriculum development, and staff management. Utilizes strategic planning to enhance academic programs and foster supportive learning environment. Knowledge of best practices in student engagement and school administration to drive continuous improvement.
An educational leader with proven track record of driving academic success and fostering collaborative school environment. Expertise in curriculum development, staff training, and student engagement. Known for adaptability, reliability, and results-driven approach that aligns with institutional goals and changing educational needs.
Overview
34
34
years of professional experience
1
1
Certification
Work History
Principal
Two Wells Primary School
10.2019 - 12.2025
- Key Responsibilities
- Leading teaching and learning
- Developing self and others
- Leading improvement, innovation and change
- Leading the management of the school
- Engaging and working with others
- Key Outcomes
- Recent AITSL 360 11/15 staff responses- high - Creates a student-centred learning environment with 63% of parents in 2023 acknowledging that the child is important, a further 22% did not agree or disagree. Current SWD – 16.51% doubling since 2019.WEC - Connectedness to school 2023-54%, 2024-33% with an increase in emotional engagement with teachers 40%
- 2019 Phonics screening 36% increases each year despite changes in our client group. 64% in 2023.
- Naplan, Y3 Reading 38% strong. 42% developing 19% NAS.
- Three leaders have completed the Aspiring Leadership process, one principal and one DP currently at Westport. We have two teachers completing HAT. One leader completing the middle managers Orbis course. Two staff completing AIT training. Evidenced as high in AITSL 360 – Builds capacity.
- Developing a social and emotional continuum to support regulation in the classrooms. Investment in interoception and building Professional learning through the zones. WEC data - Emotional regulation 2023 – 22%, 2024 - 33%. Wellbeing literacy 2023-8%, 2024- 23%
- Significant instructional leadership in managing the school through rational budgeting and collaboration. Impact on funding through fluctuating student numbers and budgets. - Evidenced by the AITSL 360 as high- Aligns ethical practices with educational goals.
- The voices of our Aboriginal community and Neuro diverse families are heard and represented on Governing council, with our Aboriginal students attending the STEM Congress and leading learning. Evidence in the recent AITSL 360 review – high Creates a culture of inclusion.
Principal Consultant
Port Augusta and Far North
01.2018 - 12.2018
- Key Responsibilities
- Shapes strategic thinking and change
- Achieves results
- Drives business excellence
- Forges relationships and engages others
- Exemplifies personal drive and professionalism
- Leads educational outcomes
- Key Outcomes
- Used Power BI to support Principals in the initial stages of the school improvement model
- Supported a number of principals with data analysis
- Identified common area of need cross checking with External Review directives
- Supported site leaders to identify challenges of practice ensuring clarity within the goal setting process
- Ensured evidence was identified in terms of tracking impact
- Supported sites to fine tune action plans throughout the Step 4 process.
- In some sites introduced tools from the Agile leader’s toolkit
- Conducted a detailed Phonics audit in 2018. This led to eleven sites implementing Read Write Inc. in their SIP. Coober Pedy is a case study site.
- Phonological awareness and synthetic phonics were identified as challenges of practice, so I monitor the PASM on a termly basis.
- Conducted coaching and strategic support for the Far North Partnership as they implement Read Write Inc.
- Classroom observations and Feedback to support Read Write Inc.
- Worked closely with the Literacy Guarantee unit and Learning Improvement division. Ensuring our work is complimentary
- Organised whole town staff PD for Port Augusta Partnership, all staff involved in writing moderation and Phonological awareness training
- Supported a number of sites in developing a priority Improvement plan
- Mentored new Site leaders in Far North
- Ran workshops for BI leaders to support their understanding of the change management process.
- Ran a number of Impact Coach sessions to support Visible learning in the Port Augusta Partnership
- Unpacked the Primary and Secondary guidebooks for selected sites
Principal
Hincks Avenue Primary School
01.2016 - 12.2018
- Key Responsibilities
- Leading teaching and learning
- Developing self and others
- Leading improvement, innovation and change
- Leading the management of the school
- Engaging and working with the community
- Key Outcomes
- Establishment of a data collection cycle across the site which led to the sharing of data directly linked to the Standards of Educational Achievement with all stakeholders
- Use of data to identify areas for improvement with progress evidenced in the On Track Evaluation.
- The site increased the percentages at SEA to within a comparative range for Year 3, 5 and 7 to students with similar characteristics in both reading and numeracy
- Explicit instruction using Read Write Inc. Hincks students were placed in the top quartile with some of the highest SES schools in the 2017 phonics trial.
- Developed and implemented a Professional Development Plan directly linked to the PIP/SIP
- Redesigned the staff meeting cycle/format to embed improvement cycles and professional learning communities supporting visible learning implementation.
- Redesigned learning spaces, including the management of a new STEM space
- Introduction of evidenced based Literacy and Numeracy strategies across the site leading to improved progression in a variety of data sets
- Was the Chair of the Whyalla Partnership Leadership and Management PLC and served on the Executive
- Supported Visible learning in Whyalla by leading the Impact Coach group
- Supported several teachers across the Partnership with HAT applications
- Restructured the leadership team ensuring capacity building and pedagogical change
- Established a case management system to track and support all learners, this ensured that interventions were monitored for impact.
Head of School
Ingle Farm Primary School
01.2015 - 12.2016
- Worked collaboratively with classroom teachers to plan and deliver cohesive, explicit approaches to the teaching reading, writing and number
- Supported and coached teachers to improve outcomes for all students including the IELC programme and Special class by providing explicit feedback.
- Modelled explicit teaching in literacy and numeracy blocks
- Supported staff to analyse Naplan and running record data
Deputy Principal
Stirling North Primary School
01.2011 - 12.2015
- Day to day management and organisation
- Coordinated intervention and worked with support services
- Lead teacher for TfEL
- Provided leadership and coaching in reading comprehension, reflecting significant improvements in Naplan reading with 37% of Y3 students in the upper bands in 2014. We also saw increases in running record data.
- Provided leadership by instigating a whole school mathematics review.
- Established a team to collect information to support the 2015 Site Improvement Plan.
- The report included an analysis of staff questionnaires, student interviews, surveys, classroom visits, data analysis, work sampling, a resource audit and an evaluation of planning.
Deputy Principal
Glenbrook Primary School NZ
01.2003 - 12.2011
Principal
Tame Valley Primary School UK
01.1997 - 12.2001
Deputy Principal
Bidston Avenue Primary School UK
01.1992 - 12.1997
Education
National Assessor Training -
12.2017
Masters in Leadership and Management - undefined
Keele University
UK12.1999
Bachelor of Education with Honours - undefined
Liverpool University
UK12.1987
Skills
- Leadership coaching
- Staff management
- Verbal and written communication
- Training and mentoring
- Community engagement
Certification
- Agile leadership, Breakthrough Coach and Crucial Conversations/Accountability
- Professional learning which provided clarity and simplicity
- Examined the human factors which slow down and derail evidence informed change
- Focused my attention on a small number of precise improvement strategies
- Supported the development of my leadership team and impact groups by providing tools for implementation.
- Provided deep understanding and practical support when engaging with Principals in Port Augusta and the Far North
- National Certificate of Assessor Training
- Ensured clarity in my classroom observations
- Orbis Instructional Leadership- 2022.
- Working with the Leadership team
- Using data to support the SIP
- Developing a vision for literacy
- Building learner dispositions.
- Guy Claxton – 2023
- Link to the current strategy/learner dispositions
Timeline
Principal
Two Wells Primary School
10.2019 - 12.2025
Principal Consultant
Port Augusta and Far North
01.2018 - 12.2018
Principal
Hincks Avenue Primary School
01.2016 - 12.2018
Head of School
Ingle Farm Primary School
01.2015 - 12.2016
Deputy Principal
Stirling North Primary School
01.2011 - 12.2015
Deputy Principal
Glenbrook Primary School NZ
01.2003 - 12.2011
Principal
Tame Valley Primary School UK
01.1997 - 12.2001
Deputy Principal
Bidston Avenue Primary School UK
01.1992 - 12.1997
Masters in Leadership and Management - undefined
Keele University
Bachelor of Education with Honours - undefined
Liverpool University