Sarah Powell

• Conduct engaging and interactive online workshops for schools across Australia, delivering targeted professional development sessions for Little Learners Love Literacy that empower educators with innovative teaching strategies and best practices.
• Lead dynamic webinars that cover diverse topics in literacy education to support educators to effectively use the Little Learners Love Literacy resources and programs in their setting.
• Driving the expansion of Little Learners Love Literacy's systematic synthetic phonics program in Queensland through strategic initiatives and collaboration with schools, educators, and stakeholders to enhance literacy education in the region.

• Team Leader

- Guided Early Years team to significantly change, reinvent and improve delivery, structure and organisation of several curriculum programs and models of instruction (i.e. Units of Inquiry, Exploring Time, Reader's and Writer's Workshop, Little Learners Loves Literacy Phonics and Spelling Program, 6 plus 1 Traits of Writing), through a play and inquiry lens while maintaining explicit and purposeful teaching practices , resulting in improved academic results

- Collaborated with Department of Education's DSSI (Differentiated Support for School Improvement) Leadership Partners to successfully put strategies, programs and structures in place to ensure AIP (Annual Implementation Plan) and strategic goals were addressed and met

- Co-designed, organised and implemented English Scope and Sequences and Program of Inquiry for all Units of Inquiry

- Prepared Marketing Plans and assumed marketing activities to increase student enrolments

- Coordinated Education Support staff

- Prepared and worked with curriculum and year level budgets

- Mentored graduate teachers

- Lead a team of teachers in effective classroom instruction (for online and face-to-face programs) during "Learning from Home" Covid lockdown periods and motivated teachers to be innovative in their approach to instruction.

• PLC Leader

- Guided and mentored colleagues to successfully use the PLC Inquiry Model to improve student outcomes and results

- Exceeded set goals as a result of effective collaborative planning skills, research and committed work ethic

- Contributed to and participated in PLC leader meetings in order to continually improve and enhance the PLC model

- Prepared PLC presentations for delivery to the whole school

• Senior Member of English PLT (Professional Learning Team)

- Co-developed the English AIP Action Plan in order to achieve school-wide goals, including regularly updating reflection reports

- Set agendas and chaired meetings in line with school improvement objectives

- Undertook studies in the Literacy, Data, Assessment and Practice course to successfully drive literacy improvement school wide

- Organised and presented various Professional Learning sessions based on school-wide goals to the whole staff

• Foundation Teacher

- Organised, prepared and managed all components of Foundation Studio Teaching and Learning Program as the sole Foundation teacher

- Prepared, organised and led Foundation Transition Program for prospective/enrolled children and families

- Valued parent/carer community engagement and organised regular events: Mother's Day and Father's Day experiences, Art Exhibition, Maths mornings, Science Fair

- Organised funding for disability students, including writing comprehensive reports and liaising with PSD Leader (Program for Students with Disabilities

- Designed and facilitated regular Minikids Playgroup sessions for 3-4 year old prospective students and parents

- Participated in Learning Walks using questioning, data analysis and action plans to boost teacher skills and student learning

- Utilised Seesaw platform as a three-way communication tool between teachers, parents and students to document, monitor and assess student learning

- Created and implemented a highly successful "Learning from Home" program that embedded all instructional practices (HITS) such as differentiation, goal setting and explicit teaching

-Recognised as a leading and exemplar school during "Learning from Home" period in Victoria

• Year 5 Teacher

- Drove and improved student learning by establishing clear classroom plans and group objectives, as well as actionable strategies to achieve each goal, guided by VCAA (Victorian Curriculum)

- Utilised 1:1 iPad Program as a tool to enhance student learning

- Implemented 'Reader's Workshop' and 'Writer's Workshop' model (Deb Surkarna) as part of Grade 5 Literacy Program

- Established Deb Sukarna and David Hornsby's Spelling Program; "Developing Sound, Visual and Meaning Connections for Young Spellers" to successfully improve spelling in Year 5

- Integrated guiding principles and model of '6 plus 1 Traits of Writing' as part of Grade 5 Writing program

- Used various formative and summative assessment tools (PROBE, SWST, Early Years Numeracy Interview, Essential Assessment, PAT, conferences) to celebrate learning and set future goals

- Prepared Individual Education Plan's (IEP's) to support and extend student learning

- Held regular meetings with Educational Support staff to create modified programs for special needs students in class

- Maintained close partnership with 0.4 teacher working in a shared role position required detailed and regular communication, thorough organization and mutual goals and values

- Active contributor to PLC (Professional Learning Community) sessions where problems of practice were addressed and worked through

- Mentor Teacher for several pre-service teachers - providing guidance, support, feedback and reflection on lesson planning and teaching strategies, as well as curriculum development and other areas of teaching and learning

• Additional Roles

- Elected member of School Improvement Team (Professional Practice - English): Reviewed, revised and analyzed current professional practices to improve teaching and learning at BPS

- Member of ICT Priority Team: Attended and contributed to meetings, wrote ICT focused items for school newsletter, trialed and reviewed eSmart Digital Licence: Cyber Safety Program

• Positions at several schools in Melbourne's Eastern suburbs, Melbourne - teaching classes from Prep-Year 6.
• Gained familiarity with:

- The CAFE and Daily 5 Literacy Program

- Growth Mindset theory - by Dr. Carol Dweck

- Stephanie Alexander Kitchen Garden Program

- A 'Restorative Practice' approach to resolving conflict among students

- Using iPad/computer apps and programs to support student learning such as: Explain Everything, Book Creator, Reading Eggs, Essential Assessment,

Responsibilities whilst leading a team of 11 classroom teachers and 13 teaching assistants:

• Leading curriculum meetings to ensure that an inquiry-driven (using the PYP framework), constructivist approach, and internationally-minded focus was central to teaching, planning and assessment.
• Planning, organising and chairing regular housekeeping meetings for the team.
• Completing Teaching Assistant Reviews and Appraisals, including mentoring and training.
• Developing and maintaining courteous and effective working relationships with team members, encouraging full participation and ownership.
• Ensuring assessment data was collected, reviewed and analysed for student learning and growth.
• Proofreader of grade-level report cards.
• Keeping open lines of positive communication among team members, other teachers and the administration of the school.
• Conducting 'Open House' tours of the school for prospective families.
• Attending and actively participating in whole school Team Leader meetings.
• Counselling, mentoring and assisting grade level teachers with but not limited to: Parent Teacher Conferences, Student Led Conferences, Portfolios, the introduction of STEAM into units and implementation of GOLD teaching strategies assessment tool
• Communicating consistently and effectively with the Heads of Department, including principals and curriculum leaders to:

- Assist with resolving team matters and grade-level curriculum issues

- Addressing school-wide concerns and goals

- Create duty rosters

- Organise whole school (Early Years) events for celebrations such as Chinese New Year, Diwali and Christmas

- Develop architectural plans for the new Early Learning Village; collaborating with architects on the design of classroom spaces and outdoor areas, ordering of resources, full day/half day rostering for students, and implementation of Student Support program

- Implement the assessment tracking system 'GOLD Teaching Strategies

• Working with the Parent Teacher's Association to organise fundraising events.
• Working with specialist teachers to plan and prepare for large-scale events such as Sports Day, Kindergarten Art Gallery and Music Ensembles, as well as plan for integration into Units of Inquiry.
• Planning and designing lunch menus with school caterers for students.
• Leading Professional Learning Communities (PLC) to work collaboratively with team members on achieving a common research goal.
• Mentoring new staff: including regular check-in sessions and an open door policy to ensure all felt fully supported.
• Leading introduction of STEAM (STEM) into Units of Inquiry in collaboration with Curriculum Leader.
• Leading Kindergarten to Primary School transition team.

• Collaborated in planning, organising and implementing instructional programs to facilitate academic, intellectual and social development.
• Prepared hands-on learning experiences using the PYP framework, including math, literacy, language, art, geography and science links, taking into account individual children's educational needs and learning styles. Collaborated in planning, organizing and implementing
• Developed Units of Inquiry, preparing meaningful, differentiated and authentic learning experiences for a play-based classroom setting to embed conceptual understandings.
• Participated in planning sessions with specialised teachers including Visual Arts, PE, Library, Music as well as educational support personnel.
• Created a year-long Kindergarten Literacy Planner with objective links to Teaching Strategies GOLD using Jolly Phonics and Letters and Sounds as resources.
• Encouraged and prepared students to become independent readers through systematic, multi-sensory instruction in phonemic awareness and decoding skills.
• Incorporated technology as part of teaching and learning experiences through the use of:

- Apps/programs: Starfall, Padlet, Reading Eggs, Jolly Phonics

- Promethean Interactive Whiteboard

• Created a classroom environment that was warm, welcoming and inviting, and supported as well as celebrated student learning
• Assessed, recorded and reported on the development, progress and achievement of students, using ongoing observation notes, F&P Reading Records, Rich Assessment Tasks, Student Portfolios (digital and hard copy) and quarterly and semesterly reports.
• In addition, communicated and consulted with parents regularly through Parent Teacher Conferences (Individual Learning Plans prepared for each student including achievements and goals), Weekly Blog posts, Emails, Student Led Conferences and Parent Information Nights with several curriculum focuses.
• Provided a welcoming and engaging classroom and promoted safeguarding of the health, welfare and safety of all students.
• Applied evidence-based practices for classroom management to enhance learning results and focused on positive behaviour support by clearly articulating fair and consistent expectations along with appropriate natural consequences.
• Fostered close working relationships with teaching assistants in order to provide the highest level of care to students.
• Worked closely with support staff including Occupational Therapists and Speech Therapists to ensure thebest learning outcomes for students with specific needs such as ADD, ADHD, fine and gross motor skill development, ASD and speech development.
• Undertook appropriate professional development and participated in workshops relating to whole school planning and review of strategic goals, CIS accreditation, PYP authorisation and development of Safeguarding policies and procedures.
• Created a Network Meeting Group with several international schools including Canadian International School, Australian International School and Chatsworth International School - assumed responsibilities such as preparing agendas and schedules.
• Regularly presented at Professional Development sessions sharing knowledge on topics such as classroom environment, documentation, thinking skills, Inquiry and Literacy skills.
• Hosted after school co curricular activities (CCA)

• Participated and contributed to group planning of a Program of Inquiry, integrating Literacy and Numeracy where possible, utilising the framework of the International Baccalaureate Organisation, PYP.
• Developed a Literacy curriculum using First Steps, 7 Steps To Writing Success, The Writing Process and WRAP (Spalding Approach to Reading, Spelling and Writing) programs.
• Planned conceptual and skill based Maths units using the PYP planner as a framework to ensure lines of inquiry, resources (Natural Maths Strategies, Nelson Maths) and concepts were a focus when devising thoughtful learning engagements.
• Created lessons with an emphasis on the importance of children's thinking: Questioning, graphic organisers, thinking stems and opportunities for higher order thinking.
• Undertaking ongoing and regular assessment (before, during and after) including pre/post testing, formative and summative assessments to monitor student progress and growth and provide evidence for next steps in student learning. Assessment tools included use of Running Records, TORCH and Early Years Maths Interview.
• Use of SMART Interactive Whiteboards as a fully integrated teaching and learning tool.
• Worked closely with Jewish Studies teacher to coordinate parent/teacher meetings, class meetings and class newsletters.
• Ongoing communication with parents including Parent Support Group meetings, weekly phone calls, class newsletters, class blogs and a regularly updated class notice board.
• Regular communication with Student Support Staff (Reading Recovery teachers, psychologist, speech therapist, maths intervention teacher)
• Organised and presented at Parent Information Sessions including Literacy, Maths and PYP evenings.
• Team teaching of ICT, Art, PE and library lessons.
• Covered LSL Grade One Team Leader position, responsibilities included: organizing agendas for cross campus meetings, developing scope and sequences, arranging Literacy and Numeracy term and weekly planners/overviews.
• Additional Roles: Year 9 Student Community Service Placement Coordinator, Drama Club Coordinator, member of PYP Professional Learning Team, member of First Steps Reading Focus Group, Year 2 Student Representative Co-coordinator.

• Organised and prepared Year One teaching and learning program in collaboration with team
• Co-developed and directed a lunchtime run drama program for Year 3-6 in which children attended sessions and participated in the local Manningham Drama Eisteddfod.
• Assisted with choreographing and organizing the school production.
• Co-wrote and developed the Level 2 Word Study Program.
• Additional Roles: member of Literacy Committee, ICT Committee and Maths Committee, Student Welfare Committee, Student Representative Committee co-ordinator.

• Planned and implemented an integrated classroom program using inquiry learning methods and the Early Years Literacy and Numeracy Programs.
• Assisted with organising Grade 2 Sports Program.
• Co-developed ‘Buddies' (Preps and Grade 6's) Program.
• Coached MAPS hockey team.
• Worked closely with level team members on the ‘Innovations and Excellence' scheme.
• Devised lessons for Grade 6 Mathematics booster classes.
• Additional Roles: member of Year 6 Graduation committee, Maths Committee, Arts Committee.

• Planned and implemented a classroom program of Literacy, Numeracy. Arts, PE, ICT, History and Religious Education for delivery to a Year 3 class for 6 months. Roles and responsibilities included:

- Collaborating with other staff members in regards to planning and classroom management

- Working with children with varying levels of learning difficulties and behavioural problems

- Planning individual work programs for children with special educational needs (SEN)

- Building behaviour management policies

- Co-developing a drama club for students to attend at lunchtimes and after school with participants attending at the local borough drama festival

- Working within the requirements of the British curriculum.

• Designed lessons appropriate to the classroom plan and carried out set lessons as requested by the classroom teacher on a daily and weekly basis, when completing CRT assignments.