Sharna Willie

• Undergoing an 18-month Indigenous Graduate role in Research development within Environment Business Unit
• Taking initiative by self-leading on Research project
• Understands importance of self-learning and development, and takes initiative to enhance this by attending relevant conferences and building networks
• Demonstrated capability in leading and facilitating group check-in meeting
• Demonstrated ability to develop presentation from research and present at HEAL Network Conference 2023
• Shows self-initiative and communication skills by organising weekly and fortnightly catch-ups with Supervisor and Program staff
• Demonstrates ability in communication and networking by connecting with fellow research and enterprise staff
• Can easily adapt to work environments - demonstrated ability to work in-office and remotely

• Develop and deliver culturally responsive programs for students and staff
• Create and promote culturally safe spaces and environments for all Aboriginal and/or Torres Strait Islander students
• Provided in-class support to Aboriginal and/or Torres Strait Islander students
• Tutor and mentor students
• Engage with Aboriginal and Torres Strait Islander families to ensure maximum support, build relationships, and community rapport to ensure best outcomes for students and families
• Engage with Aboriginal and Torres Strait Islander community services and providers to enhance student learning and strengthen cultural identity i.e. Deadly Choices, Harbrow Mentoring, Gold Coast Titans 'Deadly Futures program,' and Indigenous artists
• Organise and coordinated school Reconciliation week and NAIDOC Week events, including the engagement of local Indigenous community members and Traditional Owners
• Assist Teachers with embedding Indigenous perspectives into curriculum
• Delivered Indigenous cultural lesson for Year 7 Humanities class
• Worked one-on-one with special needs students to help navigate through school challenges
• Lias with Teachers and school staff to ensure cultural safety within the classroom
• Manage and support Year 12 transitions and future pathways

• Perform land-management practices with the Kombumerri Ranger team to maintain and preserve Guanaba Indigenous Protected Area (GIPA). Duties include regular site maintenance, weed and pest removal, and night spotting.
• Achieve results independently and within a team
• Conduct Koala surveying with QPWS and Gold Coast City Council
• Engage in Indigenous cultural practices such as collecting Ochre for education lessons and events and assisting in smoking ceremonies
• Involvement in stakeholder consultation meetings regarding development in National Parks and initiation of UQ partnership
• Lead and deliver cultural education sessions with school students, community members, and organisations
• Support and deliver community information sessions on Country (school groups and community members)
• Learning of native Flora and Fauna

• Delivered weekly tutoring sessions with Undergraduate students
• Developed lesson plans tailored to the needs of each student
• Demonstrated flexibility in learning/teaching styles through online and face-to-face sessions
• Communicated openly and effectively with students to meet timely deadlines and ensure needs were met
• Enhanced student comprehension by reviewing class materials and assessment tasks

• Lead, manage, and deliver program within multiple schools across Gold Coast region
• Built effective relationships and maintained communications with partner schools
• Managed program budgets and timelines, ensuring projects stayed on track and within allocated resources
• Provided guidance and support to team members in order to achieve targets within defined deadlines
• Demonstrated ability to engage and build strong relationships with a range of community service providers and stakeholders to enhance outcomes of program
• Raised cultural capability by delivering cultural awareness training with all mentors
• Successfully delivered Mentor 'sign-up' stalls to onboard new mentors and raise program visibility within University community
• Ensure Workplace Health and Safety compliance and manage risks
• Demonstrated excellent public speaking, program management and delivery skills
• Mentor and support Indigenous high school students
• Create culturally safe environments for students and staff

All aspects of service in Hospitality industry including waitressing, Food and Beverage attendant, Conference and Events and hotel BOH

Hospitality and housekeeping roles whilst working in Whistler, Canada.

• Experience in all Front of House aspects of business including supervision and development of new employees
• Ensured workplace requirements and Health and safety standards were met
• Greeted customers and took orders for coffee drinks, food items, and other beverages
• Operated cash registers to process customer payments
• Maintained a clean work environment by wiping down counters, washing dishes, and cleaning floors
• Performed regular stocktake duties

Waitressing and food service

• Completion of Certificate 3 in Engineering Technical
• Rotations across diverse range of business, including Inventory & Logistics, Human Resources, Safety, Finance, Material Store (Manual Handling), Scheduling, and Wheel and Wagon workshop
• Remained reliable and flexible through Night-shift work roster
• Maintained positive working relationship with fellow staff and management
• Performed daily picking of orders in warehouse, as per purchase orders
• General administrative tasks such as emailing and filing
• Learnt Workplace Health and Safety legislation
• Received and counted stock items, recording data manually or on computer for inventory purposes
• Successfully complete all Certificate units
• Attend Weekly executive meetings and record meeting minutes

After school shifts working as a Barista-in-training.

Perform all duties of Front of House customer service, including assembly of products.