Sheila Kiely

• Facilitated engaging and interactive lessons in accordance with curriculum guidelines.
• Developed and implemented lesson plans tailored to meet the diverse needs and interests of students.
• Utilized various instructional strategies to promote active learning and critical thinking skills.
• Established a positive and inclusive classroom environment conducive to learning.

• Helped day-to-day operations of education program and supported staff to delegate paper work,reflections and curriculum planning.
• Developed curriculum and lesson plans to achieve objectives of each child
• Planned,created and implemented curriculum program.
• Created Philosophy of the centre.
• Wrote self assessment and added information to the Quality improvement plan.
• Evaluated programs and monitored implementation and compliance with regulations to achieve objectives.

My role as educational Leader

• Collaborated with educators and provided curriculum support and guidance.
• Supported educators in implementing, planning cycle within the educational program.
• Lead the development and implementation of an effective educational program in the service.
• Ensured children’s learning and development are guided by the learning outcomes of the Early Years Learning Framework
• Ensured all the learning environments were met to the highest quality and reflected the centre's philosophy.

My role as ECT and room Leader

• Educated and supported classes between 3-6 years old with engaging learning experiences that reflect a variety of theorists that relate to various aspects of child development–such as Piaget, Vygotsky, Reggio Emilia and Maria Montessori
• Supported and assisted children's needs throughout the day.
• Promoted diversity and maintained relationships with families and children, as well as organised curriculum and kept meaningful documentation of children's learning.
• Planned, implemented and evaluated programs that reflect the Early Years Learning Framework (EYLF) and National Quality Standards (NQS)
• Consulted with director, families and the local community in the understanding of each child’s knowledge, ideas, culture, beliefs and interests in order to develop a child-centred educational program,have an understanding of, and honour, histories, cultures, languages, traditions, and child-rearing practices.
• Embedded Aboriginal culture, and sustainability into daily practices
• Observed children to identify individuals in need of additional support and developed strategies to improve assistance.

• Collaborated with adults and children to provide safe and educational experience.
• Managed classroom activities and lesson plans and developed and implemented engaging lesson plans to keep children stimulated.
• Assisted students of all ability levels develop life-long learning skills and good study habits.
• Educated students in foundational concepts such as shapes, numbers and letters.
• Observed children to identify individuals in need of additional support and developed strategies to improve assistance.
• Monitored children's academic, social and emotional progress and recorded in individual files.

• Organised group times. and managed classroom activities, communicated with families , and implemented lesson plans.
• Collaborated with adults and children to provide safe and educational experience.
• Supported in foundational concepts such as shapes, numbers and letters.
• Gave one-on-one attention to children while maintaining overall focus on entire group.
• Helped children take care of personal needs and maintain good hygiene.
• Promoted physical, academic and social development by implementing diverse classroom and outside activities.
• Maintained well-controlled classrooms by clearly outlining standards and reinforcing positive behaviors.

• Monitored safety and behavior of every child in care.
• Updated daily logs and children's routine on the tablet.
• Prepared healthy foods and beverages for children based on optimal dietary guidelines and individual restrictions.
• Observed play activities to identify positive behaviors and areas in need of improvement, implementing behavior redirection where appropriate.
• Documented and reported behavior issues or accidents to parents, minimising future problems..
• Worked with children individually and in groups to teach social, communicative and problem-solving skills.
• Instructed children in crafts and other activities to promote gross and fine motor skills, including creating paintings, drawings, paper crafts and decorations.
• Prepared group activities to enhance socialisation , communication and problem-solving skills for children.