SUSAN ROBERTSON

• As listed below in position at St Monica's Primary School, Wodonga.
• Prepared materials for lessons, assignments, and assessments, and evaluated, corrected and graded student performance to identify gaps in skills or knowledge and set realistic goals.
• Communicated student progress, academic difficulties, or behavioural concerns to parents, guardians and administration using tact and professionalism to improve student academic performance.
• Worked one-on-one with students to determine strengths, weaknesses, and learning patterns.
• Implemented key evidence based practices such as Explicit instruction, Cognitive Load Theory and the Science of Learning, Strong routines and structures to support interleaving and retrieval practices, Science of Reading and targeted literacy practices, Restorative Practice and Positive Education practices.

2017 - Grade 1/2

2018 - Foundation

2019 - 2021 Grade 3/4

2022 - Grade 2

2023 - Grade 6

• Implemented evidence-based best practice pedagogical approaches within the classroom to support explicit teaching across all content areas of the Victorian curriculum.
• Worked with a teaching team to generate a clear, well-sequenced curriculum targeting all areas of the Victorian Curriculum.
• Completed weekly, termly and yearly planners with relevant reflective practices and evaluations to support student growth.
• Worked to create engaging, challenging and highly effective learning experiences incorporating technology as appropriate.
• Systematic use of data across all areas to monitor student progress and inform future teaching and scaffolds.
• Communication of student progress to all relevant parties including families through a range of reports, workbooks, work samples and meetings.
• Facilitating appropriate remediation and additional supports for individual students as needed to ensure a safe and supportive learning environment.
• Ensure all documentation requirements are met professionally and in a timely manner in line with school policies and processes.
• Creating supportive respectful relationships with all students and undertaking pastoral care responsibilities professionally and in line with Child Safe policies.
• Participating in all additional school activities such as meetings, liturgies, excursions and parent information nights.
• Undertaking relevant Professional Development to ensure current pedagogical practices are implemented within the classroom in line with the school strategic plan.

2018 - Foundation

2019 - 2021 Grade 3/4

• Instructional Leadership - Read and developed my own leadership skills inline with the principles of Instructional leadership. This is key to support and develop teachers around the changes in pedagogy inline with the school curriculum and best practice.
• Transformational Leadership - Read and developed my own leadership skills inline with the principles of Transformational Leadership. This is key to support and develop coaching and mentoring relationships with staff as well as developing and growing myself as a leader.
• Team work and collaboration - Worked with both the upper leadership team and my teaching team to implement the strategic plan and pedagogy shift with a focus on collaboration, strong ethical relationships and empathy.
• Mentoring and Coaching - facilitated the professional development in the Science of Learning and Cognitive Science among the members of my team, ensuring they possessed a deep understanding of how children learn. Building upon this knowledge, I designed and implemented sessions to foster a comprehensive grasp of Explicit Direct Instruction and its application across the Middle Learning Centre, encompassing Grade 3 and 4.
• Organisation - Developed sound document structures and organisational elements to support efficient and well managed shared curriculum. Planned and coordinated the delegation of tasks to support activities such as excursion including risk assessments, permission notes, parent volunteers etc. Managed a variety of projects to improve pedagogy and learning within the Middle Learning Centre as well as organisational and administration projects.

Kinder/1

• Sourcing products and finishes for client projects and working with Senior Designers to create a proposal of works
• Managing the project through various stages; Liaising with showrooms and workrooms to arrange orders, production of goods and pick up/delivery of items; supervising installations

• Supervising and caring for approximately 70 girls as part of a boarding house team on a day/overnight basis.
• Ensuring the girls are safe and happy and liaising with the day school to maintain a holistic education and living experience.
• Liaising with parents and the day school to ensure the girls maintain a happy healthy environment.