Tessa McHenry

Delivered high-quality, student-centred instruction as a generalist classroom teacher, implementing the Victorian Curriculum 2.0 to meet a wide range of academic abilities, learning styles, and diverse student needs, including EAL learners. Planned and delivered differentiated workshops to both extend and support learners, using evidence-based structured phonics programs and the Gradual Release of Responsibility model to ensure explicit, scaffolded teaching that led to student independence and mastery. Applied formative and summative assessment strategies to monitor progress, inform planning, and support data-driven instructional decisions across the learning centre. Created Individual Education Plans (IEPs) for students with additional needs, working closely with wellbeing teams within the school and external support services to provide tailored learning and support. Developed leadership skills by implementing and leading the Respectful Relationships program as part of a wellbeing focus in Grade 1/2, while also supporting social and emotional learning through the School-Wide Positive Behaviour Support (SWPBS) approach. Collaborated within Professional Learning Communities (PLCs) to co-develop and deliver SWPBS lessons on school values and expectations, contributing to a consistent, whole-school approach to behaviour management. Strengthened family-school partnerships through regular communication, parent-teacher conferences, and progress reports, and coordinated a before-school reading program to encourage and support literacy engagement across the whole school.

Working under the direction and supervision of the classroom teacher. Providing assistance to students with additional learning and support needs, support classes in mainstream schools and providing assistance with school routine, classroom activities and care and management of students.

Assist the Coordinator in providing a quality program for children in Before and After School Care and in Vacation Care. To ensure the environment in which children learn and play is safe, stimulating and supportive. To implement and evaluate programs that are based on the developmental needs and interests of children and which invite their input and participation.