Timothy Hepburn

• Overseeing HSIE department, providing leadership and guidance to a team of 9 HSIE teachers, ensuring delivery of high-quality education to students.
• Developing and implementing innovative curriculum frameworks and instructional strategies, resulting in enhanced student learning outcomes in HSIE subject area.
• Leading professional development sessions for HSIE teachers, fostering improvement of pedagogical practices and staying current with latest teaching methodologies and resources.
• Implemented data-driven approaches to monitor student progress, analyse assessment results, and identify areas for improvement, resulting in substantial improvements in academic performance and targeted interventions.
• Cultivate strong relationships with students, parents, and wider school community, fostering a collaborative and supportive learning environment.
• Leading departmental meetings and collaborating with colleagues to align curriculum delivery, share best practices, and address challenges related to HSIE.
• Participating in curriculum development committees at the school and district levels, providing valuable input to enhance overall HSIE curriculum and align it with educational standards.
• Established effective communication channels with parents, conducting regular parent-teacher meetings and utilising technology platforms to provide updates on student progress and address concerns.
• Mentoring to new HSIE teachers, offering guidance and support in curriculum planning, instructional strategies, and classroom management techniques.
• Collaborating with external stakeholders, including community organisations and industry experts, to bring real-world experiences and resources into HSIE classrooms, enriching student learning and promoting career exploration.
• Active member of NSWSPC Head Teachers, collaborating with fellow education leaders to discuss and address key challenges, share best practices, and contribute to improving educational standards and practices in New South Wales schools.

During the period of 4/11/22 - 26/1/23 I was the Head Teacher of Languages.

I was also the 2IC HT of HSIE from: 01/2021 to 26/1/23

• Planning and implementation of a well-rounded curriculum to achieve success for exam groups. This included development of a course program utilising a diverse range of available resources to maximise student experience.
• Demonstrably effective project management and organisational skills running the HSIE faculty.
• Organised and facilitated weekly departmental meetings, communicating updates on school-wide initiatives to 15 staff members whilst relieving HT.
• Successfully led Quality Teaching Rounds (QTR) across the department, using the department’s Quality Teaching Model as a framework for teachers to engage in rich analysis of classroom practice aligned with the elements of high-impact professional learning (HIPL).
• Successfully led a team of 70+ staff in curriculum development and delivery, professional learning, and stakeholder communication.
• Lead & facilitated quality teaching rounds for 70+ teachers across all subjects & year levels, using the shared language of the QT Model to guide discussions about quality teaching practice.
• Empowered teachers by drawing on collective expertise in our schools, putting teachers at the centre of discussions on how to improve teaching.
• Provided teachers with sustained and dedicated time to analyse and discuss teaching and learning, enabling them to engage in high-impact professional development closely aligned to The Australian Professional Standards for Teachers.
• Implemented problem-solving techniques to design, develop and deliver operational improvement solutions to enhance student learning.
• Led the design and implementation of IT programs that enhance teaching and learning through the use of CANVAS.
• Led a whole-school initiative aimed at improving student writing outcomes, resulting in an increase in literacy rates by 10%.
• Embed sustained cultural change and learning & development.
• Created a new system for tracking student behaviour which resulted in a decrease in disciplinary issues by 20%.
• Successfully used data to identify at-risk students, resulting in an increase of attendance rate by 15%.
• Developed and implemented a new data-driven curriculum that improved student engagement by 20%.
• Lead weekly meetings with the faculty to develop collaborative departmental targets and ensure that progress was being made towards the strategic direction. At the end of the year, I reported the data to the principal.
• Tracking student data to implement targeted intervention sessions to boost progress of under-performing students. This data was used to identify and track trends that are occurring and implement individual learning plans to help students achieve their goals.

Year Advisor: Dates: January 2021-January 2023

• Support the welfare of students by providing guidance and general support.
• Worked in partnership with colleagues to lead and enhance student well-being, resulting in improved student behaviour and engagement this resulted in an increase of the attendance rate.
• I developed The Forest’s Attendance Procedures. Embedding the Department’s Attendance Policy and integrating the school’s strategic direction. I was in consultation with Senior Executive, the Learning and Wellbeing Team, School Council/P&C, and students to develop appropriate procedures to manage whole schools attendance and truancy.
• Development and implementation of whole school wellbeing program
• Support liaison with various stakeholders including Principal, Deputy Principal, Head Teacher Welfare, Head Teacher Support, Faculty Head Teachers and School Counsellor to provide support for individual students including those with special needs.
• Determined applicable support resources for individual students as a member of the Learning and Support Team.
• Provided a point of contact for parent concerns/questions.
• Organised work for students in their absence from school.
• Organisation of special focus days with external stakeholders e.g. Optus cyberbullying, specific girls and boys issues, anti-bullying/cyber-bullying workshops, assertive skills training. Following completion of the focus day I ran a survey to identify areas to work on for the next focus day.
• Acknowledged and recognise achievements of students.

Senior Teacher of Business Studies, Ancient History, Modern History and Geography at The Forest High School: Dates: 22/10/16-26/1/23

• Incorporating ‘Backwards Mapping’ into the planning process. In doing so this better helps to map formative and summative assessments, and the key skills that need to be taught in order to complete these assessments to a high degree.
• Incorporating ICT and up to date technology into lesson time to promote learning skills for the future.
• Recording and analysing student data to plan and inform future learning and intervention to boost progress. This was seen in my Great Battles of History class which I used inform data to increase students results by 20%.
• Updating reviewing lessons to ensure that content is up to date.
• Planning and implementing formative and summative assessments.
• Marking/ reviewing student work and planning feedback sessions.