Tracey COAD

I have maintained a singular focus throughout my career in education creating the conditions that support excellence in students’ academic achievement and growth in wellbeing. I have designed, implemented and delivered professional development, mentored and coached teachers and administration staff in schools and districts across the state. I demonstrate highly developed interpersonal and collaborative skills and readily engage these skills to influence and lead staff to effect positive change. I am committed to improving academic, learning, social and emotional outcomes for all students irrespective of backgrounds and abilities, striving to ensure they become successful learners, confident and creative individuals and active and informed citizens. I have a strong work ethic, robust sense of justice, a warm and welcoming personality and an ability to identify strengths in others. I can effectively manage multiple workstreams and priorities simultaneously, working both independently and as part of a team. I am an effective problem solver, and I readily engage the support and expertise of others as required in order to seek optimal outcomes for students. I am authentic and real in my interactions with others, am very self-aware and am cognisant of my privilege and biases. I have demonstrated throughout my career an unwavering commitment to support and serve others.

• Highly effective educational leadership.
• Transparency and collaborative decision making.
• Supporting a positive professional focus among staff, including the capacity to have important conversations and provide ongoing targeted support.
• Highly developed interpersonal skills.

• ASDAN (Department of Education)
• First Aid Mental Health (AISWA)
• Lexia – Synthetic Phonics (internal Professional Learning)
• Team Teach (AISWA)
• Jolly Phonics (Dyslexia Speld Association)
• Teaching Students with Learning Difficulties (Dyslexia Speld Association)
• State per capita funding process (AISWA)
• NCCD Moderation process across schools and sectors (AISWA and self sourced learning opportunities)
• MultiLit - Targeted Synthetic Phonics Literacy Program (MultiLit)
• Alpha to Omega - Targeted Synthetics Phonics Literacy Program (Dyslexia Speld Association)
• Transition – Primary to Secondary School (AISWA)
• Language for Learning – improving SAE understanding for students for whom EALD (self sourced)
• Using the EALD Writing Progress Maps (AISWA)
• Disability Awareness Orange Card (Good Sammys)
• Team Teach Foundation Plus Train the Trainer Qualification
• Diabetes in School Level 2: Intermediate Training (Diabetes in Schools)
• 2024 AASE/WAESPPAA Conference

• Kiind (formally known as Kalparrin), 2013-01-01 to current
• CECWA- board member: Parent & Community Member, 2015-01-01 to 2021-01-01
• Dyslexia Speld Foundation member, 2016-01-01 to current
• AISWA member, 2016-01-01 to current
• Carers WA, 2018-01-01 to current
• Ability WA, 2019-01-01 to current
• Castlereagh Parent Council member, 2020-01-01 to current
• Developmental Disabilities Western Australia (DDWA) member, 2022-01-01 to current
• Therapy Focus Custom Reference group, 2021-01-01 to current
• GATCA, 2023-01-01 to current

• Director of Intervention and Extension (PK-12)
• Academic Intervention Co-ordinator Pk-4
• Academic Intervention and Extension Co-ordinator Pk-6
• Senior Teacher Level 1 (Wesley College)
• Head of Walton House (Wesley College)
• Centre for Inclusive Education Consultant (Disabilities and Specialist Autism Intervention Teams)
• Nominated for the Goldfields Education Excellence Awards 1998