Vanessa Nederpelt

I am a proficient primary school educator of more than 10 years. I have worked as an Education Support Teacher for the past 3 years. Prior to this, I was employed at an Anglican private school in the Eastern suburbs for 8.5 years where I taught a range of year levels. Between these roles, I worked as a relief teacher while raising my young children. I hold a Bachelor of Education, with a specialisation in Primary Education. During my practical studies, I travelled overseas to teach in an International College. I have extensive experience working with children with diverse needs, abilities, and cultural backgrounds.

• Comprehensive Literacy Instruction-Jane Farrell
• Restorative Practice-Adam Voigt
• Co-operative Strategies Years K-12- Sharon Lyon
• Trauma Informed Practice- Department of Education
• Understanding what shapes children and their behaviour- Maggie Dent and Vanessa Lapointe
• Challenging Behaviour Using our Hearts and Minds to Navigate Difficult Moments with Kids- Maggie Dent and Mona Delahooke
• Exploring Children's Anxiety- Maggie Dent
• Understanding and supporting children with Autism Spectrum Disorder-Dolly Bhgarva
• The Nature of Learning (Early Years in Education) Developing Children in Natural Environments
• Keeping Safe- Child Protection Curriculum

Domain 1 Professional Knowledge (Standards 1 and 2)

As an Education Support Teacher working with a range of students from Kindergarten to Year 4, I prioritise understanding each child's individual needs.  Recently, I have developed individual profiles for each student, outlining their communication methods, behaviours, daily routines,  and support strategies.  These profiles are used by all staff, including relief teachers to provide consistent support, helping students feel safe, understood and able to access learning in a meaningful and structured way.  I have extensive experience creating Curriculum Adjustment Plans and Individual Education Profiles that link to the curriculum guidelines in education support and my previous role in mainstream education.  I design inclusive science and HASS programs that incorporate AAC devices, PODD books, visuals and modified content to support diverse student learning.  Students are developing valuable social and life skills, such as turn taking, problem solving and collaborative learning through the exploration of hands on experiments during these units.   

Domain 3 Professional Engagement (Standards 6 and 7)

I have engaged in evidence based literacy practices through Jane Farrell and participated in staff moderation meetings to align my teaching with whole school approaches and effectively support student learning.  In my role as a DOTT Teacher, I support classroom programs by delivering targeted literacy and numeracy lessons, and play based experiences alongside my own science and HASS instruction.  By drawing on feedback from colleagues, including education assistants, I continually reflect and adjust strategies to  improve student outcomes and maintain continuity in each class.  I am well respected and liked by my colleagues, and I will go above and beyond to build cooperative and supportive relationships.  It is my belief that the relationships we build with colleagues, families and students is one of, if not the most, important aspect of teaching.  I've established early communication with families by introducing myself via email and inviting them to contribute family photos for our HASS unit.  This encouraged a sense of belonging and connection for students, while strengthening partnerships with parents and valuing their role in supporting their child's learning.     

TRBWA Membership: 33079422

Member since 2010