Education & Training EXAMPLES

EDUCATION & TRAINING EXAMPLES OF WORK

J ane Smith

CAREER OBJECTIVE

Demonstrating extensive experience in the education sector with an organised and efficient approach, I am actively pursuing a challenging career opportunity as Education Support Officer with the University of Sydney with a commitment to upholding your values of courage and creativity; openness and engagement; inclusion and diversity; and respect and integrity. Throughout my career spanning 20+ years, I have demonstrated a proven track record of accomplishment in the higher education sector as a Lecturer in Graphic Design, Masters by Coursework Coordinator, Undergraduate Coordinator and Lecturer in Photomedia, providing strong leadership in academic standards and development as well as chairing of relevant academic committees and workgroups. I am confident I would make a positive contribution to the School of Architecture, Design and Planning with the capacity to support a range of student administrative tasks and activities while also providing assistance to your academic colleagues.

QUALIFICATIONS & TRAINING

2002 Doctor of Philosophy (Creative Arts) University of Tasmania, Hobart

1996 Master of Fine Arts (Photography) University of Tasmania, Hobart

1995 Bachelor of Fine Arts (Photography) University of Tasmania, Hobart

KEY SKILLS & COMPETENCIES

 Administration: Performs administrative functions efficiently including record keeping, filing and document preparation.

 Executive Support: Provides high level executive support, scheduling and diary management, preparing agendas and minutes.

 Cultural Diversity: Plans, supports, improves and delivers services in a culturally respectful and appropriate manner.

 Communication: Highly developed written and verbal communication skills, articulating key messages clearly and succinctly.

 Integrity: Represents the organisation in an honest and professional manner, modelling high standards of ethical behaviour.

 Analytical & Research: Well-developed analytical and research skills, with proven expertise in collecting and analysing data.

 Project Support: Assists in delivering projects, whilst ensuring time, cost, quality, expectations and requirements are met.

 Legislative Compliance: Understands, interprets and applies a range of government legislation, policies and procedures.

 Change Management: Drives innovation, initiates positive changes in workplace practices and business improvement.

 Client Service: Provides quality client service, handling enquiries, builds positive rapport and optimises the client experience.

 Finance: Adept in financial management, processing of invoices, managing budgets, report writing and financial analysis.

 Management: Manages and optimises operations across all areas, ensuring service delivery, KPI’s and objectives are met.

 Negotiation: Influential and persuasive, with the ability to negotiate successfully with internal and external stakeholders.

 Problem Solving: Maintains a solution-focused approach, effectively resolving issues and problems promptly and efficiently.

 Process Development: Drives business innovation with a commitment to developing and improving processes and systems.

 Resilience: Displays resilience and courage in fast-paced environments, responding to challenges and overcomes adversity.

 Resource Management: Plans and manages financial, physical and human resources within available budgetary constraints.

 Team Work: Works as a dedicated and supportive team member, sharing information and contributing to team objectives.

 Time Management: Well organised and highly efficient, with the ability to manage tasks, schedules and changing priorities.

 Written Skills: Prepares quality briefs, written reports and correspondence articulating trends, opportunities and risks.

Dec 2012 - Current EVANGELIST @ MIRAGE 3.4D PTY LTD

Sydney, New South Wales

Managing Director/Technology

DUTIES & ACHIEVEMENTS:

 Assisted in the start-up and managing operations of an innovative technology company, reporting to the Board of Directors

 Led and coordinated the workplace training of cadets through small intern projects, overseeing performance and productivity.

 Determined strategies to enhance and optimise company productivity by providing effective methods in business operations

 Managed and monitored budgets, expenditure, forecasts and financial projections, maximising growth and analysing cashflow.

 Researched and developed proof of concept, commercial products and funding strategies for the Mirage software platform (suite of commercially viable products with a 3D focus), co-developed Mirage software platform and co-wrote the patent for a 3D inventive process while working with Mirage 3.4D, the company’s asset, increasing worth from $219,000 to $2,375,000

 Prototyped 3D content and software tools for VR environment and researched visual cues to enhance the depth perception.

 Utilised highly developed written skills to develop documentation and procedures for the company’s research development.

 Direct ed the company’s side of the creation of the external assessor’s report and brought the initial round of funding to the company initiative through facilitating investor and researcher interactions using an influential and persistent approach.

 Spearheaded and coordinated the successful inclusion of researchers and software developers, bringing them into concept and software project envisioning, prototyping, development and testing through all stages, providing direction and updates.

 Designed visually strong shareholders and board reports, proposals, mission statements and prototype presentations.

 Generated innovative brand strategy and company vision incorporating software use case scenarios, software features and benefits, market research and analysis of suitable user experience.

KEY

PROJECTS:

 The X System Project: The X System is a customised platform used to run apps such as Depth and Lucas. Provided platform use case scenarios, software structure consultation and branding strategies for a range of software applications. Helped the system creator/s allow the system to be compatible with other apps.

 The Depth Project: The Depth Project was the main project of Mirage 3.4D and Mirage’s inventive idea. Strategised customer pitches, reviewed patent release and design of photographic and software concepts and led the Depth Initiative.

 The Asset Track Project: The Asset Track Project was an inventory sorting application that allowed users to sort their code and files. Primarily involved in the design of Asset Track and played a large part in software design.

 The Lucas Project: The Lucas Project was a film editing and production application. Led the conceptual design of the application, which allowed other staff of Mirage 3.4D to design the software of the project prototypes.

Feb 2011 - Dec 2012

DUTIES & ACHIEVEMENTS:

BONAFIDE SOFTWARE

Sydney, New South Wales

Creative Director

 Provided strong team leadership and direction, overseeing a creative team of artists, copywriters, graphic designers, photographers and external agencies to promote innovative visual design concepts and direct art/creative development

 Utilised 3D and 2D software to enhance company branding and brought concept expertise; developed new software and program management; produced and managed graphic design asset library, including brand and stationary; and created the company’s brand and marketing plan while working independently through remote access to the company’s server and database.

 Developed valuable contacts and lasting relationships through exchange of ideas at 2012 Microsoft BizSpark Plus in Sydney.

 Developed two new commercial brands and provided a brand strategy and promotion that was well received.

 Maintained an influential approach whilst communicating with external stakeholders to secure funding.

 Developed a successful proposal for the crowdfunding campaign ‘Kickstarter’ for Bonafide Software.

 Acquired a solid working knowledge of a range of design software tools and systems.

Jan 2010 - Apr 2011

DUTIES & ACHIEVEMENTS:

HISTORY

SELF-EMPLOYED

Sydney, New South Wales

Branding Consultant

 Developed and implemented creative strategies for both new and existing products, and influenced all phases of marketing, from design and distribution decisions to advertising and public relations messaging.

 Performed market research to identify markets and assess consumer perceptions, competition, business trends and product value.

 Developed creative concepts and projects for clients in the business to business (B2B) and business to consumer (B2C) space.

 Performed internal audits to ensure the goals of a company's departments are aligned. This research informed the development of an overall brand strategy, affecting logo and package design, pricing, placement, advertising campaigns, and customer service messaging.

 Championed and influenced decisions to distribute a product and what medium is best for advertising and how to shape product messages for different demographics and enhance company initiatives.

Dec 2008 - Dec 2009

DUTIES & ACHIEVEMENTS:

INTERNATIONAL DESIGN SCHOOL

Sydney, New South Wales

Lecturer in Graphic Design

 Primarily involved in curriculum delivery and assessment materials to support students undertaking units of competency to obtain a Certificate III qualification in Design Fundamentals and/or Graphic Design.

 Demonstrated strong interpersonal skills as a student-centred Lecturer, focused on promoting diversity and inclusivity

 Delivered of various graphic branding and research units across the course with the focus on responsible branding design practices/processes and familiarity with emerging experimentation in this field.

 Delivered units covering working in the design industry; colour theory; elements and principles of design; colour as a design element; design conceptualisation; portfolio development; layout, illustration, and editing skills using Photoshop, InDesign and Illustrator; and basics of typography.

Feb 1996 - Oct 2008

2006 - 2008

2004 - 2006

UNIVERSITY OF TASMANIA

Tasmanian School of Art | Hobart, Tasmania

Masters by Coursework Coordinator

Undergraduate Coordinator

1996 - 2008 Lecturer in Photomedia

Masters by Coursework Coordinator (2006 - 2008)

DUTIES & ACHIEVEMENTS:

 Played an integral role in facilitating student success at UTAS by overseeing course planning, course design and development, course delivery, selection of educational resources, assessment, students’ learning outcomes and course evaluation ensuring the quality of Master of Fine Arts (MFA) academic program, implemented course changes and chaired the examination process.

 Drove continuous improvement in learning achievements by conducting weekly group critiques, assisting in the redesign of the RHD unit, implementing course changes, and encouraging interdisciplinary and collaborative studies.

 Co-supervised candidates, liaised with the heads of studios, examiners and external bodies, organised and chaired submission of the MFA candidates, and chaired the examination process, encouraging interdisciplinary and collaborative studies

 Incorporated work experience as a part of study requirements for MFA by Coursework unit and then regulated work experience.

Undergraduate Coordinator (2004 - 2006)

DUTIES & ACHIEVEMENTS:

 Provided leadership in undergraduate course development and for the course, and monitored the course performance regarding teaching, learning and content to drive course improvements and changes.

 Developed, prepared and delivered teaching/learning materials for the undergraduate students delivering talks, lectures and seminars, conducting assessments and examinations, and providing course-specific advice to students.

 Worked within the University of Tasmania ecosystem, such as committees, grant applications and other duties within the Graduate School and University administration.

EMPLOYMENT HISTORY

DUTIES & ACHIEVEMENTS:

 Received the Excellence in Teaching Award - Fostered and applied innovative ways of learning and thinking.

 Developed grant and exhibition proposals and an active member of the Teaching and Learning Committee.

 Assisted in the admission process, enrolments and change of enrollments and collaborated with the academic, administrative and general staff within and outside of the School of Art.

Lecturer in Photomedia (1996 - 2008)

DUTIES & ACHIEVEMENTS:

 Embraced methodologies and approaches to create a dynamic ecology where the fluid exchange of ideas and processes is encouraged.

 Instructed students in digital and analogue forms of still photography, moving image, photo-installation and photographic principles.

 Heavily involved in specialised technical instruction in workshop situations, and an active practice orientated lecture program.

 Assisted in the development of advanced professional competence, artistic skills and critical thinking through engaging with a range of imaging technologies and leveraging a strong creative vision and the ability to think conceptually to achieve objectives

 Encouraged creative expression through making, allowing students to explore and develop their skills through practice.

SOLO EXHIBITIONS

2010 “Stage Sets” (Theatre Cinohra, Czech Republic)

2008 “Beyond Deceptions” (Theatre Cinohra, Czech Republic)

2004 “Perceptions, Deceptions and Dreams” (Stills Gallery, Sydney)

1998 “Powder Magazine” (Usti and Labem, Czech Republic)

GROUP EXHIBITIONS

2007 "Fortune of Lost Hearts: an insight into convict culture” (Port Arthur, Tasmania)

2005 “2 Different” (Carnegie gallery, Hobart, Tasmania

2004 “SURFACE TENSION: The Artist in the Image” (ACP, Sydney)

2003 “Haven” (Long Gallery, Hobart, Tasmania)

2001 “Nina Nikolaevna Shudnat” (Tweed River Art Gallery, Murwillumbah, NSW)

1998 “Home Show” (Plimsoll Gallery, Hobart, Tasmania)

1995 “Honours Show” (Plimsoll Gallery, Hobart, Tasmania)

1993 “I’SLAND (t’l-)n.” (Long Gallery, Hobart, Tasmania)

PUBLICATIONS

 Sean Kelly, ‘Artist [As] Educators: Visual Arts of Pressures and Privileges’, in RealTime #74, August – September 2006, (p. 14)

 Murray, K., ‘Out of the Gothic and into the Blue’, in Artlink, volume 23 / #1, 2003 (p.60-61)

 ‘Portraits on Show’, Tweed Times, 6 June 2001

 Stewart, A., ‘The 2001 Josephine Ulrick National Photography Prize’, in Photofile, #64 December 2001, (p.73)

 Sandy Edwards, ‘Surfacing’, in Photofile, #58, December 1999, (p.13, p.16)

LANGUAGES

 English, Czech, German and Russian

REFEREES AVAILABLE ON REQUEST

Jane Smith

CAREER OBJECTIVE

Having demonstrated exceptional leadership, stakeholder engagement and program management skills, I am actively pursuing a challenging career opportunity as a Business Development Manager with the Department of Education with highly developed influencing skills and proven ability to adapt to different groups of audiences and stakeholders. Throughout my career over the past 20+ years, I have demonstrated a proven track record of accomplishment in developing and maintaining effective working relationships to foster effective collaboration, consultation and engagement on the development of marketing and communication strategies. I am confident I would make a positive contribution to your team with the capacity to take the lead in developing innovative promotional and communication strategies to promote and grow DE International’s programs.

QUALIFICATIONS & TRAINING

2020 NSW Working with Children Check (Renewal)

Service NSW

2015 - 2017 Master of Business Administration, Executive Program (MBAE) Australian Catholic University

2015 Diploma in Management Vocational Training

2011 Certificate IV in TAA (Training & Assessment) & TAE10

2010 Diploma in Business Administration (Distinction)

2010 Certificate IV in Human Resources (Distinction)

2011 Certificate IV in TAA (Training & Assessment) & TAE10

KEY SKILLS & COMPETENCIES

Vocational Training

TAFE NSW

TAFE NSW

Vocational Training

 Stakeholder Engagement: Develops and maintains working relationships to foster collaboration, consultation and engagement.

 Communication: Highly developed written and verbal communication skills, articulating key messages clearly and succinctly.

 Marketing: Develops, implements and reviews marketing plans in order to grow programs across various source markets.

 Business Development: Develops innovative promotional and communication strategies, driving new business and markets.

 Negotiation: Influential and persuasive, with the ability to negotiate successfully with internal and external stakeholders.

 Program Promotion: Develops innovative strategies to promote programs to a diverse range of stakeholders and clients.

 Analytical & Research: Well-developed analytical and research skills, with proven expertise in collecting and analysing data.

 Client Service: Provides quality client service, handling enquiries, builds positive rapport and optimises the client experience.

 Management: Manages and optimises operations across all areas, ensuring service delivery, KPI’s and objectives are met.

 Cultural Diversity: Plans, supports, improves and delivers services in a culturally respectful and appropriate manner.

 Team Leadership: Leads, manages, trains, supervises and mentors staff and contractors including performance management.

 Project Management: Manages and delivers projects, ensuring time, cost, quality, expectations and requirements are met.

 Integrity: Represents the organisation in an honest and professional manner, modelling high standards of ethical behaviour.

 Legislative Compliance: Understands, interprets and applies a range of government legislation, policies and procedures.

 Time Management: Well organised and highly efficient, with the ability to manage tasks, schedules and changing priorities.

 Written Skills: Prepares quality briefs, written reports and correspondence articulating trends, opportunities and risks.

E MPLOYMENT HISTOR Y

Jun 2020 - Current eHEALTH NSW Cyber Security Liaison & Education Officer

eHealth is the electronic management of health information to deliver safer, more efficient, and better quality healthcare. eHealth benefits patient care by providing new ways of managing health information and the delivery of healthcare online eHealth NSW is responsible for setting eHealth strategy, policy and standards, and works with Local Health Districts (LHDs) and Health Agencies.

RESPONSIBILITIES:

• Develop strategy, goals, and objectives for the information security training, education, and awareness program.

• Ensure the security awareness program communicates our security policies and requirements so understand and can follow them.

• Promote awareness of security policies through tailor made information security training, education and awareness program

• Develop and identify information security training, education, and awareness activities appropriate for NSW Health audiences.

• Support compliance with our Information Security Management System (ISMS) to maintain a broad expertise in security controls. and assist the team and stakeholders to close vulnerabilities and minimise security risks to acceptable levels.

• Create and maintain a constructive workplace culture in a rapidly changing and demanding service provision.

• Create a metrics framework that can effectively measure engagement, behaviours and impact

• Develop and maintain training and awareness calendar.

ACHIEVEMENTS:

• Successfully rolled out the first state wide Cyber Security Education and Awareness Program, for our 170K users which included the creation of an in-house mandatory cyber fundamentals module.

Apr 2018 - Jun 2020 THE

PLATINUM GROUP AUSTRALIA | T/AS NANNIES & HELPERS, CARERS & COMPANIONS & PLATINUM STAFFING AGENCY

Managing Director

Nannies & Helpers has been placing nannies since 1988 as a professional domestic placement and booking agency, specialising in the placement of Nannies, Mothercraft Nurses, Night Nurses, Babysitters, Au Pairs and Temporary Live in Nannies Platinum Staffing Agency recruit and place professional and elite private domestic staff in the home at the request of affluent clients. Carers & Companions provide services specialising in Aged and Dementia Care to support people to live a full and independent life at home.

RESPONSIBILITIES:

• Manage and optimise the day-to-day operations of all business entities, undertaking performance appraisals, review and reform where appropriate, including rebranding in identity, developing of new material targeted to specific audiences.

• Develop systems by determining requirements, develop, implement, enforce and evaluate policies and procedures

• Provide a work environment that engenders positive energy in a service-focused and demanding work environment.

• Recruit, manage, supervise, train and motivate new and existing staff, overseeing teamwork and productivity.

• Communicate job expectations to staff, planning, monitoring, appraising and reviewing job contributions.

• Determine strategies to enhance company productivity by providing effective methods in business operations.

• Develop and implement budgets, forecasts and financial projections, maximise growth and analyse cashflow.

• Demonstrate high level communication, interpersonal and negotiation skills, building effective relationships.

• Maintain a high duty of care and legislative compliance particularly in the entity of Carers & Companions, keeping up-to-date with current legislation and accountabilities, embracing change in an evolving, ever-changing sector.

• Develop, manage and implement innovative projects on time and budget, driving continuous improvement.

Oct 2017 - Apr 2018

NSW EDUCATION STANDARDS AUTHORITY Head, Student Support

The New South Wales Education Standards Authority is the state government education statutory authority with the responsibility for the establishment and monitoring of quality teaching, learning, assessment and school standards in New South Wales. NESA is responsible for setting and monitoring quality teaching, learning, assessment and school standards.

RESPONSIBILITIES:

• Overall responsibility for determining decisions for HSC applications relating to Disability Provisions and Illness Misadventure.

• Managed and optimised the day-to-day operations of the Student Support Unit, managing six employees and seasonal staff.

• Devised, led and implemented various enhancements of existing systems and procedures, regarding the process of support programs including Disability Provisions and Illness/Misadventure.

• Provided advice and information to the Director on emerging projects, operational issues and key priorities.

ACHIEVEMENTS:

• Contributed as the Chair of Illness and Misadventure Committee, reviewing 8,000+ applications for provisions research on Sydney Catholic Schools Data and Census data to interpret trends, analyse and prepare board reports and statistics to inform Executive Leadership Team and sponsorship stakeholders

• Developed, managed and implemented multiple programs concurrently under the leadership of the Student Support Business Unit such as Breaches and Malpractice, Minimum Standards Disability Provisions, HSC Disability Provisions, Non-Serious Attempts, NAPLAN Student Support Initiatives, Assessment Rank Appeals, N determinations (non-completion of course requirements), HSC Student Inquiry Call Centre and appeals across all programs.

• Determined decisions for student appeals to NESA regarding school issued 'N' determinations (non-completion of course requirements) together with assessment ranks.

Feb 2017 - Oct 2017 TRANSPORT FOR NSW

Manager,

Authorisation and Levy Administration

Transport for NSW is responsible for improving the customer experience, planning, program administration, policy, regulation, procuring transport services, infrastructure and freight. Transport operating agencies have been freed up to focus on service delivery, providing safe, reliable, clean and efficient transport services.

RESPONSIBILITIES:

• Managed Authorisation and Levy Administration operations and ensured compliance was maintained.

• Readily communicated with the Office of State Revenue in order to streamline collection processes.

• Prepared complex project documentation such as reporting, briefings and ensured accuracy across submissions

• Oversaw a team of eight direct reports, identified gaps in resource training, learning and capability

ACHIEVEMENTS:

• Paved the pathway to establish license and authorisations services, including across leasing, maintenance and renewals. tender negotiations; identification management; taxi and booking service providers and special needs accessibility

• Managed initial administration for Commission’s $1m trip levy, including registrations and dispute management assessment of liability and auditing; collection point establishment

Jan 2014 - Feb 2017 SYDNEY CATHOLIC SCHOOLS Manager, Catholic Education Foundation

Sydney Catholic Schools is the system of 150 Catholic primary and secondary schools operating across the Archdiocese of Sydney providing more than 70,000 students with a high-quality, low fee Catholic education. Sydney Catholic Schools have been providing students with a contemporary, world-class Catholic education for 200 years.

RESPONSIBILITIES:

• Managed and supported all Foundation administration operations, including the $6m Bursary Program portfolio, personnel leadership, sponsor and stakeholder engagement, operational and ICT infrastructure improvements, grievance appeals/resolutions

• Reviewed and optimised administrative practices, systems and procedures for efficiency, quality and transparency.

• Headed the CEF Assessment Committee to assess 3000+ bursary hardship requests applications per annum.

• Managed high level communications and correspondence, such as report writing and submissions

• Managed corporate functions and special events to involve donors, potential donors and sponsors

• Provided direct support and mentorship to team of administrators to streamline processes.

• Drafted 35+ correspondence templates annually and managing gift registers

ACHIEVEMENTS:

• Assisted in the rollout of the Bursary Program new CRM with accountability for writing an operations manual and facilitation of training to users which included a ‘Cybersecurity Awareness Training’ module which encompassed using free WI-FI, phishing, ransomware, practising good habits such as updating complex created passwords, locking screens, protecting the data integrity.

• Developed a Bursary IT CRM platform and undertook a scope of work then organised outsourcing for IT development

• Overhauled administrative processes for Catholic Education Foundation, across governance, accountability and policy design

• Replaced a spreadsheet-based system with new in -house database, improving reporting and analysis, stakeholder engagement

• Led and coordinated steady migration from paper-based business to electronic systems which resulted in cost and time savings.

• Executed governance practices and set-up a CEF Assessment Committee in order to replace discretionary process

• Trained and inducted new personnel to understand critical concepts, such as Centrelink assessment system which informs eligibility criteria and eligibility legislations and analysis of determining factors such as identification of legal fee payer

• Expanded the administrator team by 400% to respond to increase in program scope, overseeing recruitment and selection, resourcing, structuring and staff development and mentored personnel to provide empathetic service to clients in need

• Supervised and directed the Fundraising and Event Coordinator, particularly for annual gala event which was attended by 300

• Managed and coordinated the launch of the CEF website to allow for direct engagement with philanthropists, sponsors and schools

• Advised on regional reconfiguration to improve service to 153 Sydney schools, facilitating a Greater focus on low-SES areas and assigning resourcing according to anticipated need

TAFE NSW | NORTH SYDNEY

Teacher, Business Administration

TAFE NSW is the leading provider of vocational education and training. Each year 500,000+ students enrol into nationally recognised courses and training. We provide personalised vocational education and training to build prosperity, sustainability and innovation through New South Wales. TAFE NSW provide qualifications to suit everyone from school leavers to career changers and businesses.

RESPONSIBILITIES:

• Provided quality teaching and student support in Business Administration with a classroom environment.

• Updated student information in CLAMS student management system with a high level of accuracy

• Undertook planning and developed new learning material tailored to a broad range of learning styles.

• Assessed trainees across the workplace and communicating areas for improvement to Manager level

• Complied with high standard of duty of care to students, overseeing their overall well-being.

• Reviewed and resolved customer issues in a tactful and appropriate manner.

• Promptly processed unit credit transfers and RPLs for students as required.

• Maximised learning experiences by fostering inclusive learning environment

ACHIEVEMENTS:

• Identified and remediated gaps in course content to deliver comprehensive education to students.

• Contributed to management of electronic student filing system to a high level of accuracy

• Provided accessible learning opportunities via e-learning LMS system SAKAI.

2008 - 2010 CSIRO | ICT CENTRE

Senior Executive Assistant to Chief Project Officer, Networking Technologies Laboratory

The Commonwealth Scientific and Industrial Research Organisation (CSIRO) is a federal government agency responsible for scientific research tasked to improve the economic and social performance of industry to benefit of the commonwealth. CSIRO works with organisations. CSIRO advances Australia with inventions and innovations that have a positive impact on people's lives around the world.

Senior Executive Assistant to Chief (2010)

RESPONSIBILITIES:

• Managed a complex diary for Chief, ICT Centre, including prioritising meetings, appointments and events calendar for ICT Centre

• Oversaw emails and other correspondence, including distributing to appropriate staff, responding directly to Chief’s emails to ensure responses meet deadlines, preparing and amalgamating the Chief’s direct reports submissions to form board reports

• Organised conferences, meetings and retreats for executive management and distributing agenda documents and minutes.

• Managed complex international and domestic travel needs including booking flights and other travel-related logistics, sourcing and booking accommodation, arranging care hire and connecting transport and creating itineraries.

• Managed of SharePoint site, arranging and administering annual performance appraisal meetings

• Reported directly Senior Managers, including Chief and respective Direct Reports.

ACHIEVEMENTS:

• Provided advice and suggestions on strategic and business process improvements

• Provided direct support on special or complex projects, including task prioritisation.

• Acted as Chief’s and ICT Centre’s point-of-contact, liaising with all internal and external stakeholders

Project Officer, Networking Technologies Laboratory (2008 - 2010)

RESPONSIBILITIES:

• Supported the Laboratory Director by managing an increasingly demanding schedule

• Oversaw the project actions register and managed monthly report development accurately.

• Prepared the budget, managed scheduling and prepared resource checkpoint reports

• Inducted new laboratory recruits and trainees on SAP, e-learning requirements and HSE regulations.

• Organised laboratory review days from creating agenda to minute distribution and actions register

• Collaborated with the Communications Department to maintain the NTL website.

ACHIEVEMENTS:

• Acted as Director’s and Laboratory’s point of contact and managed confidential/sensitive executive administration tasks

• Played a key role in considerably improving business process systems across the laboratory.

• Managed high level communications and correspondence including reports and submissions

• Conducted WHS inspections to achieve zero harm goal and prepared reports.

• Provided direct support to Project Leaders on key projects

EARLIER WORK HISTORY

2007 - 2008 CRI TECH CONSULTING Account Manager

2006 - 2007 CITRIX SYSTEMS

2006 - 2007 L.J HOOKER LTD

2000 - 2003 LUCENT TECHNOLOGIES

2000 - 2001 LUCENT TECHNOLOGIES

COMPUTER SKILLS

Senior Executive Assistant, Vice President & CTO Chair

Senior Executive Assistant, Chairman of International Operations

Executive Assistant, Director of National Network Operations

Executive Assistant, Director of Operations, One Tel Project

 Advanced computer skills with proficiency in the use of MS Office Suite including Access and Visio, MYOB, SharePoint, in-house databases, SAS, Schools Online, Taleo, CRM, SAP, TRIM and Adobe Acrobat

PROFESSIONAL REFEREES

John Williams

Financial Controller

Sydney Catholic Schools

 0411 237 160

Neal Crocker

Manager, Student Records and Support

NESA

 0410 509 205

Melina Anderson

Director Transport for NSW

 0438 409 858

Elsa Mittiga

Head Teacher

TAFE NSW

 0421 328 137

STATEMENT

Director - Child Safety, Seniors and Disabilities | Department of Child Safety, Seniors & Disability Services

Job Ref No: QLD/636628/25 | Closing Date: 2 June 2025

As an accomplished public sector leader, I possess a distinguished track record of achievement in shaping and implementing strategic policy, program governance and co-designing initiatives that advance health, wellbeing and family support outcomes. Spanning state and local government, non-profit and Aboriginal communitycontrolled settings, my career has been defined by leading cross-sector reform, embedding culturally responsive frameworks, and delivering measurable improvements for vulnerable children, young people and families, particularly within Aboriginal and Torres Strait Islander communities. I bring a demonstrated capacity to lead complex transformation, foster high-performing, multidisciplinary teams and forge enduring, trust-based partnerships grounded in cultural integrity, evidence-informed practice and community-led innovation.

Vision: Leading with strategic foresight, conceptual acuity, and an unwavering commitment to long-term, systemic reform, I foster innovation, dismantle outdated paradigms and mobilise cross-sector collaboration to realise transformative, community-led solutions. Furthermore, I consistently embed culturally grounded and evidenceinformed frameworks into strategic planning to ensure initiatives are sustainable, inclusive, and responsive to the lived realities of marginalised populations. In my current role as Senior Manager, Early Childhood Approach at BUSHkids, I have demonstrated visionary leadership in driving the statewide implementation of the NDIS Early Childhood Approach across geographically and socioeconomically diverse communities. I ensured strategic alignment with NDIA contractual obligations, national disability reform priorities, and the Reimagine Early Childhood best practice framework. To future-proof service delivery, I led an in-depth program review, integrating stakeholder feedback, geo-demographic data and national policy benchmarks to inform innovation and redesign. Key initiatives included the introduction of digitally enabled service enhancements and culturally embedded access pathways co-designed with community partners. Operating within a dynamic and resource-constrained environment, I led with optimism and precision, gaining executive endorsement and cross-sector support. My decision to restructure resource deployment based on developmental need improved reach and equity of access. As a result, all performance targets were exceeded and BUSHkids achieved three consecutive highperformance ratings from the NDIA, the first time this had been accomplished in the organisation’s five-year history.

During my tenure as Team Leader, Primary Health Services - Early Intervention at Marathon Health, I led the comprehensive review and redevelopment of early childhood health policies to align with evolving state and federal disability frameworks. Recognising the need for transformative innovation, I facilitated collaborative workshops with internal teams, healthcare providers, and Aboriginal leaders to co-design inclusive policy directives that addressed service fragmentation and enhanced cultural safety. I championed the integration of data analytics and community insights into policy refinement, ensuring responsiveness to both systemic and communityidentified priorities. Leading through complexity and uncertainty, I introduced pilot telehealth and integrated service models that significantly improved access for vulnerable families. This strategic reform secured strong stakeholder endorsement, informed broader regional policy adoption, and elevated the organisation’s profile as a leader in culturally responsive, evidence-informed early intervention.

In my subsequent role as Child Development Manager at Marathon Health, I identified inequities in developmental service delivery across rural and remote communities that were contributing to poorer health outcomes for children under five. Tasked with leading a regional redesign, I undertook a rigorous review of service data and facilitated strategic engagement with GPs, educators, and Aboriginal community representatives. I designed and implemented a place-based, tiered service model that integrated health, education, and community supports, tailored to developmental need and geographic context. Innovations included the introduction of telehealth consultations, shared digital care plans, and cross-sector workforce co-location. Despite operating amid policy and funding volatility, I led with transparency and optimism, enabling the team to embrace change. I made the decisive choice to reallocate staff from underutilised programs into high-need areas, ensuring sustainability and service relevance. The redesigned model achieved a 25% increase in early identification and intervention rates and was showcased at the 2016 Caring for Country Kids Conference as a leading example of strategic, inclusive, and collaborative service reform.

Results: I possess a distinguished track record of delivering transformative outcomes through strategic foresight, data-informed planning, and performance-driven implementation. My leadership is grounded in collaboration, evidence synthesis, and accountability, enabling the delivery of innovative solutions while ensuring alignment with policy intent and community expectations. I embed continuous quality improvement into all aspects of program design and delivery to drive long-term value, measurable impact, and servi ce excellence. As Team Leader of Child and Family Services at The Benevolent Society, I led multidisciplinary service delivery across Brisbane, Logan and the Scenic Rim throughout the COVID-19 pandemic.

In response to rapidly evolving conditions, I designed and implemented a region-wide virtual service model to ensure continuity of early intervention and family support. I established real-time data monitoring, transparent governance mechanisms, and strengthened supervision structures to uphold quality, compliance, and responsiveness. Despite the scale of disruption, my team successfully supported over 700 families during the pandemic’s initial phase. The virtual model achieved a 14% uplift in service outputs, 89% client satisfaction, and was met with strong contractual endorsement. The initiative received national recognition for innovation and impact, and I was honoured with the 2021 Benevolent Society National Best Life Award for Innovation. These outcomes affirm my ability to lead with resilience, inspire high performance, and deliver quantifiable results for vulnerable children and families in complex, high-stakes environments.

Previously, as Acting Allied Health Manager at Western NSW Medicare Local, I was tasked with restoring operational performance and workforce engagement during a period of significant systemic change and declining staff morale. The organisation faced pressure to meet ambitious service delivery targets across a fragmented regional footprint, and I was accountable for achieving contractual milestones within a compressed reporting window. To address these challenges, I conducted a comprehensive capability review and implemented targeted professional development plans aligned to staff strengths and evolving service demands. I introduced peer mentoring and cross-skilling initiatives to strengthen internal capacity and foster resilience across the multidisciplinary team. In parallel, I led a strategic outreach campaign to re-establish partnerships with general practices, hospitals, and Aboriginal Medical Services, ensuring collaborative planning, shared accountability, and improved continuity of care. I prioritised transparency, regularly reporting progress against targets and introducing a team-wide service charter to embed a sense of shared purpose. I also facilitated team retrospectives to support continuous learning and real-time improvement. Within three months, we exceeded three critical performance targets, improved referral conversion rates by 32%, and achieved full compliance in an external audit. Staff engagement rose by 18%, and the team was subsequently nominated for a regional award in service excellence. These results demonstrate my capacity to lead teams through transition while delivering high-impact outcomes.

As Nominated Supervisor at the Beaudesert Early Years Centre and Kindergarten, I held strategic and operational responsibility for a multidisciplinary team, ensuring alignment with organisational values and the consistent delivery of high-quality, inclusive early childhood education. I managed complex child protection matters, oversaw sensitive documentation, and implemented governance measures to strengthen safety, cultural responsiveness, and compliance. I led the development and continuous refinement of the Quality Improvement Plan (QIP), established structured supervision and performance frameworks and fostered a culture of professional growth. Under my leadership, the centre achieved a Meeting rating under the ACECQA National Quality Standard and successfully secured Kindy Great Start Program funding, expanding enrolment capacity and enhancing program quality. Over two years, I drove a 68% increase in enrolments through targeted community engagement and service excellence. These achievements led to national recognition, with our team nominated for The Benevolent Society’s Best Life Award and shortlisted for the HESTA Early Childhood Education and Care Award in 2021, affirming my capacity to lead impactful, community-driven outcomes.

Accountability: I operate with integrity, transparency and a firm commitment to ethical governance, setting clear performance expectations, embedding continuous improvement and ensuring regulatory compliance through structured reporting and monitoring. I foster a culture of accountability that aligns workforce behaviour with strategic and community expectations. As Senior Manager of the Early Childhood Approach at BUSHkids, I held full accountability for compliance with the NDIS Act 2013, the NDIA Statement of Requirements, and the Performance Management Framework. To address inconsistencies in quality assurance, I implemented a comprehensive governance model, formalising supervision protocols, embedding audit cycles, and introducing corrective action registers. I also developed strategic dashboards to monitor risk, workforce, and client outcomes in real time. These reforms ensured full contractual compliance, improved service consistency across regions, and enabled early risk mitigation. As a result, BUSHkids received three consecutive High Rating assessments from the NDIA, a first in the organisation’s history, affirming my capacity to lead governance reform and sustain operational excellence across complex service environments.

In my role as Team Leader, Child and Family Services at The Benevolent Society, I was responsible for ensuring the safe, ethical, and compliant delivery of early intervention services across Brisbane, Logan and the Scenic Rim. Recognising the need to strengthen governance systems, I led and coordinated a comprehensive review of organisational risk management, identifying critical gaps in child protection protocols and staff wellbeing supports. I implemented revised mandatory reporting frameworks, updated and expanded risk registers, and introduced targeted staff training aligned with legislative obligations and sector best practice. To embed inclusive governance, I ensured cultural safety principles and staff voice were integrated into practice oversight and decision-making structures. These reforms delivered measurable improvements: no critical incidents occurred during my tenure; contractual compliance was maintained at 100% and internal audits reflected strengthened accountability systems. Staff surveys indicated improved psychological safety and professional confidence. These results demonstrate my ability to lead risk-informed governance reform, safeguard vulnerable children and families, and cultivate a high-performing, accountable service culture.

Re: Early Childhood Educator

Ref: 4747601

Dear Sir/Madam,

63/38 Orara Street

WAITARA NSW 2077  0422 444 142

23 August 2025

As a highly customer-focused, tertiary-qualified and accomplished early childhood professional, I bring a strong record of contributing positively to organisational reputation and service quality as a trusted first point of contact for children, families and stakeholders. With a genuine commitment to care, education and community engagement, I am enthusiastic about being considered for the above position with The Hills Shire Council as advertised on www.seek.com.au

Across more than nine years in the early childhood sector, I have developed extensive and well-rounded experience across leadership, educational delivery and operational support. In my current role as Second in Command (2IC) and Preschool Room Leader (3–5 years) at Little Giants Childcare Centre, and previously as Toddler Room Leader (2–3 years), Second in Command (2IC), Assistant, Nursery Room Leader and Preschool Room Assistant at Active Kids Childcare, as well as a Casual Educator at Lullaby Cottage Corporate Childcare, I have consistently demonstrated the ability to lead, mentor and collaborate effectively. I have designed and implemented high-quality curriculum experiences that exceed the National Quality Standards, with a strong emphasis on meaningful partnerships with families, responsive practice for children, and collaborative teamwork with colleagues.

Throughout my career, I have established a proven track record as a dedicated, self-motivated and reliable professional who adds value to service delivery and team performance. I am confident in my capacity to work closely with the Centre Director and broader staff group to deliver early childhood care and education that fully complies with the Education and Care Services National Law and Regulations and consistently exceeds the National Quality Standards. I am a confident and articulate communicator with highly developed interpersonal and relationship-building skills, enabling me to work cooperatively with management, peers and external stakeholders to achieve shared goals. Highly organised and efficient, I maintain a flexible and solutions-focused approach, managing competing priorities, interruptions and changing deadlines with professionalism and composure.

I am strongly committed to ongoing professional development and hold a comprehensive range of qualifications and certifications, including a Diploma of Children’s Services, Certificate III in Children’s Services, Bachelor of Education (Birth to 10 Years), First Aid Certificate, Asthma and Anaphylaxis Certification, Child Protection Certificates, Safe Food Handling Certificates, Children’s Safe Sleep Certificates, Certified Supervisor status, and Emergency Procedures and Fire Equipment Training. I take personal responsibility for maintaining currency of knowledge and skills and actively seek opportunities to enhance my professional capability. I am experienced in working autonomously, organising my workload effectively, and consistently demonstrating initiative, adaptability and reliability. My performance and work ethic are reflected in positive feedback from management, confirming my commitment and contribution.

In addition, I actively support the maintenance of high safety standards, contribute to activities within approved financial parameters, and participate in the development and ongoing review of the Centre’s Quality Improvement Plan. I am highly committed to upholding Workplace Health and Safety requirements, policies and procedures when engaging with the public, stakeholders and colleagues. My experience across multiple organisations has strengthened my understanding of corporate Workplace Health and Safety obligations and reinforced values that strongly align with my own professional ethics. I understand the importance of consultation, cooperation and shared responsibility in managing workplace risks to protect the health and safety of workers, children and the wider community.

Dedicated to supporting your vision, I recognise The Hills Shire Council’s commitment to delivering value to customers, fostering positive community outcomes and working collaboratively across teams. Find attached my resume for your consideration. I welco me the opportunity to discuss my experience and suitability for this role in further detail and would be pleased to attend an interview at your convenience. Please feel free to contact me should you require any additional information.

Yours sincerely,

Parveen Dhull

Angelique Petal

CAREER PROFILE

Demonstrating an unwavering commitment to child protection, I am eager to make a meaningful contribution as a Child Safety Officer at the Department of Child Safety, Seniors and Disability Services. Possessing extensive frontline experience supporting vulnerable children, young people, and families in high-risk environments, I bring a well-developed capacity for trauma-informed practice, culturally safe engagement, and outcome-focused intervention. I possess qualifications in Justice and Crime Studies and have applied these within complex residential care, case coordination and behavioural support settings. My work has consistently demonstrated ethical integrity, procedural accountability and a strong capacity to manage sensitive disclosures, high-risk behaviours and multi-agency casework. I am passionate about advancing the safety, wellbeing and sense of belonging of every child, particularly those impacted by systemic disadvantage or intergenerational trauma. I have proven success in designing care strategies that are legally compliant, culturally responsive and developmentally appropriate. Through respectful relationship-building and coordinated service delivery, I strive to achieve sustainable and empowering outcomes. I am now seeking to apply my expertise in a statutory child protection setting, contributing to Queensland’s vision for stronger families and safer futures.

KEY SKILLS & COMPETENCIES

 Trauma-Informed Child Protection Practice: Applies a therapeutic and safety-focused approach to working with children and young people impacted by complex trauma, relational harm, developmental adversity and behavioural instability.

 Culturally Safe Engagement: Builds respectful, trust-based relationships with Aboriginal and Torres Strait Islander children, families, and communities, ensuring culturally responsive, inclusive, identity-affirming, and trauma-aware support.

 Complex Case Coordination: Leads high-risk, multidisciplinary case planning and intervention strategies with a focus on early intervention, crisis stabilisation, permanency, culturally informed practice, and long-term reunification.

 Professional Boundary Management: Maintains firm, ethical boundaries in emotionally charged environments while promoting consistency, fairness, psychological safety, practice integrity, and respectful communication.

 Behavioural Risk Response: Responds calmly and decisively to volatile behaviours using de-escalation techniques, trauma strategies, evidence-based behavioural planning, safety-driven intervention models, and environmental risk mitigation.

 Legal and Ethical Accountability: Upholds statutory responsibilities with diligence, transparency, accuracy, procedural precision, ethical clarity, sound professional judgement, and compliance with legal and policy frameworks.

 Safeguarding and Mandatory Reporting: Recognises, escalates, and documents risk indicators and disclosures in accordance with legislation, duty of care, organisational procedures, and child protection protocols.

 Documentation and Case Reporting: Produces comprehensive case notes, risk assessments, incident summaries, and stakeholder correspondence that enable clear, compliant, well-informed, and legally defensible decisions.

 Multi-Agency Collaboration: Works constructively with police, schools, therapeutic services, NGOs, and First Nations representatives to coordinate responses addressing safety, wellbeing, permanency, and holistic case outcomes.

 Strategic Family Engagement: Supports families in crisis through non-judgemental, strength-based, culturally aware engagement aimed at sustainable safety, resilience, reunification, and long-term wellbeing outcomes.

 Youth Empowerment and Advocacy: Advocates strongly for the rights, voice, participation, autonomy, safety, development, wellbeing and best interests of young people in all stages of planning, care, and decision-making.

 Continuous Learning and Development: Actively pursues professional growth, critical reflection, skills advancement, evidence-informed learning, and knowledge sharing through supervision and inter-agency collaboration.

COMPUTER SKILLS

 Demonstrated advanced proficiency in Microsoft Word, Excel, Outlook, and a range of digital case management systems, supporting the production of accurate documentation, streamlined internal communications, robust data management, and evidence-based, data-driven service delivery across multidisciplinary teams.

EMPLOYMENT HISTORY

2024 - Current HOPE SUPPORT SERVICES

Spring Hill, Queensland

Senior Youth Worker

RESPONSIBILITIES

 Cultivate strong and enduring rapport with young people, families, community members, and departmental stakeholders across diverse demographic groups, including varied ages, ethnicities, cultures and religions, consistently fostering a culturally safe, trauma-informed, strengths-based, and inclusive service environment.

 Operate collaboratively within multidisciplinary teams to deliver a highly efficient, client-centric and outcomes-focused model of support that prioritises the safety, wellbeing, and holistic developmental needs of vulnerable and at-risk youth.

 Provide proactive leadership, guidance, and comprehensive oversight to staff teams assigned to individual households and young people, consistently demonstrating the ability to manage high-pressure situations, balance competing operational priorities, and effectively multitask across dynamic, fast-paced and high-risk care environments

 Strategically design, coordinate, and meticulously manage workforce schedules to ensure seamless roster coverage, while consistently upholding stringent compliance with child safety legislation, workplace health and safety regulations, organisational risk management frameworks, and comprehensive internal operational policies and standards.

 Develop and implement tailored program plans in collaboration with each young person and their care team, focused on achieving specific skill development, relationship building, independent living, and long-term life goals.

 Demonstrate a consistently high level of proficiency in the use of SharePoint, Word, Excel, and Deputy to efficiently manage rostering, detailed reporting, comprehensive documentation, and streamlined communication activities.

 Apply advanced conflict resolution skills and therapeutic crisis intervention strategies to de-escalate incidents involving high-risk behaviours, preserving the emotional wellbeing of young people whilst ensuring the safety of all parties.

 Undertake a wide range of administrative responsibilities to strict deadlines, including the preparation and submission of critical incident reports, risk management documentation and stakeholder communications, ensuring all reporting meets legislative and organisational standards.

ACHIEVEMENTS:

 Over the past three months, I have successfully cross-trained in Case Management, independently facilitating complex stakeholder meetings without direct supervision from my Case Manager or Regional Director, while developing, implementing, and monitoring Care Plans to enhance sustained access to therapeutic, educational, vocational and community-based support resources.

 Supported the reunification of over 25 young people with their families, facilitating their transition from residential care to family-based care arrangements and contributing to the restoration of family connections and community belonging.

 Assisted six young adults to successfully transition into Supported Independent Living (SIL) programs, fostering sustainable pathways toward greater autonomy, self-sufficiency, and long-term personal and social stability.

 Designed and implemented highly individualised and developmentally appropriate Tailored Support Plans for all young people in my care, embedding person-centred practices, evidence-based therapeutic principles and goalfocused interventions to promote holistic, sustainable personal growth and long-term wellbeing.

 Demonstrated advanced expertise in risk management by developing and introducing a comprehensive Risk Activity Register, enhancing proactive identification and mitigation of risk factors across service delivery.

 Established and maintained strong, collaborative relationships with a broad network of stakeholders, including families, foster carers, Child Safety Officers, Team Leaders, the Queensland Police Service, Juvenile Detention Services, Department of Social Services (DSS), Child Protection Units, educational institutions, and allied health professionals such as NDIS providers, behavioural therapists, speech therapists, and Evolve counsellors.

 Played a key role in establishing cohesive teams within houses and regional offices, undertaking full responsibility for rostering, timesheet management and case allocations aligned to staff strengths and young people's unique needs.

 Maintained meticulous, comprehensive and contemporaneous case records to an exemplary professional standard, ensuring full compliance with all organisational policies, legal obligations, and regulatory requirements, while producing high-quality documentation including case notes, team meeting minutes, and formal stakeholder correspondence.

 Achieved positive behavioural change among young people under my care, contributing directly to sustained improvements in emotional regulation, self-esteem, resilience, interpersonal skills and overall emotional wellbeing.

 Authored and submitted a high volume of detailed weekly progress reports and accountability documents to internal and external stakeholders, effectively evidencing measurable outcomes, identifying opportunities for continuous service improvement, and showcasing the tangible success and impact of HOPE Support Services' innovative care model.

2018

OVERVIEW:

QUEENSLAND POLICE SERVICE & AUSTRALIAN FEDERAL POLICE

Brisbane Headquarters, Queensland Work Placement

 In recognition of attaining the highest academic results within the Advanced Diploma of Crime and Justice Studies in 2018 and ranking within the top 1% of all-time graduates at TAFE, I was competitively selected for a prestigious work placement with the Queensland Police Service (QPS) and the Australian Federal Police (AFP) at Brisbane Headquarters. I was privileged to work closely with and be mentored by Andrew Johnson, former Australian Secret Intelligence Organisation (ASIO) Operative and Frank Sgualdino, former Queensland Police Detective and esteemed Professor of the Diploma program.

RESPONSIBILITIES:

 Undertook a six-month investigator placement, contributing substantively to the re-examination of a Cold Case from 1997 involving the disappearance of a young Aboriginal/Torres Strait Islander woman in Western Australia, reopened due to the emergence of new forensic and testimonial evidence. My placement entailed leading investigative activities in support of a dedicated detective team, providing a rare opportunity to engage in real-world criminal investigation practices at a high level.

 Engaged extensively with a diverse range of stakeholders, including conducting sensitive interviews with the victim’s family members and Indigenous community leaders in Western Australia, demonstrating cultural competency and trauma-informed communication skills.

 Conducted offender profiling, analysing both living and deceased persons of interest, and scrutinised historical case files, police notes, and forensic evidence compiled by Western Australia Police at the time of the original investigation.

 Collaborated with forensic teams, specialist detectives, and external investigators to triangulate evidence, challenge historical assumptions, and construct new investigative pathways aligned with contemporary evidentiary standards.

 Authored and presented the final investigation report, incorporating a detailed analysis of findings, theoretical constructs regarding the circumstances of the victim’s disappearance and multi-jurisdictional recommendations on improving case management and evidentiary practices, with a focus on strengthening protections and culturally appropriate investigative protocols for vulnerable and Indigenous communities.

 The case, although ultimately unresolved in locating a body, was formally closed based on the strength of the final report’s evidence-based theory, bringing a measure of resolution and closure to the victim’s family, friends, and broader community.

2018 - 2022 McDONALDS

Brisbane, Queensland

Crew Member

RESPONSIBILITIES:

 Collaborated as an integral and proactive member of a dynamic, high-performing team to deliver exceptional, customer-focused service across both dine-in and drive-thru operations, maintaining an unwavering commitment to operational efficiency, service excellence and customer satisfaction under consistently high-pressure conditions.

 Cultivated strong rapport and trust with a diverse clientele, including individuals of varying cultural, religious, and socio-economic backgrounds, fostering a welcoming and inclusive service environment.

 Oversaw the end-to-end order management process, demonstrating superior multitasking abilities and resilience when operating in fast-paced, high-volume settings.

 Exercised advanced conflict resolution and de-escalation techniques to manage and diffuse incidents involving customers exhibiting aggressive, distressed, or complex behaviours, ensuring safety and service continuity.

 Administered a range of administrative duties, including the accurate recording of incidents, updating operational noticeboards and maintaining essential documentation in alignment with store protocols.

 Ensured unwavering compliance with all organisational policies, safety regulations, and food handling standards, contributing to a culture of operational integrity and workplace safety.

ACHIEVEMENTS:

 Consistently rostered on graveyard shifts (10pm to 6am), during which the store became an informal refuge for vulnerable community members, including individuals experiencing homelessness, elderly persons and women affected by domestic violence.

 Proactively identified a critical community need and spearheaded an initiative within the store to provide targeted support to vulnerable patrons, many of whom frequented the premises nightly.

 Established and implemented a daily $10 store credit program, funded through coordinated internal efforts, enabling regular vulnerable visitors to access food and beverages safely and with dignity.

 Advocated for and introduced a safe seating area in the store during specific hours, where vulnerable individuals could rest, watch television, and feel secure, significantly reducing distress incidents and fostering a supportive environment.

 Acted as a de facto liaison between vulnerable community members and store management, ensuring that the store maintained both a safe operational environment and its commitment to corporate social responsibility.

VOLUNTARY WORK

2024 - Current ZOE FOUNDATION AUSTRALIA

Brisbane, Queensland

Volunteer - Anti-Human Trafficking Advocacy RESPONSIBILITIES:

 Actively contribute to a nationally respected organisation committed to combatting human trafficking and child exploitation through public education, legislative advocacy, and survivor restoration initiatives.

 Support the planning and coordination of strategic awareness campaigns and targeted community education programs aimed at prevention and early intervention for at-risk and vulnerable youth.

 Assist with comprehensive fundraising activities, public engagement initiatives, and end-to-end logistical support for high-impact outreach events to expand the Foundation’s visibility and operational reach

 Demonstrate a consistent and unwavering commitment to social justice, child protection and international human rights advocacy in full alignment with the Foundation’s mission, values, and guiding principles.

VOLUNTARY WORK

2012 - 2017

RESPONSIBILITIES:

ST VINCENT DE PAUL SOCIETY

Brisbane, Queensland

Community Support Volunteer

 Provided compassionate frontline assistance to individuals and families experiencing homelessness, entrenched poverty, and acute social isolation across Brisbane’s urban and outer-metro communities.

 Actively participated in food drives, emergency relief efforts, and coordinated the delivery of essential household items to vulnerable and socioeconomically disadvantaged individuals and families.

 Assisted in supporting clients through tailored referrals to welfare services, transitional housing programs and crisis intervention networks, ensuring respectful, culturally appropriate, and client-centred engagement.

 Contributed meaningfully to a culture of dignity, empathy, compassion and non-judgemental support, consistent with the Society’s core mission, values, and Catholic social justice principles.

EDUCATION & QUALIFICATIONS

2021

KEY ACHIEVEMENTS:

BACHELOR OF JUSTICE

Queensland University of Technology

 Successfully completed interdisciplinary units from the Bachelor of Psychology and Bachelor of Laws (Honours), broadening my understanding of human behaviour, legal frameworks, and ethical reasoning.

 Gained an in-depth knowledge of criminal justice systems, social policy, political theory, and the historical evolution of justice-related legislation and reform.

 Undertook complex research assignments requiring critical analysis, synthesis of diverse academic and legislative sources, and the articulation of evidence-based conclusions.

 Developed foundational and transferable competencies applicable to a wide spectrum of justice environments, with a strong focus on achieving fairer outcomes for both victims and individuals involved in the criminal justice system.

 Demonstrated exceptional time management and resilience by simultaneously undertaking seven subjects per semester across three degree pathways while maintaining overnight employment at McDonald’s.

2018 ADVANCED DIPLOMA OF CRIME & JUSTICE STUDIES

TAFE Queensland

KEY ACHIEVEMENTS:

 Graduated with academic excellence, attaining grades that placed me within the top 1% of students across Queensland.

 Developed a comprehensive and practical understanding of criminal law, justice processes, legislative frameworks, criminological theory, and ethical decision-making.

PERSONAL DETAILS

LANGUAGES: Fluent English

HEALTH: Excellent, physically fit, non-smoker

LICENCES: Current Driver’s Licence

INTERESTS: Community work, reading and helping people

PROFESSIONAL REFEREES

Lei Evagelia

Senior Case Manager and Team Leader

Hope Support Services

 0401 483 915

 lei.e@hopesupport.com.au

Kristen O’Brien

Senior Case Manager and Team Leader

Hope Support Services

 0431 828 135

 Kristen.o@hopesupport.com.au

Frank Sgualdino Curriculum Professor, Diploma of Crime and Justice

Queensland University of Technology

 0413 463 350

Cameron Pollock

Senior Youth Worker

Hope Support Services

 0459 188 871

SELECTION CRITERIA

Lecturer in Chinese | The University of Newcastle

A PhD specialising in Chinese or relevant field.

Committed to academic achievement, research and lifelong learning, I have successfully completed a Doctor of Philosophy in Applied Linguistics with The University of Newcastle and was awarded a Postgraduate Research Scholarship (UNIPRS). Additionally, I completed a Master of Applied Linguistics and obtained a Distinction at the same university. Additionally, I have completed other relevant qualifications as detailed below:

• University Lecturer (ANZSCO Code: 242111) - Skills Assessment from VETASSESS, Australia

• University Lecturer in Applied Linguistics - Accredited by the Ministry of Education of the People’s Republic of China

• Teacher Qualifications - Assessed by NEAS Quality Assurance in Education and Training, Australia

• NAATI - Credentialed Community Language Test in Mandarin, Australia

I have gained a diverse educational background and qualifications which demonstrate that I am highly committed in linguistics area and possess the necessary knowledge and skills to make contribution towards teaching Chinese and research development which would prove beneficial as Lecturer in Chinese within your highly regarded university.

Significant contributions to teaching Chinese Language at a tertiary level with demonstrated experience with the development and delivery of curriculum and course materials for a variety of teaching modes including online and flexible delivery.

I possess significant experience in teaching L2 at the university level, in both Chinese and English. In 2015 to 2018, I was employed as an Assistant Professor in the School of Overseas Education/International Studies, Xiamen University, performing responsibilities including: teaching academic English in the English Department; teaching and supervising master students in the Chinese Department; conducting researching in L2 teaching. Furthermore in this role, I developed and delivered both Chinese and English curriculum and course materials for university students in both face-to-face and online modes. As a dedicated teaching professional, I ensure that students have access to a rich array of information and learning resources that enable them to engage with the latest disciplinary research, problems and scholarly communities, continuously improving my practice via professional development and reflection.

My experience in teaching Chinese can be evidenced when I participated in the course development of HSK level 1 to 6 in the course group of the Chinese Department. Throughout the course development process, I actively contributed to the input of HSK teaching objectives and contents, students' different needs, teaching strategies, teaching resources, teaching cohesion process and teaching test. I interacted and shared with the team by presenting in a teaching development seminar and salon on a weekly basis. One of my presentation reports can be found in the following link: https://oec.xmu.edu.cn/info/1027/2134.htm For example, in terms of teaching methodologies, I adopted the "industrial task teaching method” to make the Chinese teaching process more engaging and interesting. In this procedure, teaching activities were decomposed into a series of industry pattern tasks and the phase, teachers and students are participants in the industry task process, thereby eliminating previous problem that the western students don't adapt to China’s "power distance" between teachers and students, which achieved very positive effect.

I have actively monitored and assessed student learning data at a variety of levels including individual, cohort and whole of school, utilising this information to ensure teaching practices are successful in improving student learning. I have employed the use of pre, post and delayed post-testing activities to track the improvement and retention of student learning, reflecting upon data gathered to adjust my pedagogy and teaching practice. Whilst contributing to the development, implementation and evaluation of curriculum, I have the ability to utilise effective strategies relevant to the learning areas I teach. Actively utilising inclusive teaching models, I have assisted students with special educational and behavioural needs. I implement differentiated learning tasks to ensure that I am catering for the whole class whilst accommodating the needs of individual learners.

Throughout my career in the higher education industry, I employed various Chinese teaching APPs and internet resources in both my classes, seminars and teacher development sessions. For example, I promoted China Central Television's Chinese teaching programs and other high-quality network learning resources for junior students to increase their interest in Chinese learning, including the following web resources:

• https://www.chineasy.com

• https://ninchanese.com

• http://cctv.cntv.cn/lm/learningchinese/01/index.shtml

In my role, I introduced the concept of "Sino-Business English," which means Chinese Cultural Business English with the emphasis on teaching business-English major students how to express Chinese business and social economic culture in English language and manner

I often use living examples from international business communication and negotiation scenarios in my classroom, thanks to my career experience and bilingual language skills. For example, as Dean Assistant I often travel internationally to liaison with cooperative partner universities worldwide including the United States, Britain, Australia, Malaysia, Swiss and Taiwan. I often used real interdisciplinary working examples from both industrial and educational setting I personal experienced, which was usually very convincing and enlightening to my students and achieved the ideal teaching effect.

During the Coronavirus pandemic period, I have gained rich experience in distance and flipped classroom teaching. I have been teaching Business English for Yango University online via ZOOM and Tencent Meetings since February this year. In the last semester, my student’s satisfaction score was 96%, which demonstrates my vast experience in distance teaching In addition, my knowledge and experience in teaching “Sino-business English” can be applied in teaching business Chinese and Chinese culture as required in this position. Finally, during my both my PhD and visiting Period in UON, I was enrolled as internship tutor by my supervisors in applied linguistics programs, hence I am familiar with our virtual learning environment by using Blackboard, using personal capture like Echo, and using marking online including TurnItIn and QuickMarks. I am also well informed by the UON’s Learning Design and Teaching Innovation unit when I am teaching, which supports my course development, particularly in term of blended and online learning.

I believe it is extremely important for universities to track their students’ journey across multiple touchpoints, from the time they search for information on multiple channels such as websites, forums, social media to orientation, selecting courses, accommodation, and further engagement throughout their time at university, hence I strive to oversee a complete end to end student experience to meet all their needs. I believe best student experience equals meaningful lectures and engaged learning environment.

A track record of excellence demonstrated through publications relative to opportunity with preference given to research interests that aligns with the School’s strengths.

My highly developed research skills can be demonstrated by my strong record in terms of books, journals and grant fees. In the past five years, I have published two books on second language teaching, one of which is published by Xiamen University Press which is a national Class A Publisher. Additionally I have co-authored two high quality journals papers on second language vocabulary teaching and Chinese-English translation, published by TESOL Quarterly (SSCI), Shanghai translation (CSSCI), respectively in addition to three papers published by 985/211 university journals in China and a course design published by TESOL.

I am currently conducting an empirical study on the effect of VR (Virtual Reality) on second language vocabulary acquisition by pre-adolescent children founded by Fujian Academy of Social Science. In 2015 to 2018, I participated in the humanities and social sciences research project granted by the Ministry of Education of the People Republic of China and two provincial-level projects granted by The Education Department of Fujian Province and one of 985/211 university-level projects granted by Xiamen University. Excellent outcomes were achieved as I received a total research fund of 430,000 YUAN (93,000 Australian dollars).

My publication record demonstrated my research interests aligns with the Teachers and Teaching Research Centre (TTRC) led by Laureate Professor Jenny Gore at the School of Education in the Faculty of Education and Arts. If I have the honour to join the research team of your school, I will have more opportunities to develop my own scientific research and teaching ability and make more contributions to teachers and teaching research development. Additionally, during my academic tenure, I have been awarded an ABC High-Level Talent of Fujian Province in September 2020, New Century Excellent Talent of Universities of Fujian Province in November 2018, and a Xiamen city High-Level Talent in September 2015.

Highly developed interpersonal skills including the ability to participate in a team environment demonstrating clear communication and mutual respect.

Communicating clearly and professionally with influence and credibility, I am adept in engaging varied audiences with the ability to articulate concepts to people all levels and cultural backgrounds to achieve outstanding outcomes. Furthermore I seek out and facilitate opportunities to engage and collaborate with internal and external stakeholders, developing and maintaining credible relationships. Furthermore, I possess highly developed written communication skills with the ability to produce a diverse array of documentation across a variety of styles as appropriate with the capacity to express ideas, concepts and facts clearly and concisely with information presented professionally to the targeted audience. I have consistently focused on supporting and promoting high quality teaching practice to enable students to have outstanding learning experiences from the courses I have convened and taught. Furthermore, I possess good interpersonal skills and regularly liaise with internal and external stakeholders both verbally and in writing on a daily basis including students, research personnel, lecturers, supervisors, editors and other academic professionals, which can evidenced in the following examples:

• I have presented my research findings at international conferences, including Harvard University, Sydney University, The University of Wellington, The University of Hong Kong and a number of other 985/211 universities in China.

• I have co-authored books and research papers with academics across both Chinese and English teaching disciplines

• As an interpreter with the President of Yango University, I visited partner universities in Malaysia in October 2019

The above examples demonstrate my strong capacity to express ideas, concepts and facts clearly and concisely with information presented lucidly and in a timely manner as well as my ability to participate in an international team environment, selecting the most appropriate medium for conveying information and structures written and oral communication to ensure clarity.

In addition in my work as Assistant Professor at Xiamen University, I liaised with Head Teachers, Senior Administrative Officers, Teaching Assistants, the College Dean, Recruitment Agencies, and members of the public on a weekly basis. The majority of communication was face-to-face via email and telephone. It was critical that I maintained professionalism, courteous and helpful in all my interactions. I am very positive and enthusiastic about my work and life in general. I was frequently commended for the professional manner in which I carried out these duties. I believe that I have further developed my strong oral, written, interpersonal and communication skills through my selected careers, including this role as a Chinese Lecturer at The University of Newcastle.

As a dedicated lecturer, I realised that a lecturer needs to consider about learning from a student’s point of view to understand how their perspective. Prior to teaching students, I question why students would like to learn something I am about to teach, how she or he would like to learn and most importantly can a student use that learning outside the classroom. Hence I enjoy creating an environment for the enquiry learning and involving metacognition strategy in my classroom.

Willingness and ability to contribute to governance, organisational administration including course coordination and initiatives or activities within the University.

I am willing and committed to contributing to the governance and organisational administration of the faculty and the entire university. After five years working in university environments, I fully realise that having a whole view and ownership attitude is a prerequisite for a University Lecturer and the prerequisite for the success of teaching. Since June 2018, I have worked as an Associate Professor and Dean Assistant of the College of Foreign Language and International Studies at Yango University. In addition to teaching and research, I also collaborated with my colleagues to contribute the school by assisting our dean to coordinate school’s administrative management, classroom teaching and research development in order to maintain the balance within the School. I also worked with local industry and educational patterners in Fujian province to use both social and educational resources effectively to serve the teaching and research in the school In June 2019, I volunteered to update and develop administrative and faculty members' rules and regulations on the basis of the original one I employed the Key Performance Indicator to evaluate each staffs and academics performance, as a result, the overall development goals of the school were guaranteed, including teaching research outputs, internal and external funds and the rate of our gradates’ employment.

To maximise quality of teaching, I work with the Dean and Course Coordinators to compose a set of responsibility check lists, including the check lists of Course Coordinators, Lecturers and Assistant Teachers. The lists covered all must do items of ranging from early preparation tasks, preparation immediately before commencement of term, tasks during term and semester finalisation. These guaranteed that both the administrative and teaching links were successful and the quality assurance was achieved Additionally, I utilised my initiative and creative approaches to increase the learning atmosphere as needed. In my previous role as Assistant Professor at Xiamen University, I determined the characteristic of Overseas Education and International College which process English and Chinese language learners To improve the students' ability to use their second language, either Chinese or English as their second language. I originally organised an "English-Chinese Microphone" speech contest in the college, thus provided a platform for students to show their mother tongue skills and practice their second language skills, enabling them to participate in the event and witnessed internal peers using lingual language on the same stage. The atmosphere of the event was very active which attracted 1000+ students to participate This concept can be applied in the Faculty of Education and Arts in UON, so Chinese learning atmosphere can be boosted and our student’s linguistic motivation can be activated by this type of bilingual speech events.

Although administration and teaching are different, the two are interdependent. I believe that effective governance, administrative management, teaching and research as well all other coordinating activities are the key components of the educational success and sustainable development of universities. Therefore qualified University Lecturers should be fully aware of these duties and be responsible for tasks that may arise. In the past ten years, Chinese universities have developed rapidly in terms of research, teaching or industrial interdisciplinary cooperation, empowering me with knowledge and experience gained from both a prestigious private university affiliated to the world's top 500 companies and a 985/211 public university. I am highly motived to contribute what I possess to my Alma Mater UON, which I thoroughly enjoy.

Knowledge of, and experience in adhering to workplace policies and procedures in the areas of work health safety, equity, diversity and promoting a respectful workplace culture.

I have demonstrated a strong understanding of workplace policies and procedures with a committment to promoting a respectful workplace culture. Previously as a visiting academic in UON, I completed the Health and Safety Induction Certification (scored 100%) and I am currently certified. Furthermore I received positive feedback on my knowledge and application of these policies and procedures from my supervisors and colleagues when on placement at UON for the last 6 years. In my employment at Yango University and Xiamen University, these universities have a clear, defined and well-constructed occupational health, safety, and equity policy framework similar to that of UON.

As an Assistant Professor, I have been highly committed to supporting and upholding the workplace policies and procedures when dealing with the public, stakeholders, fellow peers and colleagues at all times. Being educated and employed internationally, I have been exposed to a corporate working environment, which is consistent with my own beliefs and ethics. I will continue to observe the diversity and inclusiveness policy required to ensure a harmonious working atmosphere with mutual understanding and respect. I am highly committed to supporting and upholding the Workplace Health and Safety requirements, policies and procedures when dealing with the public, stakeholders, fellow peers and colleagues at all times. Having being employed by various organisations, I have been exposed to Workplace Health and Safety values, which are consistent with my own beliefs.

SELECTION CRITERIA

Learning & Wellbeing Officer | Position No: 00007ODA | Department of Education

1. Teaching qualifications and recent school-based experience within the K-12 range.

Committed to professional development, I have completed a Masters Special Education at the University of Newcastle and a Bachelor of Education at Curtin University. Additionally, I have completed a broad range of ongoing training and development, including ABA Certified Therapist; ESDM Certified Therapist; NESA Accredited at Proficient ; Working with Children’s Check; Police Check; Asthma and Anaphylaxis Certificate; Senior First Aid Certificate; Teaching Certificate and AMEB Teaching Certificate (Violin) Furthermore as part of my Masters Special Education, I am qualified to teach pre-school to Year 12 with experience teaching students from K-12 at the Centre for Autism as an Early Intervention Teacher/Teacher.

2. Demonstrated commitment to participating in accreditation processes.

As a qualified and experienced Teacher, I possess an in-depth understanding of the accreditation processes which helps to build a collaborative, reflective and evidence-based teaching culture; support teachers’ continuous development; contributes to child/student achievement and wellbeing; ensures the quality of the teaching profession; requires teachers to have a teaching qualification, meet quality standards and keep up-to-date. I am personally committed to maintaining my teaching accreditation at proficient level and I am working towards highly proficient.

In my previous work as an Early Intervention Teacher/Teacher at the Centre for Autism, I was responsible for managing a team of five teachers to develop their Professional Development Plans and support them throughout the year to achieve the goals specified within these plans. Furthermore I provided a high level of mentoring and support to team members through the accreditation process both for the Early Intervention Preschool and the individual teachers. Drawing upon my leadership skills, I was tasked to manage and direct the team, lead meetings, provide support, professional learning and individual feedback and mentoring. I have received overwhelmingly positive feedback for the high level of support and guidance provided which has actively contributed to the development of successful teaching Professional Development Plans and the direction required to execute goals and objectives.

In my current role as a Preschool and Early Intervention Teacher at Annandale Public School, I worked as part of a team involved in the coordination of an Intervention Pilot Program in 2017 - 2018 which was founded by the Department of Education Additionally I instigated discussions about how early invention was perceived in the community and the lack of awareness on a broader scale Eager to contribute to the Intervention Pilot Program, I attended meetings twice a term and discussed strategies with all Early Intervention Teachers across three schools i.e. Punchbowl Public School, Bankstown South Infant School and Annandale Public School, working together to develop and implement new policies. Moreover I actively networked with community groups across Sydney to raise awareness and gather valuable input. I played a lead role in developing all policies and procedures to ensure they were in line with our pre-school operations and requirements. The new policies and procedures clearly formalised and outlined the way early intervention operates and how it’s run, with a greater focus on transitioning from pre-school to kindergarten. Throughout this end-to-end Pilot Program, I connected with teams with teams online, with seven teachers now connected across New South Wales, sharing knowledge, ideas and experiences to strengthen Early Intervention Programs. As a result of our hardwork and dedication, excellent results have been achieved as we are now perceived as a pre-school with early invention programs and our Early Invention team is now prepared for upcoming accreditation. Moreover I successfully built and maintained a strong network with three other schools My previous experience in coordinating the accreditation process in Queensland for the Centre of Autism was well utilised and the school achieved ‘exceeding level’ in the accreditation process.

3. Demonstrated capacity to work collaboratively and liaise and negotiate with key stakeholders.

Building a culture of strong respect and understanding, I regularly liaise with internal and external stakeholders both verbally and in writing on a daily basis including students, parents, colleagues, principals and teachers from other schools, therapists, psychologists and doctors. During the school year, I consistently build strong relationships with all parties involved by consistently communicating via phone, email and face to face meetings while providing regular progress reports. As a result of my frequent and effective communications, all parents are kept well informed of their child’s progress and achieve a smooth transition to school. Furthermore all schools are well prepared for the child transitioning and we are able to negotiate the needs of the child in a positive manner in accordance with their individual needs.

In my current role as a Preschool and Early Intervention Teacher at Annandale Public School, I was tasked to manage a complex case for approximately one year involving a four year old girl with autism who was non-verbal and demonstrated inappropriate behaviour Following my observations with the child and ongoing assessments, I determined that the child was suffering from sexual abuse, which was more challenging to assess as she was non-verbal, therefore presented some communication barriers.

Due to my concerns for the child’s wellbeing, I reached out to the Department of Child Protection, undertaking extensive liaison regarding the situation. I then worked with my team to develop a strong case which would enable us to take the matter further. I organised meetings with the child’s mother during which time she provided further information and demonstrated signs of physical and emotional abuse by her husband. In accordance with procedure, I maintained ongoing files, records and wrote regular reports outlining my observations and detailed all communications undertaken with various parties throughout the process. Following numerous discussions with various parties including the Department of Child Protection, they finally contact the children’s family and the father lost his parental rights due to the determined sexual abuse. Due to the effective approach I utilised coupled with advanced communication with various parties, I received exceptional appraisal from the Principal who stated that I dealt with it very well and that my documentation was flawless.

4. High level written and oral communication and interpersonal skills and ability to maintain accurate and written records.

As an articulate and experienced communicator, I am a passionate, innovative and visionary educator with a commitment to excellence and the provision of a balanced holistic education for students at all ages and levels. I proficiency present information both orally and in writing, translating complex information coherently and concisely for a range of audiences. Communication is vital in my role and has always been valuable when making difficult decisions such as transition to school and applying for funding, special school settings or classes. As an adept communicator, I have the skills to convey even the most complex concepts with clarity and precision, adapting to the needs of the intended audience by selecting the most appropriate medium of communication whether it be written communication, such as memos and reports, oral including face-to-face or telephone or visual such as graph and charts.

I possess sound written communication skills with the ability to produce documentation, writing meaningful and informative reports and newsletters regarding the progress of children including strategies and evidenced based research. I have delivered effective written messages in the form of reports as well as correspondence with internal and external stakeholders including staff, external agencies and parents. Furthermore in my current and previous roles in the education sector, this has enabled me to become highly proficient in the development of internal and external documentation such as curriculum, support plans, comprehensive student profiles and support documentation. Additionally I possess excellent verbal and presentation skills which I use extensively to answer queries for students, liaise with colleagues and perform public speaking duties during staff meetings and other school functions. I readily utilise my proven expertise in communicating, consulting, negotiating and problem solving with students, staff, parents and the community to forge partnerships to promote the values of education through various school programs and building collaborative relationships to produce high quality teaching and learning experiences for students.

Whilst involved in the development of an individual learning or behaviour plan, I spend time getting to know each child and develop a sound understanding of every child’s unique sensibilities. In order to achieve the best possible outcomes, I recognise the importance of maintaining close collaboration with a child and his/her parents or carers. I consistently communicate, inspire, motivate and drive the direction of the stage through effective relationships established with students, staff, parents and community members which is evident through the positive relationships I have formed in a wide variety of schools and educational settings across a diverse range of environments, cultures and communities. The strength of these bonds are reflected in the positive feedback I have received from parents who have stated their child asks about me at home and displays excitement when they know they are attending school. Moreover parents have stated they are comfortable that I enable them to know exactly what is going on with their child at any given time and they appreciate the use of the technology utilise to them engage with them such as documentation apps, emails, phone calls and meetings as it makes them feel included in their child’s learning and progression

5. Knowledge of curriculum content and understanding of current trends in teaching, learning and student wellbeing.

As a progressive learning and development professional, I keep up-to-date with current trends in teaching, learning and student wellbeing, with a commitment to providing an environment and curriculum that support students to develop knowledge, understanding and skills to manage their own health and wellbeing and to support that of others . Furthermore I understand the importance of providing an integrated and comprehensive curriculum approach that incorporates equitable opportunities for all students to enhance their own and others' wellbeing through their daily learning experiences. I am experienced in collaborating with colleagues and other relevant professionals to design, implement and evaluate individual learning and behaviour support plans, incorporating a range of assessment techniques. Throughout my career, I have led and participated in teams, which have designed and evaluated programs across a range of learning environments. Additionally, I have contributed in the development and implementation of individualised learning and behaviour plans in collaboration with the Nominated Supervisor, Approved Providers and Educational Leaders. Utilising my capacity in building relationships, I strive to improve student achievement and progress, affecting necessary and meaningful change focused on the well-being of students

As an Early Intervention Teacher, I am responsible for working within a multi-disciplinary team to develop and implement individual learning and behaviour plans that are engaging and improve student outcomes that align with the Early Years Learning Framework and the National Quality Framework My individual plans are evidence-based, designed to support children to meet developmental milestones and are organised into learning areas i.e. foundational, imitation, self-help, play, social, expressive language, receptive language and academic skills, that align with the Early Years Learning Framework and work towards Early Stage One. Furthermore relevant data is consistently collected and reviewed on a weekly basis.

6. Demonstrated ability to develop and deliver professional development programs for teachers.

Throughout my teaching career over many years, I have always been responsible for providing professional development presentations and programs that support inclusion and a child’s individual needs. In my current work with the Department of Education, I travel to many different schools throughout the year, providing support to teachers to enhance student wellbeing and meet the needs of a diverse range of students, including Aboriginal students, students with disabilities, additional learning, behaviour, trauma and social emotional wellbeing awareness and those at risk of disengaging from school. In order to provide the most suitable program, I meet the teacher, identify the needs of the child or children, develop an appropriate program, assist the teacher/school in delivering the program then follow-up in providing support and workable strategies. I have received exceptional feedback regarding the professional development programs I have developed and delivered for teachers coupled with the support and follow-up I have provided which has helped them to provide the most suitable teaching to students with a range of needs and requirements.

As a Preschool and Early Intervention Teacher, I was tasked to develop and present a series of hands-on workshops for staff to develop their understanding of Autism and the difference between sensory and behaviour by using scenarios related to students in their class. To optimise the effectiveness of workshops and engage staff, I provided innovative handouts, activities to take back to class, strategies and hands-on training to help staff to understand how a child with Autism is feeling and why the behaviours occur. As a result of the positive feedback, teachers requested further workshops and my role in the school became P-6, providing support to all teachers.

I currently organise and conduct Professional Development nights, where I speak to teachers about topics such as students with disabilities, autism in the classroom encompassing behaviour and sensory requirements, children with different behavioural needs, including defiant children, oppositional children and those with general behavioural issues These sessions have been well received by teaching personnel, whilst proving beneficial in helping them to deal with students with special needs and challenging behaviour.

7. Proven successful experience in the planning, design, development, budgeting and evaluation of quality programs

Throughout my career as an educator and teacher, I have been responsible for purchasing resources, working within a team budget, negotiating with team members regarding resources to support the programs and best teaching practice. I am adept in monitoring and evaluating the school’s provision of quality teaching and learning that puts the needs of students at the forefront of decisionmaking and provides students with the opportunity to exercise choice and develop skills in areas of interest. I have prepared project plans, schedules, documentation and tracked progress through all stages to ensure on time delivery whilst meeting project objectives. As part of my current role at Annandale Public School as a Learning and Wellbeing team member, I provide specialist assistance to all learning and support team members as well as teachers at many schools on student learning, behaviour, sensory needs, disengagement, disabilities and provide resources, behaviour plans and strategies in order to support the children and teachers.

I was involved in the re-development of a new activity area at the school which required resource allocation, budgeting, fundraising and collaboration with other stakeholders. This project came about as there was an grassed outdoor area that wasn’t been fully utilised, hence I devised an idea to create a sensory outdoor area for children to play. I discussed my idea with other teaching staff then presented the benefits to enhance students’ wellbeing at our school. Our team agreed it was an excellent idea Excited to instigate the commencement of this project, I firstly determined the items required to build the sensory playground then approached external businesses to obtain cost-effective quotations for the necessary resources I managed to negotiate an excellent deal with Kmart for sensory peanut balls which were $80 to $90 per item from specialist education suppliers, however I was able to purchase these for $4 per item from Kmart based on a bulk purchase of 100 items. This was an excellent opportunity and saved the school funds in creating a wonderful playground cost effectively Additionally, I communicated with a local garden store and Bunnings who agreed to donate goods such as a water fountain, fish pond and other items to help with the construction of the new outdoor area. As a result of my initiative, persistence, resourceful approach and negotiation skills, I was able to obtain a wealth of valuable resources on a small budget. Furthermore I organised and promoted a working bee for parents to help built the new outdoor activity area which provided another place for children to relax, play and learn area. Moreover this was an enjoyable and rewarding experience which brought tremendous benefits to children of all ages across the school and the new playground was featured in the local newspaper.

8. Capacity to innovate, problem solve and develop creative solutions to emerging issues.

I believe the ability to achieve results is based on an individual’s drive to perform and excel at requirements and necessary tasks. My experience as a high achieving educator incorporates the ability to evaluate programs, curriculum and policies, whilst holding myself personally accountable for the outcome of an endeavour and the continual improvement of the processes for which I am involved. As a self-motivated, results and achievement orientated individual, I take responsibility for overseeing quality education and student learning outcomes, contributing to meetings, mentoring/training staff, leading by example and improving workplace systems and procedures. I possess highly developed judgement, initiative, analytical and investigative skills and the ability to assess situations to create positive solutions and to organise projects and workloads, managing and developing processes and procedures.

With a keen eye for detail, I understand how processes work and how to quickly and efficiently resolve problems through process analysis and systematic thinking. I am able to observe complex situations objectively to identify, analyse and interpret not only current situations and actions but also predict future actions and trends, which enables me to provide advice in a timely manner regarding current and emerging issues and contribute to the formation of effective resolutions to complex problems. During transition to school programs and whilst resourcing students throughout the school at various schools, I have provided specific advice to schools on personalised learning and support for students with additional learning and behaviour needs and those at risk of disengaging as well as coordinating and supporting the disability learning and support multi-disciplinary team I effectively provide strategies and alternative programs to enhance the students learning working in collaboration with the multi-disciplinary team. As a result, teachers felt less stressed and were able to manage the student’s behaviour and learning requirements in conjunction with the many other demands in the teaching day. All parties involved were well informed and strong relationships have remained for future students.

9. Knowledge of and commitment to the Department's Aboriginal education policies.

I understand that The Aboriginal Education and Training Policy was introduced in November 2008 and defines the NSW Department of Education and Communities’ strong commitment to Aboriginal education and training across all areas of public education in NSW, whilst setting the goal ‘that Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population.’ I am aware that The Department of Education focuses provides, in partnership with Aboriginal people and communities, education and training which promotes quality teaching, is engaging and is culturally appropriate and relevant, promoting education and training as a lifelong pursuit, to ensure Aboriginal people are better equipped to secure meaningful and rewarding employment and lead healthy, fulfilling and successful lives. I provide a supportive and culturally inclusive learning environment that values and acknowledges the identities of Aboriginal students in my class, school and within the community.

In my work as a Preschool and Early Intervention Teacher, I was tasked to plan and develop inclusive programs to support the Aboriginal students within my class and provide training to my colleagues and teachers at other schools to ensure the individual learning needs are met. As a result, the parents of the Aboriginal students feel connected to their child’s learning and are appreciative of their culture being acknowledged and part of their child’s education. Furthermore I am currently working with a particular aboriginal student demonstrating complex behaviour It became apparent that the student was living in a dysfunctional home environment which comprised of domestic violence. As the child’s parents shared custody, the situation was complex to manage and it was appropriate to undertake separate communications with each parent, whilst remaining aware of the parents needs and changes in the child’s home environment. I conduct ongoing assessments of the child’s behaviour and have developed strategies and behaviour plans, which are sent home to the parents and enable them to contribute to the child’s further development. To drive results for the child, I also contacted and visited his pre-school to well equip them with the right strategies to cope with the recognised behavioural issues I conduct regular communications with all multidisciplinary teams including the parents, pre-school, Speech Therapist and Occupational Therapist to support the student to thrive and improve their behaviour. Through my support and guidance at school, the student has made excellent progress in term 1, transitioning from a child with severe behaviour to coping at school with greater confidence with more consistency in his life in addition to key strategies in place at home.

In my previous work as an Early Intervention Teacher/Teacher at Centre for Autism, Queensland, there were many aboriginal students diagnosed with autism who attended the school including many from poor backgrounds and those suffering from abuse or neglect, including students who attended school with no shoes, backpack and/or food. The children’s home lives were often further exasperated by parents with alcohol problems and other health issues. I gained a sound understanding of the problems faced by young people and their parents and compassionately offered support, advice and assistance where possible. I actively participated in fundraising activities to keep the school running and provided much needed resources for students and families in need. My fundraising efforts included speaking to and engaging professional sportspeople and gaining their time and support in fundraising efforts for the school which have proved beneficial and has boosted the morale of students.

In my role as a Preschool and Early Intervention Teacher, I contact Senior Psychologists at local hospitals twice a year who have formally diagnosed children with disabilities then prepare an eight page assessment which qualifies the children, following an access request to attend school, then update their diagnosis in conjunction with the hospital and wider multi-disciplinary team I then complete an access request for the child to attend school which is sent the DET head office where funding is determined, then I complete all required paperwork and forward to head office for further action.

22 December 2023

Re: Education Assistant - Special Needs

Vacancy No: IPS/SS530132

Dear Sir/Madam,

As a qualified, community-focused and compassionate education assistant professional with a desire to collaborate with school community members to support student achievement, I write with interest to be considered for the above position at the Department of Education at Honeywood Primary School as recently advertised on www.jobs.wa.gov.au.

I have gained a wealth of experience which can be demonstrated in my current role as Casual Relief - Mainstream Relief Education Assistant with the Department of Education at various schools including Jandakot Primary School, Honeywood Primary School, Aubin Groves Primary School, Hammond Park Primary School and Success Primary School (Special Education Unit). Furthermore I have gained previous experience in various management, administration and customer service positions. As a dedicated and contributing Education Assistant, I have demonstrated a proven track record of accomplishment in the delivery and development of effective education programs to students and subsequent feedback to teaching professionals or psychologists.

Having acquired a proven track record of achievement throughout my employment in various Western Australian public schools, I am positive that I would make a valuable contribution as an Education Assistant - Special Needs with the ability to contribute advice and expertise, collaborating with school community members to support student achievement. Since early 2017, I have worked with a number of Special Needs students across all year levels. Committed to professional development and continuous improvement, I am currently undertaking Certificate IV in Education Support and have successfully completed a broad range of qualifications and training including a Certificate III in Education Support, MYOB Training course, Tasmanian Certificate of Education and Microsoft Word & Microsoft Excel (Intermediate) Course. I take responsibility for my own training and development as a dedicated and contributing team member.

Confident I would make a positive contribution to your team, I have reviewed and meet all the Selection Criteria requirements as demonstrated in my responses below:

► Demonstrated good written and oral communication skills, including the ability to interact with students with special needs, parents and teaching professionals on the provision of educational programs and to assist teachers in understanding students where necessary.

An experienced communicator, I interact with students, teachers and parents on a daily basis in my capacity as Education Assistant. I have had opportunities to further develop my oral and written communication skills and relate them to students, parents and teaching professionals that has maximised students learning and the organisation of teaching professionals. As a confident and experienced communicator with highly developed interpersonal and relationship building skills, I have the capacity to work cooperatively with teachers and students with a respect for workplace diversity, maintaining a supportive and understanding approach. I believe the classroom is learning community requiring the work of all members to maintain its effectiveness and harmonious atmosphere. I believe all members of the classroom community are equal thinkers, learners and teachers.

I consistently provide positive feedback and encouragement to students during the activity. At the end of the session, I ask children what they enjoyed about the activity to encourage self-reflection. I provide oral and/or written feedback to the teacher, discussing future lessons and modifying programs. I also complete a teacher made checklist for the tasks and often write notes for parents in the student's communication books. Discussing my observations with the teacher after activities, I inform the teacher and improve my practice in future, ensuring students are provided with the best learning experiences. I encourage students to share ideas and discuss thoughts and past experiences, guiding their thinking and learning.

Demonstrating my sound verbal communication skills, I regularly take a small group of children mainly consisting of Students at Educational Risk (SAER) during literacy sessions focussing on phonic work. This group consists of a student on the Autism Spectrum and also a student with ADHD as well as students with learning difficulties. During these lessons I always use clear, concise instructions when describing and modelling any task. Throughout the lesson I used positive reinforcement and scaffolding of ideas to help students complete their task. As a result of these small group lessons students feel more confident in their abilities to have-a-go when sounding out difficult words in their reading and writing.

I have demonstrated a strong capacity to express ideas, concepts and facts clearly and concisely with information presented lucidly and in a timely manner. Using my high level written communication skills, I have accurately produced a diverse array of documents across a variety of styles as may be required or appropriate. When working, as a relief Special Needs Education Assistant for a non-verbal autistic child, it was imperative that I maintain the communication book as a tool for parents and his regular assistant. Parents were pleased to be notified of his daily activities as it was important to maintain a consistent approach between school and home.

► Demonstrated good interpersonal skills, including the ability to work as part of a team in the evaluation of educational programs, including special education and therapy programs where these have been implemented.

I have demonstrated interpersonal skills that are of very high standard, paving the way for performance appraisals by teaching personnel, who have commended me on many occasions for my clear speaking manner, understanding and empathetic attitude whilst performing my day to day functions. Demonstrating myself to be an active team member, I have been instrumental in contributing to exceptional teams working in fast paced environments. I have superseded previous performance levels with a track history of cultivating relationships, strong teamwork skills and removing obstacles to build trust and enhance productivity.

My positive and friendly personality enables me to get on well with the entire school staff, I thoroughly enjoy being part of a team and working with others towards common goals. I have been very fortunate to work with great professional staff at various schools in the Cockburn area. Working with a young autistic boy, I have been fortunate to sit in with him during his speech therapy, where the Speech Therapist showed me strategies to encourage him to use his words rather than relying on other people to talk for him. We worked together to put together a communication board and made picture to stick to his desk so if he was having trouble using his words he could point to the words to communicate and we could say it together. My ability to work as part of a team at short notice has been demonstrated while I have been working at various schools as a Relief Education Assistant in mainstream and special needs.

I have had many opportunities to assist and supervise groups of children in various activities across the curriculum. I have worked one-on-one with individual students in reading, writing and numeracy activities based on Individual Education Plans developed by the classroom teacher. Prior to working with small groups I communicate with the teachers regarding the purpose of the lesson, lesson content and strategies I would use, ensuring that I have all resources organised prior to working with the children.

► Demonstrated good organisational skills that will assist in the delivery and development of effective education programs to students and subsequent feedback to teaching professionals or psychologists.

I have consistently demonstrated a highly flexible approach with the ability to work on multiple tasks simultaneously and handle frequent interruptions together with competing deadlines and changing work priorities. I have developed a high level of organisational skills in my role as an Education Assistant as it is vital to be able to organise time effectively in the classroom Whilst working with special needs students, time management skills are invaluable. I take pride in my ability to effectively manage the delivery of quality education programs to students. My skills allow me to collect and organise the resources for planned activities or be flexible enough to change what may be required at short notice. This forward planning means I am not caught up in resource preparation and can be available for teacher and student learning support.

Whilst working in the Special Education Unit at Success Primary School with the pre-primary children, I always have the rewards chart and reward at hand as some children need a constant level of stimulation, so remaining organisation is paramount. I readily ensure that any visual supports that I need to create for student is prepared well ahead of time. For example a particular student was not communicating expectations in sharing and turn taking. Therefore I created a Social Story to explain why making a good choice will make them and their friend feel better emotionally. Whilst working with the above mentioned autistic student and his Speech Therapist, I was requested to report back at weekly sessions outlining how the new strategies had helped or not in the communication process. This proved effective and I received praise for my efforts.

I remain flexible and adaptable when walking into a new class with the ability to quickly adapt with minimum disruption. As a casual relief Education Assistant this is imperative, I place a high level of importance of placing the needs of Students, Parents and Teachers first. Whilst working at Honeywood Primary School some parents expressed concern at the amount of relief staff within the school. Determined to rectify this issue, I used my initiative to speak to parents, putting their minds at ease that I would be in the classroom for the next two weeks answering any concerns about myself. The teacher and I then put a small blog on the school Facebook page about myself.

► Demonstrated ability to assist teachers or therapists in implementing educational programs, including special education and should this be a requirement of the position, occupational and/or physiotherapy programs.

I have assisted teachers or therapists in implementing educational programs, including special education and should this be a requirement of the position, occupational and physiotherapy programs. On a particular occasion a student was finding it difficult to settle into a new classroom with a new teacher and education assistant. The student displayed some defiant behaviour towards teachers and education assistants. The classroom teacher and myself spoke to the visiting teacher from the School of Special Edu cational Needs: Disability regarding this behaviour to generate some solutions. As a result of speaking to the visiting teacher we have made visual charts, altered our behaviour management techniques and beginning to implement a Behaviour Management Plan. We also implemented a staggered start time to introduced him into the class a couple of hours at a time in order to not feel overwhelmed in the classroom.

Whilst in class I assist students who require help understanding instructions provided, often taking them on a one to one basis using resources to assist understanding in the subject. In a particular math’s class a student had difficulty understanding the concept of fractions, hence I used a piece of paper cut into parts of the concept. Then I worked the student using this simple resource until the work assigned was completed. I also worked with a student who had difficulties which made hard to copy information from the whiteboard. This provided problems for the teacher in delivering the whole class. In order to assist, I copied information onto a small white board and place it in front the student, making it easier for the student to copy and the work was finished on time.

► Demonstrated knowledge of health and physical disabilities in students and adolescents.

I have previously completed Certificate III in Education Support and most recently the Certificate IV in Education Support, during which time I was required to complete the three assessments below:

1. Create a pamphlet about any disability of your choice:

- Target audience is parents - Tourette’s who have just found out that their child was diagnosed with the disability.

- The pamphlet needed to include: the disability (explanation, terminology, typical symptoms); issues facing children (behavioural, communication, physical); medication and treatments; strategies, techniques, resources that can be used in a school

2. Using a different disability to your pamphlet above, make 10 FAQ with reasonably substantial answers for each - ADHD:

- Your FAQ must include: The disability (explanation, terminology, typical symptoms); issues facing children (behavioural, communication, physical etc); medication and treatments.

3. Strategies, techniques, resources that can be used in a school - ASD or Make a short movie script of 2 pages for one scene in a movie that explains ASD. I have used my knowledge and learnings to apply this when dealing with children with special needs.

► Demonstrated ability to assist with general health and well-being of students.

I have worked in the education industry since early 2017, during which time I have gained a wealth of training and knowledge into the emotional and social aspects a student may encounter. I believe in catering for the whole child, the social, emotional as well as the academic which helps students feel happy and safer at school. Whilst working in a particular primary school, I have a young indigenous student and the teacher was having issues getting him to come to school. I asked whether I could develop a plan so the other students in class could learn about his culture and background, hence in the classroom we talked about Dreamtime, food and football. I then asked if we could invite his parents into talk about what it was like for them when they were children and the food they ate in the missions. The following week the students grandparents came in and we cooked damper. The student felt more at ease with his fellow classmates after these events and now comes to school more regularly and the teacher now has an excellent relationship with the parents. I understand and I am committed to the priorities and goals of this position are to assist students to reach their full potential through the development of their academic, physical and social skills.

I am aware of health and safety guidelines and hygiene procedures in all aspects of school life such as whilst participating in a cooking group, always starting lessons with a reminder of health and safety issues such as washing and drying hands, wearing aprons, long hair tied back, wiping up spills, always carry sharp objects pointing down. I ensure children adopt good hygiene practices such as blowing their noses, covering their mouths when coughing, washing their hands after toileting and before eating. I assist the child if they have had any toileting accidents, get them fresh clothes and clean the area. I supervise children washing their hands and clean tables after all activities and after eating ensuring all areas are clean and sanitised. Additionally I attend to minor accidents, cleaning grazes, applying band-aids and monitor the classroom to ensure there are no hazards, wet floors, shoelaces untied and obstructions.

Dedicated to upholding and promoting your vision, I understand that Honeywood Primary School is an Independent Public School we work in collaboration and partnership with our families and the wider school community to develop the vision and direction for the school’s future. I am keen to undertake new challenges where I can expand my experience working in a team of professionals, whilst adhering to the Honeywood Primary School motto of “Through Learning We Flourish. Our balance of academic, physical, social and emotional programs will ensure your child flourishes too.” Find attached my résumé that details my relevant experience, skills and accomplishments. I welcome the opportunity to attend an interview where I would be pleased to elaborate regarding my potential contributions and suitability. Feel welcome to contact me on phone or email should you have any questions.

Yours sincerely,

Alexis Williams

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