Alongside my role as a Teaching Assitant, I am working with 2 teachers in a transition classroom, with students who have been out of a traditional classroom for a range of reasons (behavioural, medical, learning needs etc) and need support transitioning back into a mainstream school environment. Aspects of the role include liaising with other kaiako, SLT and outside agencies to build successful programmes for students within NCEA and structuring learning towards pathways outside of the secondary school environment. Success in this role is defined by the relationships built with staff, students and whānau, student success within NCEA and beyond, and above all, students feeling safe and supported within our kura.

Working with students in inclusive classrooms across years 9 to 13, and working with kaiako and whānau in creating pathways through subjects where students can achieve, often with credits through NCEA. Working specifically with students with learning differences and high needs including autism, ADHD, dyslexia, dyspraxia, OCD, tourettes, and physical disabilities, assisting them in achieving their goals and succeeding where they can. Building relationships across the class to support my target students in intergrating with their peers, while also building resilience in the students and challenging them towards working with different people and abilities. More recently working with students with significant behaviour challenges, including social coaching, de-esculating and taking a lead role in certain student management teams, including IEP support, liasing with specialists and maintaining whānau connections.Completed training to work with an Assistance Dog in 2021 through Perfect Partners Assistance Dogs Trust