I am currently volunteering with 'READ for Life' before returning to New Zealand in Novemeber, 2022. At READ for Life, I have been:- facilitating PD sessions for the educational team and teams from partner schools/organisations, according to their areas of need,- providing observations, feedback, modelling and coaching to teachers working with early years students (under age 7)- collaborating to develop and improve curricula for structured literacy with early years students- developing accessible resources to support teachers in local schools.

I led a classroom team of three teachers, working with 3-6 year old children in a Montessori setting.

I offered coaching sessions for families and carers, empowering them to provide ongoing and effective educational support at home.

In this role, I specialised in literacy and numeracy intervention and supporting engagement for students who have multiple barriers to accessing education.

Soundwell provides music therapy to support the mental health and well-being of adults living in the South West of England.

Sport co-ordination, release teaching ages 5 - 11, team teaching with years 3 - 6.

BLENNZ is the Blind and Low Vision Education Network in New Zealand. I provided music therapy for referred students aged 0 - 21 in the Wellington region. Therapy sessions were either individual or in small groups including classroom peers, and focussed on supporting their educational and developmental goals.

As a music therapist I worked primarily with young people who had disabilities or who were experiencing mental illness. I also worked with adults who had a degenerative illness such as multiple sclerosis or a dementia. I worked in a variety of settings including schools, hospitals, and private homes. I particularly enjoyed working as a music therapist at an adolescent acute inpatient unit. I valued working as part of a multi-disciplinary team, and loved connecting with young people experiencing mental illness through music. Music Therapy involves using music activities in a shared relationship with clients to meet their needs (physical, social, emotional, cognitive), to support learning, and to promote healing and change. As a music educator I have taught flute, recorder, piano, guitar, drums, singing, music theory, and primary age classroom music.

2013 : Deputy Chairperson2014: General trustee, training and quality portfolio

I volunteered person-centred phone and text counselling services.

I trained 20 new youthline volunteers to begin phone counselling work safely, and co-facilitated workshops for YMCA leaders on strengths-based youth work and listening skills.

ABA therapy involves:- Task analysis, i.e. breaking down a task into it's smallest steps, so that each microskill can be taught separately.- Analysis of behaviours and their function. Finding ways to modify less adaptive behaviours to a more appropriate action that will still serve the needed function for that individual.- Focussed teaching of skills for communication, basic independent living, relaxation, and social and cognitive potential.

Co-facilitating a music and research group with young people who have intellectual disabilities. Participatory action research.

2013: individual work with children in the special education unit who had high or very high special education needs2014: literacy, numeracy, and speech and language support with children in mainstream classrooms

I tutored small groups in keyboard, guitar and drums, based from a mobile bus studio and traveling to Wellington primary schools.

I regularly relieved at this early childhood education centre which follows the learnings of Reggio Emilia and Sociocultural philosophy.

I co-facilitated a youth development group focussed on developing self awareness, self-management, communication and interpersonal skills.

This project involved researching best adult training practices and assisting with proposal writing for global training-based development projects.

I supervised safe contact between a parent and their two children who both had an autism spectrum disorder. I supported communication between the children and their parent, where the children used alternative communication strategies.

I taught flute to individuals and groups of all ages, ranging from beginners to grade 8 level. I was involved in both long-term maternity relief work and casual relieving.

I supported a child with autism during his transition into primary school. This involved collaboration with a speech language therapist and special education needs co-ordinator to develop and implement an individual education programme. The child communicated using PECS, and we assessed progress using narrative assessment methods.