Drama and English Teacher of Stages 3, 4 and 5 students, including GCSE and A Level classes.

Responsibilities- Tutored one Level 2 or 3 cohort per year, responsible for academic progress and pastoral care. - Taught and assessed numerous Drama classes across Levels 2, 3 and 4. - Designed and taught numerous units of work, including: Devising, Theatre Industry and Acting for Camera. Achievements- Directing several significant plays: planning and running rehearsals, making creative design choices. Contributed to the pedagogical and cultural development of the faculty, integrating Notion into our workflow, and introducing regular, specific formative rubrics.

In addition to my previous responsibilities (listed below), I am now responsible for running the Fine Arts Department, including:- Implementing fair, consistent and rigorous assessment across all diverse, creative subjects.- Acting as a mentor for the staff in my department.- Providing curriculum and assessment support.- Building the profile and vision of the Fine Arts Department within the school community.Additionally responsibilities:- I have created and implemented a student support framework, including Individual Learning Plans for targeted students. The first initiative of its kind at our school.- I have implemented the first Advanced Fine Arts Course at the school. Where students will direct a play under my supervision.

Grade 12 English Teacher - Designing and implementing core curriculum that seeks to challenge some of China's brightest students and simultaneously prepares them for a western university education.Grades 10-12 Drama Teacher - Building the drama program from the ground up, including: highlighting awareness and interest in the performing arts to an academically focused student body, introducing practical and theoretical understandings of theatre and fostering creativity, collaboration and risk-taking.Achievements:- Creating and subsequently growing the subject of drama at the school.- Directing (and facilitating the students' creation of) a series of theatrical productions.- Building and implementing several units of work, exploring: Chinese Identity in the Globalised World, Colonialism and Post-Colonialism, Mad Max: Fury Road - A Feminist Lens Study, Verbatim Theatre and The Western Theatrical Canon and the 'Text'.- Collaborating with numerous teachers and students on mental health initiatives and classes.

I was employed in a duel role as a Learning Support Teacher (in a part time capacity) and as a general secondary teacher for the remainder of the week. Additionally, I also undertook three blocks of work, for several weeks at a time as a Drama and English teacher.My Learning Support role was highly flexible, serving the faculty and school in a number of different capacities. I created and updated numerous Professional Learning Plans for targeted students, collaborating with their classroom teachers to find strategies to help these students with their learning. I also engaged in team teaching with classroom teachers to provide more one on one help and greater feedback for students.As a Drama/English teacher I taught numerous senior and junior classes. During the blocks of work, I was trusted to act as their primary teacher: designing lessons, providing assessment feedback, scaffolding assessment work and collaborating with the appropriate faculties.

I was employed as the Native English Teacher at Goryeong Elementary School for the majority of 2015. In this role I taught every student in years 3-6 once a week, as well as travelling to Unsu Elementary School every Wednesday to teach their students. I was required to regularly communicate with classroom teachers, reporting on student behaviour and progress Additionally, I ran an English Drama Club at Goryeong for interested students.In this role I was given the opportunity teach elementary school students English, designing interesting, engaging lessons for 24 classes each week. In this role I had to cater for students of vastly differing English proficiency, while being unable to communicate with the students in their native language. My non-verbal teaching skills and ability to create unique resources was greatly improved during my time in Korea. I used videos, songs, drama activities and physical games to encourage participation and remove the fear some students had of speaking.

I was employed at Holroyd High School as a Drama and English teacher for the academic year. In my position I had responsibility for a year 7 English class, two year 8 Drama classes, and the year 9 & 10 Drama elective classes. Holroyd is a very diverse school with a large portion of the student body speaking English as a second language. This environment was challenging and rewarding, allowing me to appreciate the impact education can have on an individual, particularly when they feel valued as learners.In my role I helped to mentor HSC drama students completing their major works. As well as organising and facilitating Holroyd’s inaugural Drama Performance Day, with year 9, 10 and 12 students performing in front of their peers, staff and parents. I frequently collaborated with my colleagues, creating and updating numerous units of work and teaching resources, regularly evaluating their effectiveness. Additionally, I organised rewarding challenging external educational programs such as ABCN’s ‘Parramatta Now’, which allowed the students to create and perform their own work at Parramatta’s Riverside Theatre.