Junior School Design Technology Teacher

• Apr 2001 - Present

My current role is an exciting role that allows me to utilise my Design Technology background with Primary School students. While learning skills with tools and materials, this role also allows me to embed Design Thinking or problem solving capabilities into students mindsets. Fostering skills such as learning from failure, collaboration, persisting, the ability to think creatively and seeking opportunities. Skills that are essential for preparing students for whatever future challenges they face and skills that I believe need to be taught from as young as possible.

District Panelist - Technology Studies

• Feb 2002 - Dec 2004

A Review Panellist: • Demonstrates knowledge of the subject and syllabus • Supports the principles of externally moderated school based assessment and implements a standards based approach to assessment • Accepts the flexibility schools have to develop syllabus based courses of study and assessment to match their unique contexts, cohorts and resources- Is able to develop syllabus standards based positions in relations to evidence presented by schools in sample folios when conferencing • Supports and implements review panel decisions • Conducts professional conversations at moderation meetings in a respectful, confidential and collegial manner • Is constructive when preparing comments for the review panel chair that are used for feedback to schools • Maintains review panel confidentiality in materials viewed, discussions held and decisions made • Knows, understands and applies QCAA senior moderation policies, protocols, procedures and strategies.

Design Technology Teacher Aide

• Jan 1998 - Apr 2001

Boarding Master

• Jan 1997 - Dec 2000

The Boarding Master is responsible for the leadership, pastoral care, spirit,morale, security and supervision of all boarders in his care. They must promote theirgrowth and wellbeing as well as inspire boys to learn, lead and serve as they strivefor excellence.The key goal is to build and maintain a caring, diverse, welcoming and culturally richboarding community where all boys and families are connected and experience agenuine sense of belonging. The fostering of multiple developmental pathways forindividual boys that also permits the flowering of personal identity in unique andpositive ways is a key outcome.

Cabinetmaker

• Dec 1991 - Dec 1996