Experience

Department for Education, South Australia

• Australia
• Government Administration
• 700 & Above Employee

• • Dec 2021 - Present

• • Jan 2021 - Dec 2021

  I work with a small team with oversight over literacy policy in SA government primary schools. Our current projects involve reading assessment tools, the phonics screening check, the statewide Literacy Summit, and the literacy and numeracy guidebooks.



Department for Education

• Adelaide, Australia

• Project Officer Literacy Numeracy

  • Jan 2017 - Jan 2021

  My role involved reading research, writing, critiquing and providing literacy advice for the department. In 2019, I wrote three practical guides related to the Big 6 of reading. These were used in the phonics screening check face-to-face training and updated in 2020. One paper, ‘Learning to read words’ replaced the ‘Sight and high frequency words’ paper. I also researched literacy for 3- to 5-year-olds, and wrote the preschool literacy guidebook. I continued to review and update practical guides, best advice papers and materials for other projects (such as EALD and Curriculum) through collaboration with experts in the field: writers, editors and designers. Show less



DECD Departement for Education and Child Development

• Adelaide, Australia

• Project Officer Primary Learners

  • Jan 2016 - Jan 2017

  During my year as a Project Officer Primary Learners I worked intensively with one site focusing on keeping their Year 3 students in the higher bands of NAPLAN. I worked with the school leadership and a team of Year 3, 4, 5 teachers finding out what worked at their site. Students undertook a pre and post perception of their learning survey and we used this to make changes to classroom practice. I also provided my team with research evidence to support them in their role. During my year as a Project Officer Primary Learners I worked intensively with one site focusing on keeping their Year 3 students in the higher bands of NAPLAN. I worked with the school leadership and a team of Year 3, 4, 5 teachers finding out what worked at their site. Students undertook a pre and post perception of their learning survey and we used this to make changes to classroom practice. I also provided my team with research evidence to support them in their role.



DECD Department for Education and Child Development

• South Australia, Australia

• PACIO Primary Australian Curriculum Implementation Officer

  • Jan 2014 - Jan 2015

  As a PACIO I worked with principals and school leaders across portfolios in the Riverland and southern Adelaide. Support for the implementation of Technologies was a key part of my role, along with other aspects of the Australian Curriculum. As a PACIO I worked with principals and school leaders across portfolios in the Riverland and southern Adelaide. Support for the implementation of Technologies was a key part of my role, along with other aspects of the Australian Curriculum.



ACER ( Australian Council for Educational Research)

• Online

• Freelance Writer

  • Aug 2014 - Dec 2014

  Writing student interface materials for the PAT-R Resource Centre. Writing student interface materials for the PAT-R Resource Centre.



DECD (Department of Education and Child Development)

• Fleurieu and Kangaroo Island Region

• Literacy Coach

  • Jan 2012 - Jan 2014

  My brief is to improve student literacy outcomes by working with the adults in the schools. This means I work with teachers (and their classes) and school leadership teams. I provide professional learning, resources and practical demonstrations and advice in literacy education. Data analysis (e.g. NAPLAN and PAT-R) provides a starting point for classroom interventions. In 2012 I worked across 2 sites; 2013 across 3 sites; and 2014 across 4 sites. My role is funded by the Federal Government (Literacy and Numeracy National Partnerships) but with some State Government input. As a Literacy Coach I get to do these things everyday as I work with school leaders and classroom teachers in order to improve the literacy of students in Years 3-9. I provide timely advice to leaders and practical strategies for teacher through meetings, and through the design and delivery of professional learning. My knowledge of the PAT-R database is extensive and I am also writing student interface materials (for the Australian Council of Educational Research - ACER) to support targeted reading comprehension lessons. I enjoy analysing data, particularly when effect sizes are greater than expected. My coaching sessions empower teachers to be very effective designers and deliverers of learning experiences when implementing the Australian Curriculum. My PhD linked writing and technology, and enables me to bring fresh thinking and research to the essential elements of curriculum design and implementation.I am also a member of the Australian Literacy Educator's Association (ALEA) and serve on the Local Council. Show less



Environment Protection Authority South Australia (SA EPA)

• Australia
• Environmental Services
• 700 & Above Employee

• • 1974 - Dec 2012

  As a teacher with DECS, I worked mainly in middle primary classrooms (Years 3-5). I have also been a Literacy, and later, an ICT Coordinator. My advanced skills status was recognised in 2002. Using information and communication technologies (ICT) to enhance teaching and learning has been a strong focus.

• • Feb 2006 - Dec 2008

  As an eTeacher I contributed to the bank of digtal resources, accessible by Scootle, in mathematics, science and English. I provided high quality online learning experiences for teachers to incorporate into their classroom practice. These included talking to experts in astronomy, agriculture and Japanese culture.



University of South Australia

• Australia
• Higher Education
• 700 & Above Employee

• Researcher

  • 2009 - 2012

  As a researcher, I am using cognitive load theory to investigate children's composition writing. I am analysing data using statistical methods such as ANOVA, ANCOVA, regression and PLS. Readability statistics and the NAPLAN rubric provide data related to the quantity and quality of children's writing. As a researcher, I am using cognitive load theory to investigate children's composition writing. I am analysing data using statistical methods such as ANOVA, ANCOVA, regression and PLS. Readability statistics and the NAPLAN rubric provide data related to the quantity and quality of children's writing.



Bible Study Fellowship International

• • Jan 1999 - Nov 2011

  Responsibilities: Train leaders in Adelaide and Perth to conduct seminars; lead asection of the annual workshop for leaders

• • Jan 1993 - Nov 2011

  Responsibilities: Conduct seminars for adult class members; substitute for theTeaching Leader as required (lead leaders, prepare and present lectures to 180women); present information to new members; facilitate discussion groups



Department of Education and Children's Services

• NAPLAN writing component marker

  • May 2010 - May 2011

  NAPLAN writing component marker, 2010-2011 NAPLAN writing component marker, 2010-2011



Woodcroft Primary School

• Classroom teacher

  • Jan 2002 - Feb 2009



Woodcroft Primary School, 2004

• ICT Coordinator

  • Jan 2004 - Dec 2004



Hallett Cove South Primary School

• • Jan 2000 - Jan 2002

• • Jan 2001 - Dec 2001



Seaford Primary School, 1999

• Classroom teacher

  • Oct 1999 - Dec 1999



Reynella East Primary School

• Special needs teacher

  • May 1999 - Sep 1999



Kangarilla Primary School

• Classroom teacher

  • Jan 1998 - Dec 1998



Coromandel Valley Primary School

• Classroom teacher

  • Jan 1997 - Dec 1997



Reynella East Primary School

• Classroom teacher

  • Jan 1996 - Dec 1996



Clarendon Primary School

• Classroom teacher

  • Jan 1974 - Jan 1985

  Main responsibilities NAPLAN marker: marking narratives and persuasive texts written by students in Years 3, 5, 7 & 9 during the writing component of the annual Australian NAPLAN tests using a rubric and computing technology Creating and managing online resources for use by primary students and their teachers throughout South Australia Mentoring classroom teachers in their use of ICT and literacy resources Working collaboratively with teachers and their students to develop ICT and literacy skills Creating practical science activities and excursions for students working at different levels - special needs and R-7 classes Teaching students in the seven areas of the SACSA framework Communicating effectively with parents, teachers, administrators, and children Utilising a range of strategies and methods that result in effective classroom teaching practice and the assessment and reporting of student progress Generating positive relationships with individual students and class groups Applying current trends and developments in education to enhance student learning Contributing positively to the organisation, planning, development and evaluation of curriculum within the school Show less