FINANCIAL,++MANAGERIAL++AND+ADMINISTRATIVE+ABILITY

//**• Outstanding financial, organisational and resource management skills.**// To support Department of Education intiatives in the aim of improving learning outcomes of all students it is important that effective and efficient financial, organisational and resource management is implemented in our schools. Educational leadership with a clear school vision will ensure that the areas of financial management will be succesfully implemented to support the growth of not only our students but also our teachers.

As a Teaching and Learning Coach and the MMYRAC Educator I displayed outstanding financial management and administrative abilities by the following: • Supported each schools educational goals pertaining to the Teaching and Learning coach initiative with a demonstrated improvement in student learning outcomes as seen in AIM/ NAPLAN data, VCAA ‘On Demand’ testing data, ‘Online interview’, ‘Scaffolding in Numeracy of Middle Years’, PoLT surveys and VELS data. • Organised and facilitated a series of joint Early Years professional development for teachers’ new to this year level in the Springvale schools. A presenter discuss with the team how their school has successful used the Early Years Online interview and the reports it generates to increase profile of early years numeracy. • Involvement in the Technical Leadership- Thinking and Planning Strategically and the intentions of the Interactive whiteboard project were to: • Improve the ‘stages of Interactive whiteboard skill development’ of the coaches and classroom teachers in the South East region of SMR • Increase pedagogy of teachers so their learning across all domains especially mathematics becomes inclusive to digital technology and • Support the teachers being coached to use mathematical digital technology in their classroom such as IWB, digilearn, and rainforest maths. • Responsibility and accountability for the administration of a considerable budget of $219, 000 over the life of the MMYRAC Innovation & Excellence project (2004 – 2007). This involved 6 schools in the MMYRAC Cluster in which I worked with the Principals, Assistant Principals and representatives from each of the schools. I have a greater insight of how a school budget is utilised. • Organization of yearly budgets allocating necessary funds for events and programs prioritised for the subsequent year and presenting reports for the Steering Committee approval and have an understanding of individual schools financial needs. • Responsible for managing Cluster finances such as Innovation & Excellence, e-Learning, AGQTP and the ‘Successful Boys’ accounts, in collaboration with the base school Business Manager and organised monthly reports to present to the steering committee and end of year reports for SMR and DEECD requirements. I have developed my skills to allocate school resources in order to support improvement in student learning. • Obtained additional funding for the cluster through the writing of grants and submissions to support programs such as ‘e- Learning’ grant 2006 allowing staff in two schools within the cluster to develop a Digital Portfolio booklet and program to allow scaling up in two year levels; ‘AGQTP’ grant 2007 to implement Digital Portfolio across the cluster; 11 teachers in the cluster on Teacher Professional Leave who were be trained as Peer Coaches. Writing these submissions has increased my knowledge of departmental policies, initiatives and priorites. • Liaised with the steering committee to coordinate the management and purchase of resources from the above accounts and monitor the Cluster budget and the effective management of both financial and performance reports, team meeting minutes, new programs and policies and cluster records which has improved my understanding of the capabilities required to lead an effective school. • Development of and effective administration and management of a Cluster Newsletter and Website, promoting and advertising ‘best practice’ teaching and learning within the cluster schools which has increased my ability to share knowledge. • Coordinated and organized professional development sessions for cluster staff such as Cluster Curriculum Days, Intel, Peer Coaching, Digital Portfolio, Ultranet, school visits, the real game and allocation of funds to relevant budgets. Liaising with schools to organize payment for teacher release to participate in team meeting, cluster activities, teacher professional learning teams and professional development. Coordinating this has developed my skills in sustaining partnerships and networks for the benefits of the cluster schools. • Coordinated the AIMS Test for Students in both the primary and secondary settings and organized the collection and sorting of the test material and packaging of the completed test to be returned to VCAA. I have analyzed the data and applied the results to the Clusters profesional development programs. • Supported and liaised with DEECD staff from students@centre, teachers and schools involved in the ultranet pilot and coordinated relevant professional development, curriculum planning and other administrative activities.

McKinnon Secondary underwent major changes in terms of exposure to and teacher use of technology, teaching pedagogy and the use of and design of buildings with the building of the McKinnon Education Research Centre. Much of this change, which involved major changes in the way staff, viewed technology, and in the ways they used it. As the MMYRAC Educator I was involve in the Leading School Fund and part of the research for the Building Future project by the following: • Together with a small team of teachers, piloted a new urban program for year 9 students in 2004. This program formed the foundation for the successful ‘Leading School Fund’ application and I was involved in developing the Year 9 BYTES (Brief Yet Thorough Empirical Studies) curriculum at McKinnon Secondary to improve Year 9 students’ connectedness to school and their engagement and enjoyment of learning. • Worked with the Year 9 BYTES coordinator, where we developed a program, based on a model of authentic learning in an ICT-rich environment. The curriculum was designed to help personalize learning for the students and to give them a choice of ICT-rich subjects where they learn real-life skills, team work, initiative, leadership and self-motivation. • Keeping abreast of new research and pedagogy for an open-plan learning environment myself and another teacher visited several schools in Victoria that had designed programs and buildings that improved student learning outcomes and research into the latest educational best practice. We researched into how people dealt with learning to work in an open, team environment where they are visible and available constantly for students.

School improvement and accountability is another area I am familiar with, being involved in the ‘Teaching and Learning Coach’ and ‘Innovation and Excellence’ projects the professional learning I can offer in area such as Teaching and Learning, e - learning and student@centre has seen me working with Principals and Leadership teams to support goals for Annual Implementation Plans, Strategic Plans, Teacher Performance Plans and Performance and Development Culture.

As a classroom teacher I have displayed my skills by the following: • As an Integrated Curriculum Coordinator I was accountable for writing and completing the whole school Integrated Curriculum budget. It was essential that all team members needs, to run an efficient integrated curriculum program in their classroom were considered and that they had sufficent resources and funds. • As an Experienced Teacher with Responsibility I was responsible for administering daily functions of the school when the Principal Class were absent.