- Melbourne Vic.
- [email protected]
A reference from Margaret Gordon project leader for my last position can be accessed through the hyperlink.
The following selected comments from written references ( scanned copies of these can be supplied) reveal a consistently high level of professionalism in positions I have held over the years.
“Harry demonstrated a mature and professional approach to all classes. He demonstrated a terrific ability to take charge of classes, sometimes at short notice, and engage the students in a confident manner. Harry's involvement with these schools found him primarily working with local Aboriginal students who come from a non-English speaking background. Many of whom have grown up in difficult low socio-economic circumstance. Harry demonstrated a terrific ability to communicate effectively with Indigenous people. His manner with staff is one of support, inclusion and concern and Harry's easy, confident manner means he is able to communicate very effectively with people at all levels.”
This is a joint reference from principals in the Arnhem Group Schools, N.T., Australia (Dr.Gerry McKeown, Alyangula, Alissa Fremmer, Umbakumba, Luke Forgie, Angurugu and Adrian Conroy, Milyakburra) December 2008
“Harry is a dedicated and highly skilled professional. He has wide ranging expertise and an excellent capacity and willingness to learn. ….He has a superb work ethic and has consistently demonstrated his capacity to multi task and deliver to deadlines. Further Harry has demonstrated a capable approach to problem solving and a willingness to consult and engage others. I find Harry to be personable and approachable and have been most impressed with the speed with which he learned a whole new system and stepped up to perform his duties as an executive teacher.
Kerryn Oliver (Former Principal Nulunbuy High School, N.T., Australia) December 2007
“……Harry is a loyal and supportive member of our staff. He maintains good relationships with colleagues, students and parents. He is an efficient administrator, and meets deadlines in a timely fashion. A very capable organizer, Harry can be relied upon to approach complex tasks methodically and with diligence.
This teacher has taken performing arts at our school to a higher level than I had anticipated would be possible. Harry’s productions have been very popular with the entire community.
A gentleman by nature, Harry is an affable man with an excellent sense of humour. I recommend him without reservation to your establishment, knowing that he can be relied upon to provide excellent service.”
Gez Hayden (former Director, Nanjing International School, Nanjing, China) June 2007
“…..I have been very impressed with Harry’s ability to motivate administrators, colleagues, students and assistants to ensure successful large productions. This was done in spite of some notable difficulties, throughout which Harry remained calm and focused, encouraging cast and crew to get on with their jobs. Growth in student involvement has reflected Harry’s positive approach, with numbers trebling over the last three years to now include almost half the students.
Harry has been a trusted colleague who is able to accept and work with decisions which do not necessarily suit him. He voices concerns in a reasoned fashion and is supportive of administration and colleagues and students. Harry sets high standards of commitment and works very hard at modeling these.
…….I recommend Harry to you as a person who is very capable in his field, exhibits personal moral strengths and can work collaboratively with students and staff.”
Richard Swart (Principal, Nanjing International School, Nanjing, China) June 2007
“Harry has shown himself to be a conscientious, high principled, highly competent, hard working, faithful teacher, who has maintained high standards and obtained good results from his students. Harry has had the responsibility of establishing the Drama Dept. and has done so with vigour and innovation. Drama has become popular with students and the musicals organised by Harry have been a major success.”
Rees Davis( Principal, King’s Christian College, Gold Coast, Australia )
In search of full-time employment I have recently returned to live in Victoria from the Gold Coast, Qld. This year and last, while seeking a full -time position in a very competitive teaching market, I have done CRT work.
In 2012 I replaced a teacher on long service leave as a Film and Television teacher for term 1 at Hillcrest Christian College and, for the remainder of the year had a short contract as an English,Geography/History teacher at Kings Christian College.
Prior to this I had extensive experience teaching ESL students in remote communities in Australia and in the UAE and China.
In 2010 I had a contract with Cognition Education(NZ) on behalf of the Supreme Education Council of Qatar. My position, as a member of a team which provided training in the new Qatar English Curriculum Standards for Master Trainers and Entry Level and Proficient Level ESL Teachers, was the apex of a very varied and successful career in education. I enjoyed the position very much despite some significant challenges for the team. At the conclusion of the contract our team was so successful that we were invited to apply for positions as English Consultants directly with the SEC. I succeeded in gaining one for the following school year. However, a ministerial review, prior to commencing the contract, brought about a change in policy and unfortunately all ex-pat contracts were cancelled.
My varied career includes much experience in planning and managing teaching programs as well as events of all kinds within the education environment and for a period of time I worked in the professional theatre. I have also run full-scale musical productions, plays, talent shows, concerts, theatre restaurant performances, school camps, parent information evenings, primary to secondary school transition programs, promotional events, school socials,
Past coordinating positions include, subject and year level coordinator in schools, middle school coordinator, professional stage manager, manager for the Berwick Secondary College Performing Arts Centre, manager of the Victorian College of the Arts, Grant St. Theatre.
I have taught in schools in the states of Victoria, Queensland and the Northern Territory in Australia and also in the United Arab Emirates and China. I have successfully taught school students from KG to Grade 12, and taught, coached and mentored tertiary students, teachers and other adults.
In addition to the Qatar project previous adult training experience includes:
• Training English teachers to provide support to students with literacy problems.
• Advising and mentoring Primary and Chinese teachers at Nanjing International
School in the implementation of performing arts in their classroom work.
• Training Primary Teachers to achieve basic level competence and certification in ICT.
• Training Tertiary level students in stage-management and stage technician skills.
• Training students of all ages in voice production, non-verbal communication skills and public speaking.
• Training actors of all ages.
(References from past employers and supervisors confirm a consistently high level of professionalism, adaptability and flexibility in every position I have held. See special section below "What previous employers say about me").
2010/2011 I consider my entire time as an English Trainer in Doha as PD. The Qatar English Curriculum standards exemplify the most current in educational trends in English teaching. Our team was engaged to train teachers to implement these standards in the classroom. In order to teach the standards we needed to become fully acquainted with them.
2008 THRASS 2 Day Workshop, Groote Eylandt, Australia (see www.thrass.com.au )
2008 Accelerated Literacy 2 Day Workshop Groote Eylandt, Australia (seewww.nalp.edu.au)
2006IBO Arts and Inquiry Course, Sydney, Australia (see www.IBO.org)
2005 IBO Art in MYP Course, Chang Mai, Thailand (see www.IBO.org)
2004 IBO Middle Years Programme, Nanjing, PR China (see www.IBO.org)
2004 IBO Primary Years Programme, Nanjing, PR China (see www.IBO.org)
During my long and varied career I have also held positions as:
Drama Coordinator and Year 8 Coordinator Kings Christian College
Performing Arts Centre Coordinator, Berwick Secondary College
Promotions and Development Officer, Youth Hostels Association of Victoria
Theatre Manager for the Grant St. Theatre, Victorian College of the Arts Drama School
Tutor in stage-management and stage technician skills, Victorian College of the Arts Drama School and Melbourne University Union Theatre
This has given me invaluable organisational experience, PR skills, training experience in a broad context and great confidence in my ability to function effectively in new and challenging situations.
For 3 terms last year I taught Yr 9 and 10 English and Yr 8 History/Geography. The position became available when a teacher left the school after 1st term. I had to very quickly gain knowledge of school curriculum and more importantly specific changes that have taken place within the Queensland education system.
I completed a short contract replacing one of the film and television teachers who had been on long service leave. Although I had not taught this subject for many years, I was able to successfully take on the role.
I was a Yr 9 English and Numeracy teacher for just over a term at Yirrkala School on the Gove Peninsula in the Northern Territory. Teaching in remote Aboriginal schools has provided me with the greatest challenges as an English teacher. I feel I was able to meet that challenge and provide a quality educational experience to the students despite the practical limitations of the school environment, lack of resources and the inherent challenges of teaching in an indigenous community. The contract was cut short when I had to return to the Gold Coast for family reasons.
Below is a list of duties compiled by my project leader Margaret Gordon for a personal reference.
Co-operatively and individually designed and planned a series of four hour workshops (PowerPoint, support materials and resources) for the English Entry Level and Proficient Level programmes. This also included effective Quality Assurance and moderation processes.
Finalised work on 3 educational resources, two of which have been launched on the market:
The Games Box (a range of colour-coded, categorised classroom games in a box for English, Drama and Primary school teachers)
The Impro Teachers Kit ( a complete program in a box for the teaching of Dramatic Improvisation)
The Language Teachers Games Box ( a set of games and exercises suitable for use in a communicative English language class to be produced at a later date)
Wrote an e-book: Organised Chaos: A Very Practical Guide to Drama Teaching
Created a website www.drama-teaching.com
Although I already had significant experience and previous training in teaching ESL and Literacy I completed a Certificate Course in TESOL to keep my ideas and skills fresh. (see Certifications section below)
Various roles as determined by departmental need:
Middle School Coordinator, Nhulunbuy High School . Involved oversight of the years 8 and 9 and also supervising the transition of students from Year 6 and 7 at Nhulunbuy Primary School to Middle School. The role required me to liaise with other staff from this school and other schools, to communicate with parents, to manage behaviour of students and work on policy formulation. (see comments below from Kerryn Oliver the former principal in regard to my performance in the role)
ESL Teacher, Grade 6 to 12 Numbulwar Cummunity Education Centre. All students at this school were Aboriginal and had very limited English. Teaching required the development of very specific strategies that were culturally and socially sensitive.
Pool release ESL and classroom teacher for schools in the Groote Eylandt area. This was again teaching predominantly Aboriginal ESL students with severely limited English ability but also involved responding to the needs of a broad range of classes which changed on a daily basis. Students ranged in age from Grade 2 to Year 12.
(See comments below from Dr Gerry McKeown, Luke Forgie, Alessa Fremmer and Adrian Conroy)
During my 3 years at NIS, in addition to teaching performing arts (Drama and Music) to students from K to G10, I had extensive administrative experience:
Nanjing International School has a school population of mostly ESL students. There are very few native English speakers in the school. 40% of the students in the school are Korean. They arrive with little or no English. It was the first international school in China to implement all 3 of the IBO programs (PYP, MYP and IB Diploma. I taught classes with mixed English language abilities. The teaching of English was a part of every teacher’s role in the school in addition to other subjects being taught and I had to develop strategies to accommodate this in the class.During that time I saw students make great progress in their English language abilities as a direct result of being involved in drama and drama productions and see great potential in the use of drama methodology in the English class. some students went from very poor levels of ability in English language to performing acting roles to the whole school community.
There were only a handful of native English speaking students at this schooI. I taught Grades 5, 6 and 7 students from various countries in the Middle East and also Pakistan, India, Indonesia and the Philippines.
The school taught the SABIS system, a Middle Eastern approach to education which relies heavily on rote-learning, memorisation and testing in a teacher-centred approach. I believe that through this experience I gained an understanding of key aspects of the educational, cultural and social contexts of the Middle East and a greater appreciation of Australian education systems.
ICT teacher and coordinator, Nerang Primary School.
English and Drama teacher at Robina High School ( I proposed the implementation of a literacy program in the following year for low achievers in Year 8 .)
Second year at Robina High School
(Results were excellent with some students gaining as much as 6 years in their reading age with significant improvement in their spelling. Some students gained 4 years in reading age in a 10 week period. Unfortunately, despite its proven success, the program was dropped by the new Head of English who was opposed to the teaching of phonics.)
Year 3 - English and Social Studies Teacher, Merrimac High School