Kirk Raemônd B.Ed. (Primary)

• Planned, prepared, and delivered quality and effective teaching, learning with differentiation, assessment and reporting practices consistent with the AITSL Professional Standards for Teachers, ACARA and QCAA guidelines, curriculum policies and educational trends.

• Maintained teaching competency and currency of knowledge as required by the college and other relevant statutory authorities through regular self-evaluation and commitment to professional development.

• Supported students by actively developing supportive learning environments and effective behaviour
  management practices.

• Worked collaboratively, including clear and kind communication within the college and the wider community.

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• Implemented the College's Christian philosophy in the classroom and other aspects of college life naturally and spontaneously to foster faith.

• Understood and followed the TKIS's policies and procedures on all matters.

• Actively contributed to various school activities as a school team member.
  
  

• Planned, prepared, and delivered quality and effective teaching, learning, assessment and reporting practices consistent with the AITSL Professional Standards for Teachers, ACARA and QCAA guidelines, curriculum policies and educational trends.

• Maintained teaching competency and currency of knowledge as required by the college and other relevant statutory authorities through regular self-evaluation and commitment to professional development.

• Supported students by actively developing supportive learning environments and effective behaviour
  management practices.

• Worked collaboratively, including clear and kind communication within the college and the wider community.

.

• Implemented the College's Christian philosophy in the classroom and other aspects of college life naturally and spontaneously to foster faith.

• Understood and followed the College's policies and procedures on all matters.

• Actively contributed to various school activities as a college team member.
  
  
  

Understanding Applied syllabuses

Main Roles and Responsibilities

• Planned, prepared, and delivered quality and effective teaching and learning programs consistent with the Australian Professional Standards for Teachers, relevant syllabi, curriculum policies, work programs and educational trends.
• Maintained teaching competency and currency of knowledge of relevant curriculum programs as required by the department or other applicable statutory authorities.
• Supported students through interaction with them in various settings through the active development of supportive learning environments and effective behaviour management practices.
• Provided for students' physical, social, cultural and emotional well-being and physical safety whilst at school and enhanced their overall development towards effective citizenship and responsible adulthood through participation in timetabled, non-timetabled and planned extra-curricular activities.
• Assessed students (diagnostic, formative and summative) for developmental, feedback and reporting purposes.
• Maintained student records and samples of work and reported on student performance to students, parents, the department and other stakeholders.
• Participated in the collaborative development and evaluation of curriculum (the total of all learning experiences) and regularly monitored, through observation and assessment, the effectiveness of the learning/teaching program.
• Established and maintained appropriate interpersonal relationships between the school and community, particularly regarding the ethical obligations outlined in the Queensland Government Code of Conduct.
• Participated, as appropriate, in school decision-making processes and professional development

Main Roles and Responsibilities

• Planned, prepared, and delivered quality and effective teaching and learning programs consistent with the Australian Professional Standards for Teachers, relevant syllabi, curriculum policies, work programs and educational trends.
• Maintained teaching competency and currency of knowledge of relevant curriculum programs as required by the department or other applicable statutory authorities.
• Supported students through interaction with them in various settings through the active development of supportive learning environments and effective behaviour management practices.
• Provided for students' physical, social, cultural and emotional well-being and physical safety whilst at school and enhanced their overall development towards effective citizenship and responsible adulthood through participation in timetabled, non-timetabled and planned extra-curricular activities.
• Assessed students (diagnostic, formative and summative) for developmental, feedback and reporting purposes.
• Maintained student records and samples of work and reported on student performance to students, parents, the department and other stakeholders.
• Participated in the collaborative development and evaluation of curriculum (the total of all learning experiences) and regularly monitored, through observation and assessment, the effectiveness of the learning/teaching program.
• Established and maintained appropriate interpersonal relationships between the school and community, particularly regarding the ethical obligations outlined in the Queensland Government Code of Conduct.
• Participated, as appropriate, in school decision-making processes and professional development

Main Roles and Responsibilities

• Planned, prepared, and delivered quality and effective teaching and learning programs consistent with the Australian Professional Standards for Teachers, relevant syllabi, curriculum policies, work programs and educational trends.
• Maintained teaching competency and currency of knowledge of relevant curriculum programs as required by the department or other applicable statutory authorities.
• Supported students through interaction with them in various settings through the active development of supportive learning environments and effective behaviour management practices.
• Provided for students' physical, social, cultural and emotional well-being and physical safety whilst at school and enhanced their overall development towards effective citizenship and responsible adulthood through participation in timetabled, non-timetabled and planned extra-curricular activities.
• Assessed students (diagnostic, formative and summative) for developmental, feedback and reporting purposes.
• Maintained student records and samples of work and reported on student performance to students, parents, the department and other stakeholders.
• Participated in the collaborative development and evaluation of curriculum (the total of all learning experiences) and regularly monitored, through observation and assessment, the effectiveness of the learning/teaching program.
• Established and maintained appropriate interpersonal relationships between the school and community, particularly regarding the ethical obligations outlined in the Queensland Government Code of Conduct.
• Participated, as appropriate, in school decision-making processes and professional development

Main Roles and Responsibilities

• Planned, prepared, and delivered quality and effective teaching and learning programs consistent with the Australian Professional Standards for Teachers, relevant syllabi, curriculum policies, work programs and educational trends.
• Maintained teaching competency and currency of knowledge of relevant curriculum programs as required by the department or other applicable statutory authorities.
• Supported students through interaction with them in various settings through the active development of supportive learning environments and effective behaviour management practices.
• Provided for students' physical, social, cultural and emotional well-being and physical safety whilst at school and enhanced their overall development towards effective citizenship and responsible adulthood through participation in timetabled, non-timetabled and planned extra-curricular activities.
• Assessed students (diagnostic, formative and summative) for developmental, feedback and reporting purposes.
• Maintained student records and samples of work and reported on student performance to students, parents, the department and other stakeholders.
• Participated in the collaborative development and evaluation of curriculum (the total of all learning experiences) and regularly monitored, through observation and assessment, the effectiveness of the learning/teaching program.
• Established and maintained appropriate interpersonal relationships between the school and community, particularly regarding the ethical obligations outlined in the Queensland Government Code of Conduct.
• Participated, as appropriate, in school decision-making processes and professional development

Lead Instructor

• Deliver lesson plans to a class of ~25 students
• Responsible for keeping students on track
• Provide direction to Code Camp Assistants

Teaching Assistant

• Provide one on one help to individual students during class
• Provide guidance and support students with low-level competencies
• Behaviour Management and positive Learning and safe environment

Lego Mindstorms EV3 Robotics and Visual Language Programming

• Learning and Teaching Support Officer for Years 1-5 & 9-10
• Tutoring 1:1 (Individual) ; Whole Class and Group
• Organiser, and Supervisor of PBS Lunch Activities Club (Special Needs)
• Support Teacher Paid Internship
• Year 9/10 instruction of 3D Printing
• Year 9/10 ICT Teaching Visual Programming with Robotics
• Coaching and Mentoring
• Student Engagement and Motivation
• Active and Project-Based Learning

Year 4,5 & 6 Maths - Fractions; Adding and subtracting Decimals to 7  places, Multiplication & Division of 3 digit numbers. Mastering Timestables using Multiple intelligences; Mental Computation and Motivation

Year 4,5 & 6 Health and Physical Education - Learning through movement and Mental Computation

Teaching English language to Year 4,5, & 6

Coordinators Responsibilities for role modelling core values (safe, fun, engaging, quality) to staff, children, parents and the school community include:

• Providing a safe OSHC service for staff and children in an all-inclusive professional team environment
• Maintaining well-organised schedules to ensure child safety and supervision
• Supervising other educators, ensuring they understand and perform in-service responsibilities
• Design and implement engaging weekly programs and reflection journals
• Communicate and advocate company networking opportunities and professional development

Assessment and Rating - Early Childhood Education & Care Division) Department of Education and Training

OVERALL RATING -NQS RATING - Exceeding National Quality Standard - Reviewed - 6th September 2016

• Educational program and practice |Children’s health and safety

• Physical environment |Staffing arrangements |Relationships with children

• Collaborative partnerships with families and communities

• Leadership and service management

https://www.careforkids.com.au/child-care/pldzy/ratings/camp-australia-pomona-state-school-oshc-4568#provider-rating

Learning Enhancement Program (LEP) to support students with:

1. Academic talent development | Learning difficulties and disabilities
2. English is an Additional Language or Dialect (EAL/D)
3. Numeracy and Literacy; 
4. Science, History and Humanities

Primary Roles and Responsibilities

• Work within school teams and with students to improve student achievement.
• Assist with planning, preparation and delivery of effective learning and teaching programs for identified students to improve their learning outcomes, with a focus on literacy and numeracy.
• Maintain teaching expertise and knowledge of evidence based, effective teaching practices to improve student achievement across the learning areas or subjects with a focus on literacy and numeracy.
• Provide support to school teams and individual teachers in identifying patterns of achievement and selecting evidence based intervention strategies at whole school, cohort and individual student levels for underachieving students, including students with learning disabilities.
• Support teachers in assessing and monitoring the progress of students underachieving in the literacy and numeracy demands of the learning areas or subjects.
• In cooperation with the classroom teacher, teach whole classes, small groups and individuals as negotiated within the guidelines of the school improvement plan.
• Provide expertise, support and professional development at whole school, cohort and individual teacher levels to support improved student achievement.
• Provide support and advice on the teaching of students with diverse learning needs.
• Work alongside classroom teachers to contribute additional expertise in planning, teaching, assessing and monitoring student achievement and progress.
• Support documentation of intervention responses for students requiring additional support.
• Participate in and promote networking of Support Teachers (Literacy and Numeracy) to share examples of best practice.
• Work collaboratively with other specialists (for example, guidance officers, speech language pathologists) to coordinate services which improve students’ learning

ACARA Naplan Preparation - Boost student self-confidence through assisting students to:

• familiarise and build confidence with the range NAPLAN model of testing in Numeracy, Literacy and Science Strands.
• increase their problem-solving skills by implementing various strategies
• acquire an ability to think quickly on timed tasks
• improve their confidence & abilities to transfer their learning confidence to the classroom

Certificate of Appreciation - Under 8's Celebration day

Achievements and Extracurricular School Activities

• Provided administration support to school colleagues during school audit and Staff Meetings.
• Organised, operated and supervised sports/games for students before school

Achievements and Extracurricular School Activities

• Organised and setup sports activity stations for school sports
• Setup equipment and Swimming stations for Swimming Carnival and Little Athletics
• Digitally Recorded and Documented events for School Newsletter
• Produced Digital Media for Teacher Conference
• Provided teaching aide and Learning support for Years 2-7
• Organised and moderated 1:1 Literacy and Numeracy for year 2 students including:

Achievements and Extracurricular School Activities

• Coordinated and organised Year 5 Puppet Show
• Computer Lab ICT Training and Digital Learning
• Supervised and setup Inter-school Sports Carnival individual Events
• Literacy and Numeracy and science support to year 7 & 5 Students

Achievements and Extracurricular School Activities

• Organised Year 3 Store and events |Organised after School Sports
• Moderated 1:1 Literacy and year 3 PM Benchmark Tests
• Help design costumes for Year 3 for "Sound of Music Musical Event

• Improving technical support at schools
• Providing access to computers for every student to use
• Training teachers to integrate ICT within teaching and learning

• Awarded 'The New Colombo Plan Scholarship Program' - CIS Australia for International Education Experience in Phillipines (2018)

http://dfat.gov.au/people-to-people/new-colombo-plan/pages/new-colombo-plan.aspx

• Course average 81% / Grade Point Average  (G.P.A) 5.35/7.00 
• Awarded the 'Recognition of Rural and Remote Service Bursary' (2012)

* SGD100 course introduces the play-centric design process and theory relating to the design of Serious games. A Serious game is a game designed for a primary purpose other than just entertainment, such as education, behavioural change, or raising awareness. You will work in teams to design your own Serious board, card, tabletop or other non-digital games from the initial concept, to playable Serious game prototypes and then demonstrate them to a panel. The process and theory underpinning the design of board, card and tabletop games also applies to video games.

• Industry Standard Trained In Apple Inc. and Microsoft Software and Devices

• Implement and monitor environmentally sustainable work practices
• Install and optimise operating system software
• Use social media tools for collaboration and engagement

• BSBITU305 Conduct online transactions

• BSBMKG414 Undertake marketing activities

• BSBMKG413 Promote products and services

• BSBSMB405 Monitor and manage small business operations

• BSBADM409 Coordinate business resources

• BSBSMB401 Establish legal and risk management requirements of small business

• BSBSMB402 Plan small business finances

• BSBSMB403 Market the small business

• BSBSMB404 Undertake small business planning

• FNSACC406 Set up and operate a computerised accounting system

• BSBCUS402 Address customer needs

• BSBREL402 Build client relationships and business networks

• BSBSMB301 Investigate micro business opportunities

• BSBSMB409 Build and maintain relationships with small business stakeholders

• BSBSMB414 Time management for small business

• Explain the interconnectedness between content, technology and pedagogy
• Design a simple app using a set of instructions
• Describe in general terms how an app works
• Explain how teacher-developed resources open doors for entrepreneurship

• Creating, Organising and Finding Emails in Gmail
• Setting up and Managing Groups
• Creating Events and Inviting Guests with Calendar
• Creating and Sharing Additional Calendars
• Creating and Scheduling Tasks
• Making and Sharing Notes

• Explore core activities such as defining object-oriented programming, a class in Python and identifying key components of visualising using Python and tools that can be leveraged.

• Explore the devices and components you can use for physical computing in primary school settings
• Learn how to use input and output devices with a Crumble microcontroller, and use a micro:bit emulator
• Use the programming concepts of sequence, repetition, and selection in a block-based language
• Complete a physical computing project and think about how to structure your lessons to help learners complete their own projects

• Course 1: Articulating best practices for working files and identifying key elements of data analysis using Python.

• Course 2: Identifying and defining key elements needed to create a GUI using Python, and the key elements for web development using Python.

• Course 3: Articulating key elements for APIs, identifying and defining key elements for web scraping using Python, and evaluating and selecting various tools for web scraping.

• Identifying key elements needed to create a GUI using Python
• Defining the key elements for web development using Python.

• Describe how to set up and use the Printrbot Simple 3D printer;
• Describe the features of 3D Builder software and how it can be used for 3D printing;
• Explain the importance of 3D model repair;
• Describe the types of 3D objects that can be printed.

Explains the fundamentals of digital technology & computational thinking specifically addressing learning objectives of the Australian Digital Technologies curriculum (Foundation-6). Includes how to integrate digital technology  into classrooms,  lesson plans, & helping build a digital confident school community

• Mac OS X Interface; Features and Applications

• ICloud; Backup & Privacy and Security
• Mail, Calendar, Contacts, Photos, Notes and Reminders.

Accredited Tutor’s Partners and Endorsements

• Australian Tutoring Association (ATA) & Kip McGrath Educational Centres