MELLISSA MURRAY
Teacher - Mentor - Role Model
ABOUT ME
I am empathetic, communicative and self-confident.Â
When given a job I will, if need be, enrol and enlist the help of my colleagues, but in any case, I get the job done. I develop expertise in my roles and my results are self-evident. At all times I will call a spade a shovel and not mix words. My style is honest, forthright and transparent. I make sure that I am clearly understood at all times, and I expect no less from others.
I am an engaging, dynamic Stage 6 Co-ordinator who believes that students must be educated about developing their character so that they can become individuals that are empowered to make their own confident, informed, decisions while being considerate and maintaining respect for all.
My goal is to help students to have an awareness of all aspects of themselves and for them to want to be the best version of themselves that they can, with a focus on personal integrity, accountability and respect.
MY EXPERIENCE
STAGE 6 COORDINATOR
2015 - present
Build and maintain a team of Form teachers, academic teachers, heads of departments and counselors with clear goals and procedures for the pastoral and academic care
Management and discipline of students to strive to assist each student to realize their potential in academic, social, co-curricular and personal domains.
Build collaborative and respectful relationship with parents.
Maintain a strong presence in all aspects of school activity involving the Stage.
Manage the election process and day-to-day running of the Student Prefect Body.
Academically mentor students who are underachieving;Â tracking of marks, meeting with teachers.
Monitor the academic progress, growth and development of each student within the Stage and be active in promoting and striving for personal academic excellence.
Work with the Learning Support Coordinator and the Talented Coordinator in the identification and support of students requiring remediation or extension work.
Work with the school counsellor to manage the health and wellbeing of students whilst at school and those returning to school.
Implement school rules and other student policies.
Oversee the uniform and personal presentation of students in the Stage and act to ensure that they are consistent with the school's expectations.
CAREERS AND TERTIARY ADVISOR AND COUNSELOR
2005 - present
Counselling and guiding students on post school options: including and not limited to, tertiary courses and institutions, gap year options, work options, apprenticeships and cadetships.
Coordinate and manage the work experience program.Â
Coordinator of TVET
Meet individually with Year 10 students regarding subject selection.
Counsel students who are contemplating a change of subject.
Aid students in completing the Educational Access Scheme (EAS) documentation and sign-off on behalf of school.
Disseminate information to students, staff and parents concerning prerequisites, selection criteria, post-school options, scholarship and entry processes.
Prepare students for scholarship, cadetship and internship interviews.
ASSISTANT HEAD OF PDHPE
2001 - 2003
Responsible for the programming, assessment procedure and teaching and learning within the department.
Undertook registration and accreditation.
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HEAD OF GIRLS SPORT
1999 - 2003
Teach Sport to Girls in Year 7- 10. Organise swimming, athletics and cross country carnival.
Organise extra-curricular sport including netball, basketball and waterpolo.
Employ staff and closely monitor staff regarding the coaching and training of school teams.
TEACHER - STAGE 4,5,6
1998 - Present
Stage 6 - Studies of Religion 1 and PDHPE (introduced both subjects)
Stage 5 - PDHPE
Stage 4 - PDHPE, History and Geography
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EDUCATION
LEADINGÂ TEACHERSÂ SCHOOLÂ LEADERSHIPÂ COLLOQUIUM CERTIFICATE
March 2019
A six-month integrated leadership program focusing on the practical aspects of people management with the aim to provide participants with insights, skills and confidence to develop their own leadership style and strengthen the performance of their team.
MASTER EDUCATION
2015 - 2017
Australian Catholic University
Major in Career Development. Focus on career counselling, career development in schools, planning and writing programs, research skills.
Research Question: Personal Programming; preparing students for post school with goal setting, growth mindset and self-knowledge.
GRADUATE CERTIFICATE IN RELIGIOUS EDUCATION
1997 -1998
Australian Catholic University
Subjects included: The word of God, Theology, Religious curriculum and principles of religious education.
GRADUATE DIPLOMA IN SECONDARY EDUCATION
1997
Australian Catholic University
Major PDHPE
BACHELOR HUMAN MOVEMENT STUDIES
1994 - 1996
Australian Catholic University
Major - Biomechanics and Exercise Physiology
"The key is craftsmanship; educating the kids about the right tools to complete each and every task. For students it's our job to provide the right tools with regard to:
career advice.
information to make informed decisions.
solid positive teacher/student relationships.
facilities.
innovation in teaching.
Ultimately providing students with a caring and nurturing environment in which they develop a strong sense of self with a respect and appreciation for others"
Mellissa Murray
MY WORDS AND MY SKILLS
WHO AM I
I am honest, ethical, moral, fair, insightful, forthright, persuasive, motivated, articulate, sensitive, diligent, co-operative, socially aware, hardworking, passionate, appreciative, inclusive, funny, detailed.
MY SKILLS
I have sensitive and well developed communication skills
I am a problem solver
I believe in advocacy and fairness relative to particular situations
I have strong organisation and time management skills with the ability to prioritise effectively.
I am highly empathetic when dealing with situations concerning one or many stakeholders.
I have strong conflict resolution skills having.
I know the Years 7-12 curriculum, assessment and student welfare.
I have proven ability in the design of quality inclusive teaching and learning programs.
EDUCATE THE WHOLE PERSON
Hard working and the strive for personal excellence.
A school should support students to learn, experience, embrace and challenge themselves is the key to their potential.Â
A school must see the student for the whole person, who they are, encouraging them to work hard to the best of their ability.
A school must endeavour to embed bedrock principles of personal integrity, accountability and respect in its students.
INFLUENCE OF RESPECT
A Responsibility of Respect
As educators, we are responsible for the influence we have on these young people.
We are role-models in a variety of ways, but especially respectfulness.Â
Students will look to us as examples and for guidance and help, we need to be vigilant with our responses and our behaviour towards them.
WELLBEING - PROVIDING STUDENTS AN AVENUE TO HAVE BELIEF IN THEMSELVES, WITH PERSONAL INTEGRITY, ACCOUNTABILITY AND RESILIENCE.
Skills and Tools to take with them
The goal of any wellbeing program should be that it is seamless, it is weaved into the very fabric of the school.
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Enabling students to take with them values and skills to empower themselves in the future no matter the scenario would be the ultimate success.
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Susan Boyle and her audition on Britian's got talent was very memorable for me. The confidence that she displayed had over powered the judgement of the audience. She proved that everyone deserves a chance and everyone should be treated with an open heart and respect.
HOLISTIC MODEL OF CAREER DEVELOPMENT
Students aware of the whole picture
Just as wellbeing can be incorporated in the fabric of the school so can a career development focus. In fact they are very complementary.
A post-school focus can give students perspective, it can aid students to practically apply the aspects to various dimensions of their lives.
Students have young minds and they need to see themselves in the future in order to be encouraged to learn what that they need to know about who they are, what strengths they have, what makes them happy and how they may contribute to society.
Staff can also benefit from this model, making sure staff are valued and appreciated with clear goals moving forward.
LEADERSHIP
Leading from behind
My leadership style is to lead from behind; students need to be inspired to be as good as they can be and to be encouraged to stand up and be counted.
Students need gentle persistent guidance to fully understand that the type of world in which they want to live in is up to them and that they have it within them to create their own future.
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Staff also need to have the avenues to take the initiative and develop their own personal leadership style.
COMMUNICATION
Speaking into their listening.
In all avenues of communication, either via print or orally, I strive to be authentic and relatable.
Delivering speeches and presentations that are engaging, visual, humorous at times and informative. Examples include:
The Valedictory speech, Year 11/12.
Subject selection to Year 10 parents
Stage 5 elective subject selection to Year 8 parents.
Year 11 Study Introduction to the Expectations of senior study.
Year 12 HSC preparation.
Post School options presentations in preparation for leaving school.
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I used this Bruce Lee quote to reinforce one of the key's of senior study - "active review and consolidation".