International Educator | Student Wellbeing & Behaviour Systems Specialist
I am an Australian educator with eight years of classroom experience, specialising in student wellbeing, behaviour systems, and evidence-based practice. Currently an M.Ed. candidate in Guidance Counselling, I research the impact of online subcultures on adolescent male identity. My pedagogy prioritises student voice, inquiry-driven backwards planning, and the development of rich assessment tasks that facilitate learning rather than merely measuring it. This is achieved through detailed formative assessment and high-quality feedback. I strive to create academically rigorous, emotionally safe environments where students feel confident taking risks and advocating for their own growth. This is what students have to say about my teaching:
Instructional Leadership
Designed the first English Literature program for a start-up international school; accountable for head of department decision making regarding unit and curriculum mapping.
Led implementation of school-wide behaviour systems (PBL), integrating restorative and tiered support approaches.
Designed and implemented an inclusive co-teaching model now adopted as standard practice, significantly improving student achievement outcomes (26% → 55% above a C grade).
Delivered whole-school professional learning and coached teachers to strengthen curriculum, assessment, and instructional consistency.
Key Impacts & Expertise
Academic Standing: Graduated from my Masters in Education: Guidance, Counselling, and Careers with a Cumulative GPA of 6.42 / 7.00 - Academic Transcript
Increased Grade 9 English student proficiency from 26% → 55%, reducing below-standard performance from 14% → 6% (Cleveland District State High School)
Improved Grade 5 English Language Arts outcomes by 3.15% overall, doubling top-performing students (90%+) from 10% to 20%, and shifting 15% of students from the 70–79% band into 80–89% (American School Foundation of Guadalajara)
Led school-wide Positive Behaviour for Learning (PBL) systems and data-driven interventions
Co-developed assessment and behaviour policy at whole-school level (Dar Essalam American School)
Delivered professional development in standards-based grading and developing quality formative assessment (American School Foundation of Guadalajara & Dar Essalam American School)
“Thanks for the feedback, sir, I intended to only skim through my draft and edit it tomorrow by I’ve instead spent till 10pm adding to my treatment, I just wanted to add that I really appreciate the nice comments you write on all my drafts and wanted to say how motivated you make me feel as a student.”