Assessment for Learning views high-quality assessment tasks and feedback as central to the learning process, not just a measurement of outcomes. I prioritise formative tasks that develop skills transferable to summative assessments, using consistent standards-aligned rubrics to ensure transparency and support self-reflection. This iterative approach, that incorporates drafting and revision, strengthens student self-efficacy and achievement. I have led these practices by co-developing the inaugural assessment policy at Dar Essalam American School in Rabat and facilitating staff professional development on effective rubric design in Guadalajara (Slide Deck Available).
Assessment for Learning
Demonstrated Student Growth Through Targeted Instruction
Targeted shifts to formative assessment and feedback significantly accelerated student achievement in Grade 5 ELA at the American School Foundation of Guadalajara. Within one academic year, the proportion of students achieving in the 90–100% band increased from 10% to 28%, while the number of students performing below 80% declined.
This growth followed the deliberate implementation of an Assessment for Learning approach across the grade level. I led a transition away from grade-focused evaluation toward frequent, standards-aligned formative assessment supported by analytic rubrics and actionable feedback. Students engaged in structured self-assessment and reflection, developing greater ownership of their learning and a clearer understanding of success criteria.
In 2020, at Cleveland District State High School, I championed a shift toward inclusive education by advocating for the integration of students with high learning needs into my mainstream Year 9 English classroom. Collaborating closely with the Student Support team, I co-designed a sustainable co-teaching and differentiation model that prioritized universal accessibility over simple curriculum modification. This framework has since been institutionalized as standard practice across the school, with longitudinal data validating its success in improving both engagement and academic outcomes.
Professional Endorsement
“Lodi, your expertise was evident in most everything you were involved in with the school. Clearly you maintained high academic standards for your students and at the same time was able to form strong, caring relationships with students. You maintained your honor and sense of well being throughout and were the first one to volunteer for assignments, the first one to help cover [classes], and the first one to bring up well-thought out ideas.
You worked closely with colleagues, helping them with curricular matters. You modeled excellent classroom management strategies and led an early workshop on restorative behavior approaches involving classroom strategies. You took feedback well and were able to adapt to challenging situations. You really did exemplify the practice of ‘Assuming Best Intentions’.”
Mr Harry Houlis
Middle & High School Principal
Dar Essalam American School
“You Have Walls That Teach…”
Mr. David Markman
Middle School Principal at The American School Foundation of Guadalajara
I integrate industry-standard technical skills and professional writing experience into the classroom, providing students with authentic mentor texts and real-world benchmarks for visual and written communication.
Writer and contributor for Australian Photography Magazine
Australian Photographer of the Year
Australian People Photographer of the Year — Overall Winner (2025)
Australian Travel Photographer of the Year — Runner Up (2024)
Chromatic Photography Awards (Photojournalism) – 3rd Place
ReFocus Awards – Honorable Mention (2025); ND Awards – Honorable Mention (2025)
Commissioned photographer for the Australian Embassy of Morocco (Reference Available)
Industry Experience
