Student Guidance & Wellbeing | Educational Research & Systems Development
I am a registered secondary school Guidance Counsellor with over seven years of classroom experience across Australian and international school contexts. My background combines formal counselling training and pastoral care with classroom teaching and curriculum development expertise. As the former Positive Behaviour for Learning (PBL) team leader at Millmerran P-10 School, I have experience developing Multi-Tiered Support Systems for behavioural intervention and wellbeing. Meanwhile, my experiences as an inaugural staff member at a start-up international school, Dar Essalam American School, and my curriculum leadership at The American School Foundation of Guadalajara give me experience in the development and facilitation of school-wide professional learning.
At present, I am developing subject-matter expertise in the manosphere, digital pathways to male adolescent radicalisation, and school-based interventions through the peer review and development of ongoing research. While niche, my research is grounded in deepening my understanding of how students conceptualise their school-based experiences and in developing universal, evidence-based practices in supporting vulnerable and at-risk students.
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.”